┼ke Ingerman
┼ke Ingerman
Professor in science and technology education
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Cited by
Cited by
Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of research
BI Collier-Reed, ┼ Ingerman, A Berglund
Education as change 13 (2), 339-355, 2009
Phenomenography: From critical aspects to knowledge claim
B Collier-Reed, ┼ Ingerman
Theory and method in higher education research, 2013
Technological literacy reconsidered: A model for enactment
┼ Ingerman, B Collier-Reed
International Journal of Technology and Design Education 21 (2), 137-148, 2011
The learners’ experience of variation: Following students’ threads of learning physics in computer simulation sessions
┼ Ingerman, C Linder, D Marshall
Instructional science 37 (3), 273-292, 2009
Making sense of Physics in the first year of study
S Booth, ┼ Ingerman
Learning and Instruction 12 (5), 493-507, 2002
Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunnelling
D Domert, C Linder, ┼ Ingerman
European Journal of Physics 26 (1), 47, 2004
Coherent multiple Andreev reflections and current resonances in SNS quantum point contacts
┼ Ingerman, G Johansson, VS Shumeiko, G Wendin
Physical Review B 64 (14), 144504, 2001
Expounding on physics: A phenomenographic study of physicists talking of their physics
┼ Ingerman, S Booth
Int. J. Sci. Educ. 25 (12), 1489-1508, 2003
Continuity and development in the phenomenography and variation theory tradition
A Rovio-Johansson, ┼ Ingerman
Scandinavian Journal of Educational Research 60 (3), 257-271, 2016
Full counting statistics of multiple Andreev reflection
G Johansson, P Samuelsson, ┼ Ingerman
Physical review letters 91 (18), 187002, 2003
On context in phenomenographic research on understanding heat and temperature
T Adawi, A Berglund, ┼ Ingerman, S Booth
The 9th EARLI conference, Fribourg, August 2001, Fribourg, Switzerland, 2001
Discerning technological systems related to everyday objects: mapping the variation in pupils’ experience
M Svensson, ┼ Ingerman
International Journal of Technology and Design Education 20 (3), 255-275, 2010
Avoid, control, succumb, or balance: Engineering students’ approaches to a wicked sustainability problem
J L÷nngren, ┼ Ingerman, M Svanstr÷m
Research in Science Education 47 (4), 805-831, 2017
Towards a teachers’ professional discipline: Shared responsibility for didactic models in research and practice
┼ Ingerman, PO Wickman
Transformative teacher research, 167-179, 2015
Physics group work in a phenomenographic perspective–learning dynamics as the experience of variation and relevance
┼ Ingerman, M Berge, S Booth
European Journal of Engineering Education 34 (4), 349-358, 2009
Features of an emerging practice and professional development in a science teacher team collaboration with a researcher team
A Olin, ┼ Ingerman
Journal of Science Teacher Education 27 (6), 607-624, 2016
Towards an inter-language of talking science: exploring students’ argumentation in relation to authentic language
C Olander, ┼ Ingerman
Journal of Biological Education 45 (3), 158-164, 2011
On young people’s experience of systems in technology
M Svensson, A Zetterqvist, ┼ Ingerman
Design and Technology Education: An International Journal 17 (1), 2012
Representations as mediation between purposes as junior secondary science students learn about the human body
C Olander, PO Wickman, R Tytler, ┼ Ingerman
International journal of science education 40 (2), 204-226, 2018
Proximity effect and multiple Andreev reflections in chaotic Josephson junctions
P Samuelsson, G Johansson, ┼ Ingerman, VS Shumeiko, G Wendin
Physical Review B 65 (18), 180514, 2002
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