uu.seUppsala University Publications
Change search
Refine search result
1 - 10 of 10
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Berge, Maria
    et al.
    Umea Univ, Dept Sci & Math Educ, Umea, Sweden.
    Silfver, Eva
    Umea Univ, Dept Educ, Umea, Sweden.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Kings Coll London, Sch Educ Commun & Soc, London, England.
    In search of the new engineer: gender, age, and social class in information about engineering education2019In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 44, no 5, p. 650-665Article in journal (Refereed)
    Abstract [en]

    It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities? websites, focusing on what characteristics are brought to the fore as important for tomorrow?s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ?technological progression?, ?sustainability?, and ?neoliberal ideals?, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities? efforts to diversify students? participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society.

  • 2.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    East, Philip
    Kinnunen, Päivi
    Malmi, Lauri
    McCartney, Robert
    Moström, Jan Erik
    Murphy, Laurie
    Ratcliffe, Mark
    Schulte, Carsten
    Simon, Beth
    Stamouli, Ioanna
    Thomas, Lynda
    Learning computer science: Perceptions, actions and roles2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, p. 327-338Article in journal (Refereed)
  • 3. Collier-Reed, Brandon
    et al.
    Case, Jennifer
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    The experience of interacting with technological artefacts2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, no 4, p. 295-303Article in journal (Refereed)
  • 4.
    Forsman, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Van den Bogaard, Maartje
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Fraser, Duncan
    Considering student retention as a complex system: a possible way forward for enhancing student retention2015In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 40, no 3, p. 235-255Article in journal (Refereed)
    Abstract [en]

    This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact.This study therefore points to the need for a more system-wide approach to enhancing student retention.

  • 5. Fraser, Duncan
    et al.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Teaching in higher education through the use of variation: examples from distillation, physics and process dynamics2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, no 4, p. 369-381Article in journal (Refereed)
    Abstract [en]

    Contemporary learning research and development that is embedded in primary and secondary schooling is increasingly acknowledging the significance of a variation approach for enhancing the possibility of learning. However, the variation approach has so far attracted very little attention in higher education, but where it has, the results have been most worthwhile and encouraging. In this article, aspects of the approach that are useful for higher education are described and illustrated using three examples: learning distillation in third-year chemical engineering using a computer simulation, learning Newton's third law in first year physics using an interactive class session, and a proposal for teaching and learning a particular application of Laplace transforms in process dynamics. It is contended that explicit use of variation enhances the possibility of learning for students.

  • 6. Kinnunen, Päivi
    et al.
    Butler, Matthew
    Morgan, Michael
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Peters, Anne-Kathrin
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Sinclair, Jane
    Kalvala, Sara
    Pesonen, Erkki
    Understanding initial undergraduate expectations and identity in computing studies2018In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 43, no 2, p. 201-218Article in journal (Refereed)
    Abstract [en]

    There is growing appreciation of the importance of understanding thestudent perspective in Higher Education (HE) at both institutional andinternational levels. This is particularly important in Science, Technology,Engineering and Mathematics subjects such as Computer Science (CS)and Engineering in which industry needs are high but so are studentdropout rates. An important factor to consider is the management ofstudents’initial expectations of university study and career. This paperreports on a study of CSfirst-year students’expectations across threeEuropean countries using qualitative data from student surveys andessays. Expectation is examined from both short-term (topics to bestudied) and long-term (career goals) perspectives. Tackling these issueswill help paint a picture of computing education through students’eyesand explore their vision of its and their role in society. It will also helpeducators prepare students more effectively for university study and toimprove the student experience.

  • 7. McCartney, Robert
    et al.
    Boustedt, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Numerical Analysis.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Moström, Jan Erik
    Sanders, Kate
    Thomas, Lynda
    Zander, Carol
    Liminal spaces and learning computing2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, p. 383-391Article in journal (Refereed)
  • 8.
    Staffas, Kjell
    Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences, Signals and Systems Group.
    Heuristic for learning common emitter amplification with bipolar transistors2017In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 42, no 6, p. 860-874Article in journal (Refereed)
    Abstract [en]

    Mathematics in engineering education causes many thresholds in the courses because of the demand of abstract conceptualisation. Electronics depend heavily on more or less complex mathematics. Therefore the concepts of analogue electronics are hard to learn since a great deal of students struggle with the calculations and procedures needed. A survey was done focusing on students' struggle to pass a course in analogue electronics by introducing a top-down perspective and the revised taxonomy of Bloom. From a top-down perspective you can create learning environments from any spot in the taxonomy using a step-by-step approach of the verbs understand and apply. Three textbooks with a top-down perspective on analogue electronics are analysed on the concept of amplifying with a transistor circuit. The study claims issues when losing the top-down perspective to present concepts and procedures of the content to be learned.

  • 9.
    Thuné, Michael
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Analysis of students’ learning of computer programming in a computer laboratory context2019In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 44, p. 769-786Article in journal (Refereed)
  • 10.
    Thuné, Michael
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Numerical Analysis.
    Variation theory applied to students' conceptions of computer programming2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, p. 339-347Article in journal (Refereed)
1 - 10 of 10
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf