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Biosketch: Professor Åke Ingerman

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:

  • The first and overarching theme concerns how knowing in science and technology is constituted and expressed in learning and teaching practices. To explore learning possibilities is key.
  • The second theme, which is conceptually oriented, concerns ways in which students experience and understand critical aspects of science and technology. Research has focused on individual concepts and broad epistemological aspects of scientific and technological knowledge as well as expressions and dynamic development of knowing in group discussions.
  • The third theme connects to the goal of science and technological education, in particular formulated in terms of scientific and technological literacy. Key is the meeting and merging of knowledge from different knowledge areas in relation to "real" problems.

Recent publications

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]


Åke Ingerman

Åke Ingerman


Page Manager: Elin Johansson|Last update: 11/21/2016

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