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Åke Ingerman
Professor
Unit for Subject Matter Education with specialization in Science and Technology EducationAbout Åke Ingerman
Research interests My research aims to develop understanding of a fundamentally multidisciplinary content – educational aspects of natural science and technology. My research has mostly had a phenomenographic framework and focuses mainly on how technical and natural science phenomena are expressed and experienced in learning and teaching situations. This also includes studies of different ways in which students perceive key concepts in science and technology. My research has concerned teaching and learning in primary school as well as high school and university. I currently lead the project Effects of group discussions in teaching mathematics and science, financed by The Swedish Institute for Educational Research.
Teaching interests My teaching is currently mainly within postgraduate education. I have previously taught in both teacher training, master's education and university pedagogic courses. I supervise several doctoral students with subject didactic focus.
Key words Technology education, physics education, higher education, phenomenography, variation theory, learning study
Professor in Science and Technology Education
I am currently on leave from University of Gothenburg, having the role as Vice-Chancellor at Örebro university, see https://www.oru.se/english/about-us/organisation-and-governance/university-management/.
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Planning and analyzing teaching. Using the variation theory of
learning
Angelika Kullberg, Åke Ingerman, Ference Marton
2024 -
Navigating the complex dynamics of anesthesiologists' professional identity formation in the context of their specialty training program: a phenomenographic
perspective
Hanna Chin, Åke Ingerman, Linda Block, Helena Odenstedt Hergès
BMC MEDICAL EDUCATION - 2024 -
Anesthesiologists' conceptions of learning anesthesia in the context of their specialty training program: a phenomenographic
study
Hanna Chin, Åke Ingerman, Helena Odenstedt Hergès
Bmc Medical Education - 2023 -
Researching conditions of learning—Phenomenography and Variation
theory
Angelika Kullberg, Åke Ingerman
Oxford Research Encyclopedia of Education - 2022 -
Fenomenografi
Åke Ingerman
Klingberg, G. & Hallberg, U. (red.), Kvalitativa metoder helt enkelt! - 2021 -
A Holistic Picture of Physics Student Conceptions of Energy Quantization, the Photon Concept, and Light Quanta
Interference
Mengesha Ayene, Jeanne Krick, Baylie Damitie, Åke Ingerman, Bath Thacker
International Journal of Science and Mathematics Education - 2019 -
Kvalitativa skillnader i lärares samtal om bedömning och elevers kunnande i
naturvetenskap
Marlene Sjöberg, Åke Ingerman, Eva Nyberg
NorDiNa : Nordic Studies in Science Education - 2018 -
Didactic classroom studies - A potential research
direction.
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Engaging with a group’s space of meaning: The tutor’s role in small-group
didactics
Åke Ingerman, Shirley Booth
In C. Osbeck, Å. Ingerman, S. Claesson (Eds), Didactic classroom studies - A potential research direction - 2018 -
A potential research direction for didactic classroom
studies
Christina Osbeck, Åke Ingerman
Didactic classroom - A potential research direction. - 2018 -
An introduction to didactic classroom
studies
Christina Osbeck, Åke Ingerman, Silwa Claesson
Didactic classroom studies - A potential research direction - 2018 -
Representations as mediation between purposes as junior secondary science students learn about the human
body
Clas Olander, Per Olof Wickman, Russell Tytler, Åke Ingerman
International Journal of Science Education - 2018 -
Searching for a viable approach to project work in engineering
education
Maria Berge, Åke Ingerman, Anna Danielsson, Eva Silfver
Proceedings of the 45th SEFI Annual Conference 2017 Education Excellence for Sustainability, Edited by JoséCarlos Quadrado; Jorge Bernardino; Joao Rocha - 2017 -
Avoid, Control, Succumb, or Balance: Engineering Students’ Approaches to a Wicked Sustainability
Problem
Johanna Lönngren, Åke Ingerman, Magdalena Svanström
Research in Science Education - 2017 -
Multiple theoretical lenses as an analytical strategy in researching group
discussions
Maria Berge, Åke Ingerman
Research in Science and Technological Education - 2017 -
Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher
Team
Anette Olin, Åke Ingerman
Journal of Science Teacher Education - 2016 -
Continuity and Development in the Phenomenography and Variation Theory
Tradition
Airi Rovio-Johansson, Åke Ingerman
Scandinavian Journal of Educational Research - 2016 -
The New Engineer: Gender and Social Class in Information about Engineering
Educations
Eva Silfver, Anna Danielsson, Åke Ingerman, Maria Berge
ECER, Dublin, Ireland, August 23-26. - 2016 -
On insights into teaching and learning technological
systems
Anders Berglund, Maria Svensson, Åke Ingerman
Different horizons: setting directions for phenomenographic research, EARLI Special Interest Group 9, Phenomenography and Variation Theory, Gothenburg 24-26 Aug. - 2016 -
On learning in the phenomenographic sense reconceptualised for dynamic and collaborative
settings
Åke Ingerman, Shirley Booth
Different horizons: setting directions for phenomenographic research, EARLI Special Interest Group 9, Phenomenography and Variation Theory, Gothenburg 24-26 Aug. - 2016 -
Primary school teachers’ understanding of emerging
conflicts
Ilse Hakvoort, Agneta Lundström, Kristoffer Larsson, Åke Ingerman
Different horizons: setting directions for phenomenographic research, EARLI Special Interest Group 9, Phenomenography and Variation Theory, Gothenburg 24-26 Aug - 2016 -
Dealing with the multidimensionality of sustainability through the use of multiple perspectives – a theoretical
framework
Johanna Lönngren, Magdalena Svanström, Åke Ingerman, John Holmberg
European Journal of Engineering Education - 2016 -
Teaching and learning system thinking in
technology
Maria Svensson, Åke Ingerman, Anders Berglund
Plurality and Complementarity of Approaches in Design and Technology Education: PATT29 conference proceedings. Apr 2015, Marseille, France - 2015 -
Towards a Teachers’ Professional Discipline: Shared Responsibility for Didactic Models in Research and
Practice
Åke Ingerman, Per-Olof Wickman
P. Burnard, B-M. Apelgren & N. Cabaroglu (Eds), Transformative Teacher Research. Theory and Practice for the C21st. - 2015 -
The Pedagogical Potential of Phenomenography for Teacher Practice and Teacher
Research
Shirley Booth, Åke Ingerman
P. Burnard, B-M. Apelgren & N. Cabaroglu (Eds), Transformative Teacher Research. Theory and Practice for the C21st. - 2015 -
Establishing continuity between purposes – representations as mediating
tools
Clas Olander, Åke Ingerman
Paper presented att 17th Biennal of Teachers and Teaching (ISATT 2015) - 2015 -
Constructions of power and knowledge in the technology
classroom
Maria Berge, Anna Danielsson, Malena Lidar, Åke Ingerman, Leif Östman, Maria Svensson
Nordic Research Symposium on Science Education (NFSUN) - 2014 -
Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual
Framework
Anna Danielsson, Malena Lidar, Maria Berge, Maria Svensson, Leif Östman, Åke Ingerman
BERA Annual Conference 2014 - 2014 -
A bridge to understanding? An approach for analysing the construction of power/knowledge in a technology
classroom
Anna Danielsson, Maria Berge, Malena Lidar, Åke Ingerman, Leif Östman, Maria Svensson
The exploratory workshop on cultural studies of science education (CSSE), 17-19 June 2014, University of Luxembourg. - 2014 -
Power and Knowledge in the Technology Classroom: The Development and Illustration of a Conceptual
Framework
Anna Danielsson, Maria Berge, Malena Lidar, Åke Ingerman, Leif Östman, Maria Svensson
Presentation at ECER 2014, "The Past, the Present and Future of Educational Research in Europe", Porto, September 2-5 - 2014 -
Classroom expressions of knowing technolgoical
systems
Maria Svensson, Anders Berglund, Åke Ingerman
Presentation at the EARLI SIG9 conference ”Disciplinary Knowledge and Necessary Conditions of Learning”, Oxford, September 1-3 - 2014 -
Science teachers’ collegial discussions about student
knowing
Marlene Sjöberg, Åke Ingerman
. Presentation at the EARLI SIG9 conference ”Disciplinary Knowledge and Necessary Conditions of Learning”, Oxford, September 1-3 - 2014 -
The focus of phenomenography: the phenomenon and the object of
learning
Åke Ingerman, Anders Berglund, Michael Thuné
Presentation at the EARLI SIG9 conference ”Disciplinary Knowledge and Necessary Conditions of Learning”, Oxford, September 1-3 - 2014 -
Collaborative meaning-making in group discussions: A phenomenographic
perspective
Åke Ingerman
Keynote presentation at the EARLI SIG9 conference ”Disciplinary Knowledge and Necessary Conditions of Learning”, Oxford, September 1-3 - 2014 -
Teaching salient features of complex technological
systems
Maria Svensson, Åke Ingerman, Anders Berglund, Shirley Booth, Jonas Emanuelsson
Presented at WALS 2013, Göteborg, September 2013 - 2013 -
Distinguishing powerful patterns of variation when teaching Technolgical
systems
Maria Svensson, Åke Ingerman
Presented at the EAPRIL2013 conference, Biel, Switzerland, November 2013 - 2013 -
Triple vision in different theoretical spaces – exploring physics jokes in small group discussions in engineering
education
Maria Berge, Åke Ingerman
Presented at the EARLI2013 conference in the symposium "Approaches to the Strategic Use of Multiple Theories to Research Teaching and Learning", Munich, August 2013 - 2013 -
Technological literacy and reflection in the
classroom
Åke Ingerman, Brandon Collier-Reed
Presented at the EARLI2013 conference, Munich, August 2013 - 2013 -
Teaching and learning technological systems in the Swedish compulsory
school
Maria Svensson, Åke Ingerman, Shirley Booth
Presented at WALS 2013, Göteborg, September 2013 - 2013 -
Collaborative learning in physics group discussions: A phenomenographic
perspective
Åke Ingerman
Presented at the EARLI2013 conference in the SIG9 invited symposium "Understanding educational practice through attending aspects of teaching, learning and materiality", Munich, August 2013 - 2013 -
Phenomenography: From Critical Aspects to Knowledge
Claim
Brandon Collier-Reed, Åke Ingerman
Jeroen Huisman, Malcolm Tight (ed.) Theory and Method in Higher Education Research (International Perspectives on Higher Education Research, Volume 9) - 2013 -
Enabling and constraining actions shaping a teacher-researcher
collaboration
Anette Olin, Marlene Sjöberg, Åke Ingerman, Clas Olander
Paper presented within the symposium Using research insights to support teachers' learning and agency to teach science at the ESERA-conference, Larnaca, September 2-7, 2013. - 2013 -
On young people’s experience of systems in
technology
Maria Svensson, Ann Zetterqvist, Åke Ingerman
Design and Technology Education: an International Journal - 2012 -
Different stories of group work: Exploring problem solving in engineering
education
Maria Berge, Anna T Danielsson, Åke Ingerman
NorDiNa - 2012 -
Multiple theoretical spaces as analytical strategy in researching classroom
interaction
Maria Berge, Åke Ingerman
The ECER 2012 conferece, Cádiz, Spain, 18-21 September as part of the symposium "Using Multiple Theoretical Lenses to Investigate Teaching and Learning: Challenges and Benefits of Different Approaches in Different Domains" - 2012 -
On the exploration, expansion and expression of experiencing technological systems across contexts: learning technology in the Swedish compulsory
school
Åke Ingerman, Anders Berglund, Shirley Booth, Jonas Emanuelsson, Maria Svensson
The EARLI SIG9 conference, Jönköping, Sweden, 27-28 August 2012 - 2012 -
Technological systems across contexts: Designing and exploring learning possiblities in Swedish compulsory technology
education
Åke Ingerman, Maria Svensson, Anders Berglund, Shirley Booth, Jonas Emanuelsson
Technology Education in the 21st Century, Proceedings from the PATT 26 Conference, Stockholm, Sweden 26-30 June 2012, Edited by Thomas Ginner, Jonas Hallström, Magnus Hultén - 2012 -
Technological literacy reconsidered: a model for
enactment
Åke Ingerman, Brandon Collier-Reed
International Journal of Technology and Design Education - 2011 -
Towards an interlanguage of talking science – Exploring students’ argumentation in relation to authentic
language
Clas Olander, Åke Ingerman
In: A. Yarden, & G.S. Carvalho (Eds.). Authenticity in Biology Education: Benefits and Challenges. A selection of papers presented at the 8th Conference of European Researchers in Didactics of Biology (ERIDOB) Braga, Portugal, 2011 - 2011 -
Learning science in groups – a multianalytical perspective on constituting and participating in spaces of
learning
Åke Ingerman, Maria Berge
The 14th Biennial Conference EARLI, Exeter, UK, 30 August - 3 September 2011 - 2011
More publications
We have limited the number of publications on this page. Visit GUP (The Publication Database for Gothenburg University) to find more publications.