Åke Ingerman

发表

Phenomenographic perspectives on the learning experience and process in higher education physics

Shirley Booth, Åke Ingerman, 2008 .

Teaching and learning system thinking in technology

Maria Svensson, Anders Berglund, Åke Ingerman, 2015 .

Studying Power and Knowledge in the Technology Classroom : Towards a Conceptual Framework

Maria Svensson, Malena Lidar, Anna Danielsson, 2014 .

Learning in physics group work - Dynamics, variation and the experience of relevance

Shirley Booth, Åke Ingerman, Maria Berge, 2008 .

Searching for a viable approach to project work in engineering education

Anna Danielsson, Maria Berge, Åke Ingerman, 2017 .

Teaching salient features of complex technological systems

Maria Svensson, Anders Berglund, Shirley Booth, 2013 .

On the exploration, expansion and expression of experiencing technological systems across contexts : Learning technology in the Swedish compulsory school

Maria Svensson, Anders Berglund, Jonas Emanuelsson, 2012 .

Discerning technological systems related to everyday objects: mapping the variation in pupils’ experience

Maria Svensson, Åke Ingerman, 2010 .

The role of computer simulations in university students’ reasoning about physics

Tom Adawi, Shirley Booth, Åke Ingerman, 2006 .

How mathematical is conceptual understanding

Tom Adawi, Åke Ingerman, Ann-Marie Pendrill, 2005 .

On Young People's Experience of Systems in Technology.

Ann Zetterqvist, Maria Svensson, Åke Ingerman, 2012 .

Classroom expressions of knowing technological systems

Maria Svensson, Anders Berglund, Åke Ingerman, 2014 .

Lab on the Web—Looking at Different Ways of Experiencing Electronic Experiments*

Per Lundgren, Kjell Jeppson, Åke Ingerman, 2006 .

Multiple theoretical spaces as analytical strategy in researching classroom interaction

Åke Ingerman, Maria Berge, 2012 .

Towards identifying instances of learning using experienced variation of presentation and representation as an analytical tool - looking at learning physics in computer simulation sessions

Cedric Linder, Shirley Booth, Åke Ingerman, 2004 .

Power and Knowledge in the Technology Classroom: The Development and Illustration of a Conceptual Framework.

Maria Svensson, Malena Lidar, Leif Östman, 2014 .

Constructions of power and knowledge in the technology classroom

Maria Svensson, Leif Östman, Malena Lidar, 2014 .

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

Anna Danielsson, Åke Ingerman, Eva Silfver, 2016 .

Multiple theoretical lenses as an analytical strategy in researching group discussions

Maria Berge, Åke Ingerman, Maria Berge, 2017 .

Learning focuses in physics simulation learning contexts.

Cedric Linder, Åke Ingerman, Delia Marshall, 2004 .

A bridge to understanding? An approach for analysing the construction of power/knowledge in a technology classroom.

Maria Svensson, Malena Lidar, Anna Danielsson, 2014 .

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

Magdalena Svanström, Johanna Lönngren, Åke Ingerman, 2017 .

Technological systems across contexts : Designing and exploring learning possibilities in Swedish compulsory technology education

Maria Svensson, Anders Berglund, Jonas Emanuelsson, 2012 .

On context in phenomenographic research on understanding heat and temperate

Anders Berglund, Tom Adawi, Shirley Booth, 2001 .

Technological literacy reconsidered: a model for enactment

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

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

John Holmberg, Magdalena Svanström, Johanna Lönngren, 2016 .

SimChemistry as an active learning tool in chemical education

Cedric Linder, Michael Christie, Elisabeth Saalman, 2008 .

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.

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

Cedric Linder, Åke Ingerman, Delia Marshall, 2009 .

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

Anna Danielsson, Maria Berge, Åke Ingerman, 2012 .

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

Shirley Booth, Maria Berge, Åke Ingerman, 2009 .

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 .

Learning science in groups – a multianalytical perspective on constituting and participating in spaces of learning

Maria Berge, Åke Ingerman, 2011 .