Å. Ingerman

发表

An introduction to didactic classroom studies

Christina Osbeck, Å. Ingerman, S. Claesson, 2018, Didactic classroom studies: A potential research direction.

Representations as mediational means in students meaning-making about the human body

R. Tytler, P. Wickman, Å. Ingerman, 2017 .

Technological literacy reconsidered: a model for enactment

Åke Ingerman, Brandon Collier-Reed, Å. Ingerman, 2011 .

Continuity and Development in the Phenomenography and Variation Theory Tradition

Å. Ingerman, Airi Rovio-Johansson, 2016 .

Physics group work in a phenomenographic perspective – learning dynamics as the experience of variation and relevance

Shirley Booth, Maria Berge, Åke Ingerman, 2009 .

Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunnelling

C. Linder, Daniel Domert, Å. Ingerman, 2005 .

Phenomenography: from critical aspects to knowledge claim

Brandon Collier-Reed, Å. Ingerman, 2013 .

Nonequilibrium Josephson current in ballistic multiterminal SNS junctions

V. Shumeiko, G. Wendin, P. Samuelsson, 2000, cond-mat/0005141.

Technological literacy and reflection in the classroom

Brandon Collier-Reed, Å. Ingerman, 2014 .

Learning and the variation in focus among physics students when using a computer simulation

C. Linder, S. Booth, D. Marshall, 2012 .

A Holistic Picture of Physics Student Conceptions of Energy Quantization, the Photon Concept, and Light Quanta Interference

Å. Ingerman, Mengesha Ayene, B. Damitie, 2018, International Journal of Science and Mathematics Education.

A potential research direction for didactic classroom studies

Å. Ingerman, C. Osbeck, 2018, Didactic classroom studies: A potential research direction.

Multiple theoretical lenses as an analytical strategy in researching group discussions

Maria Berge, Åke Ingerman, Maria Berge, 2017 .

Andreev resonances in quantum ballistic transport in SNS junctions

V. Shumeiko, G. Wendin, E. Bratus', 2001 .

Full counting statistics of multiple Andreev reflection.

G. Johansson, P. Samuelsson, Å. Ingerman, 2003, Physical review letters.

Engaging with a group’s space of meaning: The tutor’s role in small-group didactics

S. Booth, Å. Ingerman, 2018, Didactic classroom studies: A potential research direction.

Dealing with the multidimensionality of sustainability through the use of multiple perspectives – a theoretical framework

John Holmberg, Magdalena Svanström, Johanna Lönngren, 2016 .

Nonequilibrium Josephson current in ballistic multiterminal SNS junctions

V. Shumeiko, G. Wendin, P. Samuelsson, 2000, cond-mat/0005141.

Trusting results - An exploration of physicists' conceptions of their own and others' research

S. Booth, Å. Ingerman, 2005 .

Expounding on physics: a phenomenographic study of physicists talking of their physics

Shirley Booth, S. Booth, Å. Ingerman, 2002, physics/0205092.

Towards an inter-language of talking science: exploring students’ argumentation in relation to authentic language

Å. Ingerman, Clas Olander, 2011 .

Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of research

Anders Berglund, Brandon I. Collier-Reed, Åke Ingerman, 2009 .

Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team

Anette Olin, Å. Ingerman, 2016 .

On Young People's Experience of Systems in Technology.

Ann Zetterqvist, Maria Svensson, Åke Ingerman, 2012 .

The New Engineer: Gender and Social Class in Information about Engineering Educations

Anna Danielsson, Åke Ingerman, Eva Silfver, 2016 .

Different stories of group work: Exploring problem solving in engineering education

Anna Danielsson, Maria Berge, Åke Ingerman, 2012 .

Representations as mediation between purposes as junior secondary science students learn about the human body

R. Tytler, P. Wickman, Å. Ingerman, 2018 .

Avoid, Control, Succumb, or Balance: Engineering Students’ Approaches to a Wicked Sustainability Problem

Magdalena Svanström, Johanna Lönngren, Åke Ingerman, 2017 .

Learning physics as a whole – On supporting students making sense of their studies

C. Linder, S. Booth, Å. Ingerman, 2012 .

SimChemistry as an active learning tool in chemical education

Cedric Linder, Michael Christie, Elisabeth Saalman, 2008 .

The learners’ experience of variation: following students’ threads of learning physics in computer simulation sessions

Cedric Linder, Åke Ingerman, Delia Marshall, 2009 .

A Holistic Picture of Physics Student Conceptions of Energy Quantization, the Photon Concept, and Light Quanta Interference

Åke Ingerman, Å. Ingerman, Mengesha Ayene, 2018, International Journal of Science and Mathematics Education.

Anesthesiologists’ conceptions of learning anesthesia in the context of their specialty training program: a phenomenographic study

Å. Ingerman, H. Chin, H. O. Hergés, 2023, BMC Medical Education.

On context in phenomenographic research on understanding heat and temperate

Anders Berglund, Tom Adawi, Shirley Booth, 2001 .

Learning-focuses in physics simulation learning situations

C. Linder, D. Marshall, Å. Ingerman, 2004, physics/0401053.

Avoid, Control, Succumb, or Balance: Engineering Students’ Approaches to a Wicked Sustainability Problem

M. Svanström, Å. Ingerman, Johanna Lönngren, 2016, Research in Science Education.