Åke Ingerman
Professor
Institutionen för didaktik och pedagogiskOm Åke Ingerman
Forskningsintressen Min forskning syftar till att utveckla förståelse av ett i grunden flervetenskapligt innehåll – pedagogiska aspekter av naturvetenskap och teknik. Forskningen tar sin huvudsakliga utgångspunkt i mötet mellan studenter och ett tekniskt och/eller naturvetenskapligt innehåll. Min forskning har mest haft en fenomenografisk inramning och fokuserar främst på hur teknik- och naturvetenskapliga fenomen tar sig uttryck och erfars i lärande- och undervisningssituationer. Detta inbegriper också studier av olika sätt som studenter uppfattar nyckelbegrepp inom naturvetenskap och teknik. Min forskning har rört undervisning och lärande inom såväl grundskola, som gymnasiet och universitetet. För närvarande leder jag forskningsprojektet Effekter av gruppdiskussioner i matematik och naturvetenskap som finansieras av Skolforskningsinstitutet.
Undervisningsintressen Min undervisning är för närvarande framförallt inom forskarutbildningen. Jag har tidigare undervisat inom såväl lärarutbildning, masterutbildningar som högskolepedagogiska kurser. Jag handleder flera doktorander med ämnesdidaktisk inriktning.
Nyckelord Teknikdidaktik, fysikdidaktik, högskolepedagogik, variationsteori, fenomenografi, learning study
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Researching conditions of learning—Phenomenography and Variation
theory
Angelika Kullberg, Åke Ingerman
Oxford Research Encyclopedia of Education - 2022-01-01 -
Fenomenografi
Åke Ingerman
Kvalitativa metoder helt enkelt! (Klingberg G och Hallberg U, Red.) - 2021-01-01 -
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 - 2019-01-01 -
Kvalitativa skillnader i lärares samtal om bedömning och elevers kunnande i
naturvetenskap
Marlene Sjöberg, Åke Ingerman, Eva Nyberg
NorDiNa : Nordic Studies in Science Education - 2018-01-01 -
Didactic classroom studies - A potential research
direction.
Christina Osbeck, Åke Ingerman, Silwa Claesson
- 2018-01-01 -
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 - 2018-01-01 -
A potential research direction for didactic classroom
studies
Christina Osbeck, Åke Ingerman
Didactic classroom - A potential research direction. - 2018-01-01 -
An introduction to didactic classroom
studies
Christina Osbeck, Åke Ingerman, Silwa Claesson
Didactic classroom studies - A potential research direction - 2018-01-01 -
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 - 2018-01-01 -
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 - 2017-01-01 -
Avoid, Control, Succumb, or Balance: Engineering Students’ Approaches to a Wicked Sustainability
Problem
Johanna Lönngren, Åke Ingerman, Magdalena Svanström
Research in Science Education - 2017-01-01 -
Multiple theoretical lenses as an analytical strategy in researching group
discussions
Maria Berge, Åke Ingerman
Research in Science and Technological Education - 2017-01-01 -
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 - 2016-01-01 -
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. - 2016-01-01 -
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. - 2016-01-01 -
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. - 2016-01-01 -
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 - 2016-01-01 -
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 - 2016-01-01 -
Continuity and Development in the Phenomenography and Variation Theory
Tradition
Airi Rovio-Johansson, Åke Ingerman
Scandinavian Journal of Educational Research - 2016-01-01 -
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 - 2015-01-01 -
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. - 2015-01-01 -
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. - 2015-01-01 -
Establishing continuity between purposes – representations as mediating
tools
Clas Olander, Åke Ingerman
Paper presented att 17th Biennal of Teachers and Teaching (ISATT 2015) - 2015-01-01 -
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) - 2014-01-01 -
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 - 2014-01-01 -
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. - 2014-01-01 -
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 - 2014-01-01 -
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 - 2014-01-01 -
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 - 2014-01-01 -
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 - 2014-01-01 -
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 - 2014-01-01 -
Teaching salient features of complex technological
systems
Maria Svensson, Åke Ingerman, Anders Berglund, Shirley Booth, Jonas Emanuelsson
Presented at WALS 2013, Göteborg, September 2013 - 2013-01-01 -
Distinguishing powerful patterns of variation when teaching Technolgical
systems
Maria Svensson, Åke Ingerman
Presented at the EAPRIL2013 conference, Biel, Switzerland, November 2013 - 2013-01-01 -
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 - 2013-01-01 -
Technological literacy and reflection in the
classroom
Åke Ingerman, Brandon Collier-Reed
Presented at the EARLI2013 conference, Munich, August 2013 - 2013-01-01 -
Teaching and learning technological systems in the Swedish compulsory
school
Maria Svensson, Åke Ingerman, Shirley Booth
Presented at WALS 2013, Göteborg, September 2013 - 2013-01-01 -
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 - 2013-01-01 -
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) - 2013-01-01 -
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. - 2013-01-01 -
On young people’s experience of systems in
technology
Maria Svensson, Ann Zetterqvist, Åke Ingerman
Design and Technology Education: an International Journal - 2012-01-01 -
Different stories of group work: Exploring problem solving in engineering
education
Maria Berge, Anna T Danielsson, Åke Ingerman
NorDiNa - 2012-01-01 -
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" - 2012-01-01 -
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 - 2012-01-01 -
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 - 2012-01-01 -
Technological literacy reconsidered: a model for
enactment
Åke Ingerman, Brandon Collier-Reed
International Journal of Technology and Design Education - 2011-01-01 -
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 - 2011-01-01 -
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 - 2011-01-01 -
Towards an Interlanguage of Talking Science- Exploring Students’ Argumentation in Relation to Authentic
Language
Clas Olander, Åke Ingerman
Journal of Biological Education - 2011-01-01 -
Exploring interlanguage - Supporting students' talk as an arena for
learning
Clas Olander, Åke Ingerman
The National Association for Research in Science Teaching (NARST) Annual International Conference: Research into Practice – Practice Informing Research. Part of the invited symposium ESERA at NARST: Research into Practice: Practice Informing Research: European Dimensions - 2010-01-01 -
Students’ language use when talking about the evolution of life – negotiating the meaning of key terms and their semantic
relationships
Clas Olander, Åke Ingerman
Nordic Studies in Science Education - 2010-01-01 -
Exploring argumentation patterns in the classroom: towards an interlanguage of talking
science
Clas Olander, Åke Ingerman
Eight Conference of European Researchers in Didactics of Biology ERIDOB 2010, 13-17 July, 2010, Braga, Portugal. - 2010-01-01 -
Discerning technological systems related to everyday objects: mapping the variation in pupils'
experience
Maria Svensson, Åke Ingerman
International Journal of Technology and Design Education - 2010-01-01 -
The learners’ experience of variation: following students’ threads of learning physics in computer simulation
sessions
Åke Ingerman, Cedric Linder, Delia Marshall
Instructional Science - 2009-01-01 -
På spaning efter teknisk
bildning
Åke Ingerman, Karin Wagner, Ann-Sofie Axelsson
- 2009-01-01 -
Physics group work in a phenomenographic perspective - learning dynamics as the experience of variation and
relevance
Åke Ingerman, Maria Berge, Shirley Booth
European Journal of Engineering Education - 2009-01-01 -
Learning demand for biological evolution - students’ argumentation on need and
development
Clas Olander, Åke Ingerman
Proceedings ESERA conference (Ed) M. Tasar, Istanbul, 31/8 - 4/9 - 2009 - 2009-01-01 -
Hjärnkontoret
Karin Wagner, Vaike Fors, Maria Svensson, Åke Ingerman
På spaning efter teknisk bildning. (Red) Åke Ingerman, Karin Wagner, Ann-Sofie Axelsson. Liber: Stockholm, 2009 - 2009-01-01 -
Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of
research
Brandon Collier-Reed, Åke Ingerman, Anders Berglund
Education as Change - 2009-01-01 -
Students' understanding of quantum
scattering
Åke Ingerman
Proceedings of the SEFI Conference Physics Teaching in Engineering Education (PTEE 2009) - 2009-01-01 -
Fysikproblem i grupp - om
lärandemöjligheter
Åke Ingerman
Plenumsforedrag, Fysikermøtet 2009, Røros, 12 - 14 augusti, Norge - 2009-01-01 -
Becoming
physicists
Michael Christie, Maria Berge, Åke Ingerman
Proceedings of the 7th Annual Hawaii International Conference on Arts & Humanities, Hawaii - 2009-01-01 -
Kunskaper, engagemang och
handling
Åke Ingerman
Ingerman, Å., Wagner, K. & Axelsson, A-S. (red), På spaning efter teknisk bildning - 2009-01-01 -
SimChemistry as an active learning tool in chemical
education
Kim Bolton, Elisabeth Saalman, Michael Christie, Åke Ingerman, Cedric Linder
Chemistry Education Research and Practice - 2008-01-01 -
Learning in physics group work - Dynamics, variation and the experience of
relevance
Åke Ingerman, Maria Berge, Shirley Booth
Presented at the EARLI SIG 9 meeting, Kristianstad, May 2008 - 2008-01-01 -
Using research to activate university teacher
training
Michael Christie, Åke Ingerman, Maria Berge
ALE - Designing and implementing an active and equitable engineering education, Proceedings of the eighth international workshop ALE2008, 9-11 June 2008, Bogotá, Colombia: Universidad Nacional, Facultad de Ingeniería : Universidad de los Andes - 2008-01-01 -
Phenomenographic perspectives on the learning experience and process in higher education
physics
Shirley Booth, Åke Ingerman
presented at the Higher Education Close-Up conference (HECU4), Cape Town, June 2008 - 2008-01-01 -
Undervisning för
medborgaren
Åke Ingerman, Frank Bach
Fysikaktuellt (Svenska fysikersamfundets tidskrift) - 2008-01-01 -
Fysik i
smågrupper
Åke Ingerman
Fysikaktuellt (Svenska fysikersamfundets tidskrift) - 2008-01-01 -
Enhancing formal learning in informal learning settings - Considerations for teachers and
guides
Ann-Marie Pendrill, Åke Ingerman
Proceedings of the Fourth Nordic Network of Researchers in Science Communication - 2008-01-01 -
Learning physics as a whole – On supporting students making sense of their
studies
Åke Ingerman, Shirley Booth, Cedric Linder
Nordina : Nordic studies in science education - 2007-01-01 -
Learning and the variation in focus among physics students when using a computer
simulation
Åke Ingerman, Cedric Linder, Delia Marshall, Shirley Booth
NorDiNa - 2007-01-01 -
Meeting the supervisor – exploring the experience of and knowledge negotiated in the meeting between supervisors and PhD students in
engineering
Jane Pritchard, Åke Ingerman
In Rust, C. (Ed), Improving student learning: 14 Through teaching (Proceedings from the 14th ISL conference: Improving Student Learning Through Teaching, November 2006) Oxford: OCSLD - 2007-01-01 -
Tekniskt obildad eller bildad – Vad är
skillnaden?
Åke Ingerman
Tekniken i Skolan - 2007-01-01 -
Lab on the Web - Looking at Different Ways of Experiencing Electronic
Experiments
Per Lundgren, Kjell Jeppson, Åke Ingerman
International journal of engineering education - 2006-01-01 -
Phenomenography for
physicists
Tom Adawi, Åke Ingerman
Shifting perspectives in engineering education - 2006-01-01 -
The role of computer simulations in university students’ reasoning about
physics
Tom Adawi, Åke Ingerman, Shirley Booth
the third Scandinavian Symposium on Research in Science Education, Karlstad, February 2006 - 2006-01-01 -
Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and
tunnelling
Daniel Domert, Cedric Linder, Åke Ingerman
European Journal of Physics - 2005-01-01 -
How mathematical is conceptual
understanding?
Tom Adawi, Åke Ingerman, Ann-Marie Pendrill
Physics Teaching in Engineering Education PTEE 2005, Brno University of Technology, June 29 – July 1, 2005, Brno, Czech Republic - 2005-01-01 -
Trusting results – An exploration of physicists’ appraisal of their own and others’
research
Åke Ingerman, Shirley Booth
the 11th EARLI conference, Nicosia, August 2005 - 2005-01-01 -
Coherent current transport in wide ballistic Josephson
junctions
Peter Samuelsson, Åke Ingerman, Göran Johansson, Evgenii V. Bezuglyi, Vitaly Shumeiko, Göran Wendin, R. Kursten, Andreas Richter, T. Matsuyama, U. Merkt
Physical Review B - 2004-01-01 -
Full counting statistics of multiple Andreev
reflection
Göran Johansson, Peter Samuelsson, Åke Ingerman
Physical Review Letters - 2003-01-01 -
Expounding on physics – A phenomenographic study of physicists talking of their
physics
Åke Ingerman, Shirley Booth
International Journal of Science Education - 2003-01-01 -
Exploring two facets of physics: Coherent current transport in superconducting structures. Phenomenographic studies of sense-making in
physics
Åke Ingerman
- 2002-01-01 -
Making sense of Physics in the first year of study Learning and
Instruction
Shirley Booth, Åke Ingerman
Learning and Instruction - 2002-01-01 -
Coherent multiple Andreev reflections and current resonances in SNS quantum point
contacts
Åke Ingerman, Göran Johansson, Vitaly Shumeiko, Göran Wendin
Physical Review B - 2001-01-01 -
On context in phenomenographic research on understanding heat and
temperature
Tom Adawi, Anders Berglund, Åke Ingerman, Shirley Booth
The 9th EARLI conference, Fribourg, August 2001, Fribourg, Switzerland - 2001-01-01 -
Two facets of physics : understanding coherent superconducting transport and how students make sense of
physics
Åke Ingerman
- 2000-01-01