University Pedagogical Conference of the Faculty of Science and Technology

Keynote speaker Maria Wolrath-Söderberg, Associate Professor at Södertörn University, with a presentation on ”Hur rustar vi våra studenter för att delta som aktiva och ansvarsfulla medborgare i ljuset av stora samhällsutmaningar som
klimatkrisen?”.

Abstract: Klimatkris, krig, biodiversitetshot, demokratins kris, polarisering. Nu pratar man alltmer om multikriser, polykriser eller metakriser som är kriser som gäller våra grundläggande paradigm eller hur vi organiserar hela vår tillvaro. Till och med vetenskapen och forskningen, som varit det man kunna hålla fast i, avgöra frågor med och skapa struktur med, ifrågasätts på sina håll. Alla forskare och lärare som arbetar med frågor som på något vis rör demokrati, mänskliga rättigheter, jämställdhet, rättvisa eller hållbarhet har nog på senare tid mött nya typer av ifrågasättanden och fått stångas med löst tyckande. Som
omställningsforskare häpnar jag till exempel när en journalist gör anspråk på att den egna upplevelsen av temperaturen på semesterorten bör tillmätas större betydelse än vetenskapliga mätserier osv.
Då kan man ställa sig frågan – hur ska vi rusta våra studenter för att inte bli rön för de här kunskapsfientliga vindarna? De ligger nära till
hands att tänka att det viktiga är att lära dem att värdera de vetenskapliga metoderna och lära sig att tänka kritiskt. Och det är förstås viktigt. Men jag tror inte att det räcker. Det är vi för övrigt redan rätt bra på.

Här vill jag lyfta några kompetenser som jag tycker att vi ofta är sämre på att jobba med. De har att göra med två förutsättningar. Den
ena är att många av de här riktigt utmanande kriserna är komplexa, värdeladdade, mångdimensionella, impregnerade med historia
och kultur och strukturerade i tankesystem och berättelser som är djupt förankrade i idéer om vilka vi är och vill vara. Det är
svårbeträdd mark och kräver kompetenser som har att göra med sådant som vi ofta undviker i vår strävan efter vetenskaplig kontroll,
systematik och distans, exempelvis moral, existentiella perspektiv och känslor. Hur kan vi rusta studenterna för en värld där de
vetenskapliga perspektiven måste gifta sig med sådana dimensioner?
Den andra förutsättningen är att det är lätt att jobba med kritiskt tänkande som gäller det andra tänker eller gör eller om det som
ligger utanför en själv. Men det är svårt att se sig själv. Vi vet nu att akademisk utbildning på intet sätt garanterar kritisk självreflektion,
utan till och med kan ge verktyg för att rationalisera försanthållanden som är djupt problematiska. Hur ska vi rusta studenterna att ta
ansvar för sitt eget tänkande?

Keynote speaker Anna Danielsson, Professor of Science Education, Stockholm University, with a presentation on ”Identity perspectives in science education research: What’s in it for university teachers?”.

Abstract: Science identity is emerging as an increasingly important perspective for understanding in equalities in science participation. Examining how individuals negotiate their identification with science, or not, offers a powerful way to study inclusion and exclusion from the discipline, which has been associated with and often remains dominated by a narrow social demographic. In a broad sense, this research is inspired by sociocultural theories of activity and identity, which posit that identity is co-produced with social, cultural and material activities. In this presentation I will give an overview of the field of science identities research, with a particular focus on implications for university teachers.

Keynote speaker Dag Wedelin, Professor in Computer Science at Chalmers University of Technology, Göteborg, who will give a presentation on "How can we develop our students' mathematical thinking?".

Abstract: I will describe how we characterize mathematical thinking in terms of reasoning, modelling and problem solving, and highlight the importance of balancing our students' own thinking with the learning of new knowledge. At Chalmers we teach these topics in several courses, including a course in applied mathematical thinking early in one of our BSc programmes, and I will describe how these courses are designed. The courses significantly change the students' views on their own ability, and I will discuss some fundamental aspects of the teaching philosophy that may be applied more generally in course and programme design.

Keynote speaker Martha Cleveland-Innes, Professor and Program Director, Master of Education Program, Athabasca University, author of The Guide to Blended Learning and instructor, co-designer, and researcher for the open online course Blended Learning Practice. with a presentation on "Blended and online teaching and learning: Identifying pedagogical change in higher education".

Abstract: What requirements are embodied in the art of teaching in blended learning? An effective teacher must be true to the learning objectives of the subject-matter at hand while attending to the multitude of characteristics students bring to the experience. Effective teachers bridge content and student needs through appropriate student engagement; a tactic as old as education itself. How do teachers use the tools available to blend in-person and online learning environments in ways that create deep and meaningful learning for students? Results from two recent studies will be discussed. This session will provide context, ideas, and key principles for using available tools to blend in-person and virtual learning opportunities. Come with experiences and ideas to share!

Keynote speaker Keri Facer, Zennström professor in Climate Change Leadership, with a presentation on "Rethinking Education in the Era of Climate Change."

Abstract: This talk will explore the profound civilisational challenges that climate change poses to universities - to what we teach and how we see our role. It will argue that universities have the potential to make a significant contribution to addressing the mitigation and adaptation challenges of climate change - as institutions and through our teaching and research. This talk will focus in on the role of teachers, the question of intergenerational trust and the strategies that might be developed for embodied, intelligent and wise education under these conditions.

Keynote speaker Åsa Nilsonne, professor in medical psychology at the Karolinska Institute, with a presentation on "Pedagogy and emotions - time for a closer cooperation!"

Abstract: A lot of pedagogical research has focused on how we take on knowledge and skills, how the learning process develops, and that knowledge is important. I want to highlight a complementary perspective: that learning takes place in a person who almost always feels something - one who is happy, curious, afraid, sad, worried, tired or maybe feels abandoned. For example, it is much easier to take on new knowledge when you are curious than when you are afraid, it is easier to motivate yourself to read if you are filled with confidence than if you have doubts about your own abilities. I will talk about what we can do to get happier, and thus more receptive students.

Keynote speaker Kevin Andersson, Zennström professor at Uppsala University and chair of energy and climate change at the School of Mechanical, Aerospace and Civil Engineering (MACE) at the University of Manchester, with a presentation "A Rumsfeldian view of Climate Change: how can we teach when we don’t know answers?"

Abstract: The Paris Agreement delivered an unprecedented covenant amongst world leaders to take action to hold “the increase in temperature to well below 2°C and to pursue efforts to limit the temperature increase to 1.5°C”. However, and despite now having a clear framing of the climate challenge, global emissions continue to rise and even in Sweden emissions today remain unchanged from 1990. This presentation will explore the growing gap between aspiration and action, arguing that centuries of reductionist thinking and specialised disciplines leave us ill-equipped to understand system-level (‘wicked’) problems.

Keynote speaker Arnold Pears, Professor in Computing Science with specialisation in Computing Education Research, from UpCERG – Uppsala Computing Education Research Group. with a presentation on “Subject Education Research – Who cares?”

Abstract: What does Subject Education Research contribute in the context of the modern University? Is this an area we should invest in, and if so why? In this talk I will discuss why subject education research is a central component of a successful modern University, with a particular focus on the link between this research and educational innovation and quality.

Keynote speaker Lars Ulriksen, Professor at the Department of Science Education, University of Copenhagen, with a focus on the sociology of science education and head of the research group of University Science Education, with a presentation "Students’ transition and integration into science higher education – challenges and strategies."

Keynote speaker Cynthia Finelli, Professor and Founding Director of the Center for Research on Learning and Teaching in Engineering - University of Michigan, with a presentation on “Promoting institutional change and improving teaching practices”.

Abstract: There have been repeated calls to improve science and engineering education, but are we doing everything we can to promote student success and improve student learning? Are we translating the ample research about effective teaching into actual classroom practice? What can we do to bridge the research-to-practice gap and accelerate the adoption of evidence-based teaching practices?