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This research area focusses on these tools and representations and what opportunities for learning science they present. We also examine how new types of tools change learning in the natural sciences in and of itself.

In this research area we throw light on issues such as what educators do when they conduct assessments and on what basis they make their assessments.

Technology and Science Education Research – TESER – is a research unit in science and technology education research that was initiated in 2011.

The research conducted at TESER includes technology education from pre-school up to high school and teacher education, both as a research area and as area of teaching in our various teacher education programs.

This project explores the achievement gaps in schools among students from different ethnic backgrounds. By analysing data from European youth and Swedish registers, we aim to increase awareness of bias in the education system.

This research is based on embodied cognition and – more specifically – on the theory of conceptual metaphors.

This project studies the impact of affective factors in students’ learning in the natural sciences and mathematics.

Research in this area is focussed partly on further developing subject-based approaches in the natural sciences and partly on investigating and critically examining their contemporary historical and cultural expression.

In this project we study how multi-media tools can be used in instruction in the natural sciences.

How interactive visualisations can help students understand and express their knowledge of complex processes, primarily the intake of nutrients