MINT:s aktiviteter

MINT anordnar seminarier, kurser och andra aktiviteter för att skapa mötesplatser och forum för diskussion för de som är intresserade av ämnesdidaktik inom TekNat:s alla områden - var med!

Seminarier och andra mötesplatser

En gång i månaden, presentationer första timmen, därefter fika och mingel.

Seminarieserie hösten 2022

tis 13/9, kl. 15.15 - 17.00, Fakultetsrum 1, Ångström House 10, 106150

  • Paneldiskussion om datahantering, GDPR, forskningsetik och etikprövning. Medverkande:
    -- Jörgen Svidén, Kanslichef, Överklagandenämnden för etikprövning
    -- Jonas Almqvist, Professor, Institutionen för pedagogik, didaktik och utbildningsstudier,UU
    -- Christer Lagvik, Universitetsbibliotek, UU
    -- Jakob Håkansson, Dataskyddsombud, Juridiska avdelningen, UU
    -- Mikael Laaksoharju, Docent, IT-institutionen, UU

Bilder från Jakob Håkanssons presentation finns här.

tor 29/9, kl 15.15 - 17.00, Ångström hus 10, 104130 (Ada Lovelace)

tor 20/10, kl 13.15 - 15.00, Ångström hus 10, 104130 (Ada Lovelace)

  • Max Scheja, Stockholms universitet, "Reflections on students' critical thinking in higher education. Empirical examples from psychology students' writing up their bachelor's theses" (abstract här; inspelningen finns här)

tor 24/11, kl 13.15 - 15.00, Ångström hus 10, 104130 (Ada Lovelace)

  • Henrika Florén, Karolinska institutet och UCL Institute of Education, "Beyond the conventional and measurable: Assessment challenges and opportunities when knowledge is represented in diverse digital forms" (abstract här; pdf av presentationen här)

fre 16/12, kl 13.15 - 15.00, Mellanrummet, Ångström 10234

  • Kristina von Hausswolff, KTH, "Philosophical Pragmatism as a theoretilcal foundation of subject didactics: a midway beteen cognitivistic and socialcultural perspectives".

Seminarierserie våren 2022

tor 20/1, kl. 13.15 - 15.00 (via Zoom)

  • Tina Vrieler (UpCERG/IT, UU), "A sociological and philosophical reflection on social justice in science education" (abstract här)

tis 15/3, kl. 10.15 - 11.00 (Å104130)

  • Sofie van den Eynde (Uni of Groningen, NL) "Blending mathematics and physics in student reasoning: challenges and opportunities from a science education research perspective" (abstract här)

tor 7/4 kl. 13.00 - 14.30 (Å104130, Ada Lovelace, Ångström)

ons 4/5 kl. 13.15 - 15.00, Zoom/Mellanrummet, Ångström

mån 23/5 kl. 13.15 - 15.00, Mellanrummet, Ångström

  • Kajsa Bråting, Cecilia Kilhamn and Lennart Rolandsson (Dept of Education, UU), "Introduction of programming in Swedish school mathematics - results from a VR founded research project" (abstract here; inspelningen finns här)

ons 25/5 kl. 10.15 - 12.00

  • Daniela Ferrarello (Matematikens didaktik, University of Catania, Italien) "Hyperbolic geometry: art, physics and education" (abstract här; inspelningen här)

Seminarierserie hösten 2021

ons 15/9, kl. 13.15 - 15.00 (via Zoom)

tor 7/10 kl. 15.15 - 15.00, Beurlingrummet, Ångströmlaboratoriet

  • Maria Berge (Umeå universitet), "Social class and gender in engineering education?" (abstract här)

Listan över tidigare seminarier hittar du här.


Här lägger vi upp information om de kurser som vi kommer att ge eller som redan har varit.

Hösten 2022

Introduction to Discipline-Based Education Research
(Sep/Okt, klicka på länken för detaljerad information)

This overview course is aimed at PhD students and researchers/teachers who have an interest in learning more about discipline-based education research but who currently have little or no experience in engaging in this kind of research. We will consider questions such as: What issues are addressed in DBER and how is it done? How do I read and interpret such research publications? What topics are researched within my scientific discipline?  What issues might be interesting for further research?

The course is made up of five, interactive half-day sessions, spread over a number of weeks (14/9, 23/9, 3/10, 13/10, 24/10). We will introduce DBER, discuss theoretical underpinnings and methodologies for data collection and analysis, as well as the various research traditions and publication traditions for DBER in STEM areas. Participants will read and discuss DBER literature from their respective fields, and the course will provide a forum for collegiate discussions, including the relevance and applicability of this research to innovation and development of teaching and learning in the participants’ own disciplines and departments. See this flyer for more details and sign up for the course here.

Hands-on course in phenomenography: The role of mathematics in higher education in STEM
(start 7 nov; klicka på länken ovan för detaljerad information)

Phenomenography is a research approach developed for educational purposes. In a phenomenographic study, the researchers strive to identify and describe the breadth of experiences, or understandings, of a phenomenon found in a certain cohort.

This course will give participants hands-on experience in phenomenographical research through conducting a joint study exploring teachers’ views on the role of mathematics in different STEM disciplines, with the potential to contrast between these disciplines. Participants will under guidance of the course leaders and in collaboration with other participant design the study, perform data collection and analysis, with the goal a jointly authored draft that could become suitable as a conference contribution or journal article.

Some previous experience of discipline-based education research is an advantage, but the course does not require any previous knowledge of phenomenography or other kinds of qualitative research. See this flyer for more details.

Recordings: Lecture 1, Lecture 2 (ppt slides)

Hösten 2020/våren 2021

The Role of Theory in Discipline-Based Education Research

What is “theory” in the context of discipline-based education research (DBER)? How do theoretical frameworks and models affect how we design studies on teaching and learning, what questions can be asked, how data can be gathered, analysed and interpreted, and what evidence-based conclusions can be drawn? Does theory matter at all in DBER? [Spoiler alert: yes it does…]

Hösten 2019

Introduction to Qualitative Methods in Discipline-based Education Research

As a teacher, you might want to know e.g. how your teaching affected student learning, or how a teaching and learning activity influenced student engagement and their experience. Here, a qualitative research method (involving interviews, observational studies, analysis of text responses etc.) might be appropriate for answering your questions. This course will give you an introduction to qualitative research methods in education, especially within the context of STEM (Science, Technology, Engineering and Mathematics).

Hösten 2018

Course in Quantitative Methods in STEM Education Research
De filmade föreläsningarna, föreläsnings- och laborationsmaterial samt inlämningsuppgifter finns tillgängliga. Kursen var poänggivande för doktorander. 

Senast uppdaterad: 2022-12-14