Publications by Susanne Engström
Refereegranskade
Artiklar
[1]
Engström, S. & Blom, J. (2023). Technical science capital in relation to how students manage within higher technical education. International journal of technology and design education.
[2]
Hurdelbrink, C., Engström, S. & Fahrman, B. (2022). Change of course : contribution to support students’ language development. Högre Utbildning, 12(2), 45-52.
[3]
Engström, S. (2022). From a teacher student’s view – how STEM-actors have impact on teacher education and teaching in STEM. Design and Technology Education: An International Journal, 27(2), 38-52.
[4]
Engström, S. & Norström, P. (2022). How Physics Courses Can Make Highly Valued Strategies and Dispositions Visible to Physics Teacher Students. European Journal of Science and Mathematics Education, 10(4), 396-411.
[5]
Engström, S., Norström, P. & Söderberg, H. (2021). A Model for Teaching Systems Thinking : A Tool for Analysing Technology Teachers’ Conceptualising of Systems Thinking, and How it is Described in Technology Textbooks for Compulsory School. Techneserien : forskning i slöjdpedagik och slöjdvetenskap. B, 28(2), 241-251.
[6]
Forsell, C., Engström, S. & Norström, P. (2021). Teachers’ Attitudes to Teaching Introductory Solid Mechanics in Upper Secondary School. Techneserien : forskning i slöjdpedagik och slöjdvetenskap. B, 28(2), 448-454.
[7]
Danielsson, A., Engström, S., Norström, P. & Andersson, K. (2020). The Making of Contemporary Physicists : Figured Worlds in the University Quantum Mechanics Classroom. Research in science education.
[8]
Lidar, M., Engström, S., Lundqvist, E. & Almqvist, J. (2019). Undervisningstraditioner i naturvetenskaplig undervisning i relation till svenska utbildningsreformer i skolår 6. NorDiNa : Nordic Studies in Science Education, 15(2), 174-192.
[9]
Engström, S. (2018). Differences and similarities between female students and male students that succeed within higher technical education: profiles emerge through the use of cluster analysis. International journal of technology and design education, 28(1), 239-261.
[10]
Engström, S., Björkholm, E. & Norström, P. (2017). A project about materials as subject content within technology education. The proceedings of the XVII IOSTE Symposium released in journal ‘Conexão Ciência’. Conexão Ci. | Formiga/MG, 12(2), 8-14.
[11]
Engström, S. (2015). Female Students Who Succeed within Higher Technical Education – When and Why They Choose and Who They Are. Procedia - Social and Behavioral Sciences, 167, 161-169.
[12]
Gustafsson, P., Engström, S. & Svensson, A. (2015). Teachers’ View of Sustainable Development in Swedish Upper Secondary School. Procedia - Social and Behavioral Sciences, 167, 7-14.
Konferensbidrag
[13]
Engström, S., Sundqvist, P., Nordlöf, C., Klasander, C. (2023). Approaches to industrial processes in technology textbooks. Presented at In PATT40 Liverpool 2023 (Vol. 1)..
[14]
Engström, S., Lennholm, H. (2023). Authentic Teaching in STEM Education – factors for success. Presented at PATT40: The 40th International Pupils’ Attitudes Towards Technology Research Conference Hosted by Liverpool John Moores University, 31st October to 3 rd November 2023.
[15]
Engström, S., Hurdelbrink, C. (2023). Different textbooks in technology education – different opportunities for developing disciplinary literacy. Presented at PATT40: The 40th International Pupils’ Attitudes Towards Technology Research Conference Hosted by Liverpool John Moores University, 31st October to 3 rd November 2023.
[16]
Norström, P., Engström, S., Fahrman, B. (2023). Timeless, Socially Relevant Engineering Knowledge and Skills for Future Technology Education. In Pupils’ Attitudes Towards Technology (PATT) 40: Diverse Experiences of Design and Technology Educa-tion for a Contemporary and Pluralist Society. (pp. 665-672).
[17]
Engström, S., Norström, P., Fahrman, B. (2023). Timeless, socially relevant engineering knowledge and skills for future technology education. Presented at PATT40: The 40th International Pupils’ Attitudes Towards Technology Research Conference Hosted by Liverpool John Moores University, 31st October to 3 rd November 2023.
[18]
Engström, S., Fahrman, B., Hurdelbrink, C. (2020). Kursändring – svenska som andraspråk inte längre ett hinder inom KPU:n. Presented at NU2020 Hållbart lärande. 7 – 9 oktober 2020..
[19]
Nordlöf, C., Engström, S. (2019). How teachers value skills and content in Technology teaching in Swedishcompulsory school – a “climate” change. In PATT 37 Developing a knowledge economythroughtechnology and engineering education..
[20]
Björkholm, E., Engström, S. (2018). DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION–FIXED OR CHANGEABLE?. In Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017). (pp. 1953-1960). Ireland.
[21]
Engström, S. (2018). Universitetsundervisning i fysik för blivande ämneslärare – Bourdieus symboliska kapital som lins. Presented at FND.
[22]
Engström, S. (2018). What technology content and values emerge in the teaching of climate change?. In 2018 PATT36 International Conference Research and Practice in Technology Education: Perspectives om Human Capacity and Developmnet. (pp. 40-46). Ireland.
[23]
Engström, S., Björkholm, E. (2017). DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?. Presented at ESERA 2017.
[24]
Engström, S., Björkholm, E., Norström, P. (2016). A project about materials as subject content within technology education. Presented at XVII IOSTE SYMPOSIUM, Braga, Portugal, from 11th to 16th July 2016, organized by CIEC-UMINHO (Research Centre for Child Studies of Minho University).
[25]
Engström, S., Björkholm, E. (2016). En diskursanalytisk studie av programmering som innehåll i grundskolans teknikämne. Presented at FND 9-10 november 2016 Högskolan i Dalarna.
[26]
Björkholm, E., Engström, S., Norström, P. (2016). Exploring Materials as Subject Content within Technology Education. In PATT2016: Technology Education for 21st Century..
[27]
Engström, S., Andersson, K., Danielsson, A., Norström, P., Gullberg, A., Husseinus, A., Elmgren, M. (2016). Lärarutbildares naturvetenskap under lupp – en studie av gränslandet mellan ämnesdiscipliner och skolämnen. Presented at FND 9-10 november 2016 Högskolan i Dalarna. Website: www.du.se/FND2016. Stockholm.
[28]
Engström, S., Lidar, M. (2016). The influence on teaching and assessment practices from national tests and grading in Science in Y6. Presented at ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers.
[29]
Engström, S., Svensson, A. (2015). How sustainable development is constructed in the Technology Programme in discussions between upper secondary school teachers. Presented at ESERA 2015, 31.8 – 4.9 2015 Helsinki..
[30]
Engström, S., Lidar, M. (2015). Teaching traditions in Science Education and the impact of educational reform. Presented at ESERA 2015, 31.8 – 4.9 2015 Helsinki..
Kapitel i böcker
[31]
Engström, S. & Björkholm, E. (2023). Discourses of Programming Teaching within Compulsory Education. In Jonas Hallström and Marc J. de Vries (Ed.), Programming and Computational Thinking in Technology Education. Swedish and International Perspectives (pp. 196-212). Brill Academic Publishers.
[32]
Engström, S. & Svensson, M. (2022). An Educational Model for Teaching About Technological Systems. In Jonas Hallström P. John Williams (Ed.), Teaching and Learning about Technological Systems: Philosophical, Curriculum and Classroom Perspectives ( (1 ed.) p. 249). Springer Nature.
[33]
Engström, S., Christiansen, I., de Ron, A., Ebbelind, A., Engström, S., Frisk, S. ... et al., (2021). The Crosscurrents of Swedish Mathematics Teacher Education. In Denisse R Thompson, University of South Florida. Mary Ann Huntley, Cornell University. Christine Suurtamm, University of Ottawa. (Ed.), International Perspectives on Mathematics Teacher Education. Information Age Publishing.
[34]
Enghag, M., Engström, S. & Brorson, B. (2018). A Teacher Professional Development Programme on Dialogic Inquiry. In Tsivitanidou, O.E., Gray, P., Rybska, E., Louca, L., Constantinou, C.P. (Eds.) (Ed.), Professional Development for Inquiry-Based Science Teaching and Learning. (pp. 223-243). Heidelberg Germany: Springer.
Icke refereegranskade
Konferensbidrag
[35]
Lennholm, H., Engström, S. (2022). COLLABORATION BETWEEN UPPER SECONDARY SCHOOL STUDENTS AND ENERGY RESEARCHERS FOR AUTHENTIC LEARNING IN TECHNOLOGY EDUCATION. Presented at INTED2022. Stockholm.
[36]
Norström, P., Fahrman, B., Engström, S., Tibbelin, S., Björkholm, E., Isaksson Persson, H., Lennholm, H. (2018). Disciplinering inom högstadiets teknikämne. Presented at FobasNT18.
Kapitel i böcker
[37]
Andersson, K., Hussénius, A., Gullberg, A., Danielsson, A. T., Elmgren, M., Engström, S. & Norström, P. (2019). Lärarutbildares naturvetenskap under lupp – en studie i gränslandet mellan ämnesdiscipliner och skolämnen. In Vetenskapsrådet (Ed.), Resultatdialog 2019, Vetenskapsrådet. Stockholm: Vetenskapsrådet.
Senaste synkning med DiVA:
2024-04-28 03:35:50