Alexina Thorén Williams
Avd-/Sektionschef, Inst
Unit for Subject Matter Education with specialization in Science and Technology EducationAbout Alexina Thorén Williams
I am a Senior Lecturer at the Department of Education and Special Education, Division of Subject Didactics in Science and Technology Education. My research focuses on the development of subject-specific didactical knowledge among student teachers and in-service teachers in science education and education for sustainable development. I am particularly interested in how didactical theory can be enacted in authentic learning environments, such as science centres, outdoor nature settings, and digital learning environments, using didactical models and digital tools.
A central model in my research is the didactical tetrahedron, which I further developed in my doctoral dissertation. This model supports the analysis of teaching through the interaction between the affordances of the physical environment, the character of the subject content, the teacher’s didactical competence, and the learners’ prerequisites. My research draws on frameworks such as variation theory, phenomenography, affordance theory, collage inquiry, video-stimulated reflection, and design-based research.
I am actively involved in several research and development projects, including the national ULF project Biomimicry – a bridge between biology and technology education for a sustainable future, and the EU Erasmus+ project NBS Academy, which focuses on nature-based solutions in teacher education. I also contribute to studies on how climate-related scientific data is mediated in educational settings and the affordances of augmented reality tools, such as the app Seek, for developing plant awareness in teacher students. I co-founded the association ASSET Sweden (The Academy of Sustainability Education Sweden), a national network promoting research-based school sustainability education.
My teaching includes course development and instruction in subject-specific didactics for biology and education for sustainable development at undergraduate and master’s levels. I coordinate the practicum course (VFU) within the Swedish Complementary Teacher Education Program (KPU), reaching over 120 students annually. My research is closely integrated with teaching and professional collaboration with student teachers and school teachers. As head of division, I am also involved in the department's strategic development of research and education.
Keywords: Subject Didactics, Teacher Education, Education for Sustainable Development, Plant Awareness, Variation Theory, Practice-Based Research