Public defence of doctoral thesis with Niklas Humble
Welcome to Niklas Humble’s public defence of his doctoral thesis in computer- and system science with the title ”Programming in grade 7–9: Action possibilities and constraints from the perspective of mathematics and technology teachers”.
Main supervisor
Associate Professor Lena-Maria Öberg, Mittuniversitetet
Assistant supervisor
Associate Professor Peter Mozelius, Mittuniversitetet och Professor Stefan Hrastinski, KTH
Opponent
Associate Professor Päivi Anneli Kinnunen, Helsingfors Universitet
Examining Committee
Professor Magnus Österholm, Guest professor Mittuniversitetet/Associate Professor Umeå Universitet
Professor Anna Ståhlbröst, Luleå Tekniska Universitet
Professor Anders Mørch, Universitetet i Oslo
Register for the reception after the public defence that takes place in building Q, 3rd floor. Last day for registration is 12 Januari.
Sammanfattning
Idén att använda programmering i fler områden än datavetenskap är inte ny, men det har aktualiserats igen med den globala trenden att integrera programmering i skolans läroplan. I Sverige har årskurs 7–9 lärare i matematik och teknik varit särskild berörda av detta. I avhandlingsarbetet har Niklas Humble studerat lärares upplevda handlingsmöjligheter och begränsningar i att använda programmering för matematik och teknik i årskurs 7–9. Med kvalitativ ansats och fem inkluderade artiklar har avhandlingen identifierat flera handlingsmöjligheter och begränsningar med programmering för matematik och teknik i årskurs 7–9. Avhandlingen bidrar med nya insikter om lärares användning och upplevelse av programmering samt hur stöd till lärare i form av exempelvis fortbildningskurser i programmering bör utformas.
Abstract
The idea of using programming in fields outside of computer science is not new, but it has received renewed attention with the global trend of integrating programming in school curricula. In the Swedish context, mathematics and technology teachers for grades 7–9 have been significantly affected by the integration of programming. Previous research has highlighted the opportunities and challenges presented by this integration and shown that programming is a relevant skill for students to acquire, but it also shows that teachers often lack knowledge, skill and guidance for this integration. The knowledge object of the thesis is to develop knowledge about teachers’ perceived affordances (action possibilities) and constraints in using programming in grade 7–9 mathematics and technology. The thesis includes five papers and uses a qualitative approach to identify action possibilities and constraints of using programming in grade 7-9 mathematics and technology. These action possibilities and constraints relate to three aspects of teaching and learning: subject content, motivation and engagement, and digital competence. Together, the findings provide a conceptual model for what programming can be used for in grade 7–9 mathematics and technology. This conceptual model, which incorporates action possibilities and constraints of programming related to the three aspects of teaching and learning mentioned above, represents the contribution of the thesis. The thesis provides new insights into the understanding of teachers’ use and perceptions of programming for teaching and learning in grade 7–9 mathematics and technology (the study object). The thesis also has practical implications for the future design of professional development courses on programming for teachers and how programming should be used and integrated in an educational context.