2022 Charlotta Nordlöf (2022) Teachers' Transformation of the Technology Subject: On teachers' attitudes to the school subject and views of technological knowledge in technology education Charlotta Nordlöf, Gunnar Höst, Jonas Hallström (2022) Technology teachers talk about knowledge: from uncertainty to technology education competence Research in Science & Technological Education Continue to DOI Charlotta Nordlöf, Per Norstrom, Gunnar Höst, Jonas Hallström (2022) Towards a three-part heuristic framework for technology education International journal of technology and design education, Vol. 32, p. 1583-1604 Continue to DOI 2021 Lars-Erik Björklund, Charlotta Nordlöf (2021) Teacher's Assessment in Programming: Comparing Teachers' Individual Judgement Criteria in a Programming Course. Techne series: Research in sloyd education and crafts science. A, Vol. 28, p. 188-195 2019 Charlotta Nordlöf, Jonas Hallström, Gunnar Höst (2019) Self-efficacy or context dependency?: Exploring teachers' perceptions of and attitudes towards technology education International journal of technology and design education, Vol. 29, p. 123-141 Continue to DOI
Charlotta Nordlöf (2022) Teachers' Transformation of the Technology Subject: On teachers' attitudes to the school subject and views of technological knowledge in technology education
Charlotta Nordlöf, Gunnar Höst, Jonas Hallström (2022) Technology teachers talk about knowledge: from uncertainty to technology education competence Research in Science & Technological Education Continue to DOI
Charlotta Nordlöf, Per Norstrom, Gunnar Höst, Jonas Hallström (2022) Towards a three-part heuristic framework for technology education International journal of technology and design education, Vol. 32, p. 1583-1604 Continue to DOI
Lars-Erik Björklund, Charlotta Nordlöf (2021) Teacher's Assessment in Programming: Comparing Teachers' Individual Judgement Criteria in a Programming Course. Techne series: Research in sloyd education and crafts science. A, Vol. 28, p. 188-195
Charlotta Nordlöf, Jonas Hallström, Gunnar Höst (2019) Self-efficacy or context dependency?: Exploring teachers' perceptions of and attitudes towards technology education International journal of technology and design education, Vol. 29, p. 123-141 Continue to DOI
aSTEM: Models and modelling for authentic STEM education The aim of the research is to define and investigate the authentic integration of science and technology as two selected components of STEM education through models and modelling in Sweden.
Division of Learning, Aesthetics, Natural Science (LEN) LEN is a division at IBL engaged in education and research within the Faculty of Educational Sciences at Linköping University.
Department of Behavioural Sciences and Learning (IBL) Human behaviour and learning is the focus for education and research at the department. We educate students and scientists that are well equipped to meet future challenges in society and working life.