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Koch Svedberg, G. & Peters, A.-K. (2021). Om utbildningens möjlighet att förändra den mansdominerade teknikkulturen. (1:1ed.). In: Cecilia Franzén; Despina Tzimoula (Ed.), Genus och professioner: (pp. 223-241). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Om utbildningens möjlighet att förändra den mansdominerade teknikkulturen.
2021 (Svenska)Ingår i: Genus och professioner / [ed] Cecilia Franzén; Despina Tzimoula, Lund: Studentlitteratur AB, 2021, 1:1, s. 223-241Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [sv]

Vi har utvecklat en förenklad systemmodell för att visa på de komplexa sambanden mellan teknik, samhälle och maskuliniteter, som de beskrivs i litteraturen. Sambanden illustreras genom empiriskt material från en studie om högre utbildning inom datavetenskap. Utifrån systemmodellen diskuterar vi slutligen universitetens möjligheter att förändra den mansdominerade teknikkulturen.

Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2021 Upplaga: 1:1
Nyckelord
teknisk utbildning, mansdominerad datavetenskap, maskulinitet, systemmodell, datavetenskap, samhälle
Nationell ämneskategori
Data- och informationsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-46831 (URN)978-91-44-12654-8 (ISBN)
Tillgänglig från: 2021-11-12 Skapad: 2021-11-12 Senast uppdaterad: 2021-11-15Bibliografiskt granskad
Koch Svedberg, G. (2011). Critical self-reflections on the classical teaching culture in engineering (ed.). In: (Ed.), (Ed.), Proceedings of the 7th International CDIO Conference: . Paper presented at International CDIO Conference, Denmark, Copenhagen (2011) (pp. 391-407). : Technical University of Denmark, DTU
Öppna denna publikation i ny flik eller fönster >>Critical self-reflections on the classical teaching culture in engineering
2011 (Engelska)Ingår i: Proceedings of the 7th International CDIO Conference, Technical University of Denmark, DTU , 2011, s. 391-407Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [en]

The classical teaching culture in engineering is determined by a deep-rooted belief system that becoming an engineer means having to endure the worst three to five years of your life of hard and boring math, useless abstract theories of physics and a couple of project works for which one slaves day and night for months in order to get things to work. In this paradigm, engineering studies are seen as a kind of initiation time, after which the newly examined engineer will be welcomed into the arms of the engineering brotherhood. No wonder that young people do not find such studies very enticing anymore. In a globalized world full of interesting, catchy, fun and state of the art educational programs, an old-fashioned style of teaching culture in engineering seems rather outdated. But unfortunately, from my own experience I know that it isn’t. Teachers in engineering at universities tend to teach in the same way as they have experienced during their own studies. This way they preserve and recreate a teaching culture that resists pedagogical reforms despite substantial criticism from all possible sides. Why is this? What is it about the classical teaching culture in engineering that makes it impossible for any teacher adhering to it to obtain good or effective teaching? The objective of this paper is to use long-established pedagogical research results on teaching and student learning to analyse the classical teaching culture in engineering. A discussion of this analysis leads to three underlying problem areas: different epistemologies between engineering sciences and engineering undergraduate education, the hierarchy between research and teaching, and the style of examination and its impact on student learning. Finally, possible ways of improvements are discussed. It is also shown that the CDIO Initiative is a valid alternative to the classical teaching culture in engineering, as it allows their teachers to improve the quality in teaching and to make it effective.

Ort, förlag, år, upplaga, sidor
Technical University of Denmark, DTU, 2011
Nyckelord
Engineering teaching culture, teaching style, resistance towards reforms, realism and constructivism, contructive alignment, CDIO Standards
Nationell ämneskategori
Teknik och teknologier
Identifikatorer
urn:nbn:se:mau:diva-12526 (URN)12550 (Lokalt ID)12550 (Arkivnummer)12550 (OAI)
Konferens
International CDIO Conference, Denmark, Copenhagen (2011)
Tillgänglig från: 2020-02-29 Skapad: 2020-02-29 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
Projekt
AVANS projekt: "Internet of Things Master's Program"; Malmö universitet
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-5248-2708

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