Åke Ingerman is Professor at the Faculty of Education, University of Gothenburg.
Åke's research primarily takes its starting point in pedagogical situations where students meet scientific and technological knowledge, and investigate the process of, outcome of and conditions for learning in relation to such knowledge. His research is broadly in line with the phenomenography and variation theory tradition. It can broadly be described by three themes:
Lönngren, J. ; Svanström, M. ; Ingerman, Å. (2016). Avoid, Control, Succumb, or Balance: Engineering Students’ Approaches to a Wicked Sustainability Problem. Research in Science Education. [Nr. 244787]
Lönngren, J. ; Svanström, M. ; Ingerman, Å. et al. (2016). Dealing with the multidimensionality of sustainability through the use of multiple perspectives – a theoretical framework. European Journal of Engineering Education. 41 (3) s. 342-352. [Nr. 223368]
Olin, A. ; Ingerman, Å. (2016). Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team. Journal of Science Teacher Education. 27 (6) s. 607-624. [Nr. 239993]
Rovio-Johansson, A. ; Ingerman, Å. (2016). Continuity and Development in the Phenomenography and Variation Theory Tradition. Scandinavian Journal of Educational Research. 60 (3) s. 257-271. [Nr. 233696]
Booth, S. ; Ingerman, Å. (2015). The Pedagogical Potential of Phenomenography for Teacher Practice and Teacher Research. P. Burnard, B-M. Apelgren & N. Cabaroglu (Eds), Transformative Teacher Research. Theory and Practice for the C21st.. Rotterdam: Sense publishers. 25-38. ISBN/ISSN: 978-94-6300-221-9 [Nr. 230312]
Ingerman, Å. ; Wickman, P-O. (2015). Towards a Teachers’ Professional Discipline: Shared Responsibility for Didactic Models in Research and Practice. P. Burnard, B-M. Apelgren & N. Cabaroglu (Eds), Transformative Teacher Research. Theory and Practice for the C21st.. Rotterdam: Sense publishers. 167-180. ISBN/ISSN: 978-94-6300-221-9 [Nr. 230313]