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This project addresses transitions in the early school years, how they are accomplished and understood, and how children and  adults make meaning in connection with them.

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 section for Pedagogic Practices is a research environment that deals in research in association with Linköping University’s teacher training, especially the training held in Norrköping.

The research in this knowledge field analyzes interplay between actors (children, pedagogues, physical artefacts) with different special and social contexts (classroom, sandbox) in different communicative activities (free play, driving lessons).

Teenage girls often follow influencers, and a common topic is mental health. But what norms about health and well-being are conveyed on social media? We examine influencers' posts on mental health issues and how they are interpreted by followers.

All teachers improved their teaching considerably after receiving visits and feedback from experts on their performance during lessons. This is shown in a report from Linköping University that compiled observations from 30 compulsory schools.

This project studies the “flipped classroom” as a method of working and as a pedagogical current. The focus is on understanding this movement in a Swedish school context.

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.