Konrad Schönborn
Biographic Data
| ID | 7830754 |
|---|---|
| NAME | Konrad Schönborn |
| GIVEN NAMES | Konrad |
| FAMILY NAME | Schönborn |
| SIGNATURE | SCHÖNBORN K |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0001-8888-6843 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Bringing the World into the Classroom
Emerging visualization technologies are transforming communication and learning about earth-related concepts, yet there is limited research on their integration in early childhood classrooms. Spherical displays, often implemented in informal education settings such as science centres, offer compelling and immersive visual representations of earth phenomena but their pedagogical potential for young learners remains underexplored. The aim of this s…
Designing with multiple perspectives
Although there is an increasing body of knowledge on interactive learning environments in science education, there is little reported on the empirical process of designing such environments with multiple perspectives. This study describes the design of Tracing Carbon, a learning environment for developing grade 7–9 pupils’ systems thinking skills in the context of the carbon cycle. Following an educational design research approach, we describe an…
Defining ‘the Force’ of artificial intelligence in education
In the ‘Star Wars’ universe, the Force is a powerful energy that can be harnessed for good or evil. Similarly, artificial intelligence (AI) in education is often depicted as a transformative power capable of revolutionizing teaching and learning. This paper explores possible futures in education in relation to generative AI and predictive AI, using informed speculation to offer insights into the future. As our visions for tomorrow’s technology ar…
Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation
The aim of this study is to investigate students’ meaning–making of multiple visual representations of epigenetics at different levels of biological organisation, and to discern what visual aspects of the multiple visual representations might influence students’ reasoning. Adopting an exploratory approach, we analysed how students made meaning of visually communicated epigenetics phenomena while pointing at and reasoning about the multiple visual…
Easier Said than Done
Engineering design projects can enhance authenticity, increase relevance, and integrate STEM subjects without compromising their individual integrity. Nevertheless, the literature also warns that few STEM subject integration projects acknowledge students’ contexts and everyday problems. This study explores how teachers prepare for STEM subject integration in an engineering design project in a Swedish upper secondary school Technology programme an…
Visual images of the biological microcosmos
Visual images are crucial for communicating science in educational contexts and amongst practitioners. Reading images contributes to meaning-making in society at large, and images are fundamental communicative tools in public spaces such as science centers. Here, visitors are exposed to a range of static, dynamic, and digital visual representations accessible through various multimodal and interactive possibilities. Images conveying scientific ph…
A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules
Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flo…
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A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules
Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flo…
Visual images of the biological microcosmos
Visual images are crucial for communicating science in educational contexts and amongst practitioners. Reading images contributes to meaning-making in society at large, and images are fundamental communicative tools in public spaces such as science centers. Here, visitors are exposed to a range of static, dynamic, and digital visual representations accessible through various multimodal and interactive possibilities. Images conveying scientific ph…
Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation
The aim of this study is to investigate students’ meaning–making of multiple visual representations of epigenetics at different levels of biological organisation, and to discern what visual aspects of the multiple visual representations might influence students’ reasoning. Adopting an exploratory approach, we analysed how students made meaning of visually communicated epigenetics phenomena while pointing at and reasoning about the multiple visual…
Easier Said than Done
Engineering design projects can enhance authenticity, increase relevance, and integrate STEM subjects without compromising their individual integrity. Nevertheless, the literature also warns that few STEM subject integration projects acknowledge students’ contexts and everyday problems. This study explores how teachers prepare for STEM subject integration in an engineering design project in a Swedish upper secondary school Technology programme an…
Defining ‘the Force’ of artificial intelligence in education
In the ‘Star Wars’ universe, the Force is a powerful energy that can be harnessed for good or evil. Similarly, artificial intelligence (AI) in education is often depicted as a transformative power capable of revolutionizing teaching and learning. This paper explores possible futures in education in relation to generative AI and predictive AI, using informed speculation to offer insights into the future. As our visions for tomorrow’s technology ar…
Bringing the World into the Classroom
Emerging visualization technologies are transforming communication and learning about earth-related concepts, yet there is limited research on their integration in early childhood classrooms. Spherical displays, often implemented in informal education settings such as science centres, offer compelling and immersive visual representations of earth phenomena but their pedagogical potential for young learners remains underexplored. The aim of this s…
Designing with multiple perspectives
Although there is an increasing body of knowledge on interactive learning environments in science education, there is little reported on the empirical process of designing such environments with multiple perspectives. This study describes the design of Tracing Carbon, a learning environment for developing grade 7–9 pupils’ systems thinking skills in the context of the carbon cycle. Following an educational design research approach, we describe an…
Psychology (6 works) · Computer Science (5 works) · Sociology (3 works) · Animal and Plant Science Education (2 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Educational technology (2 works) · Engineering (2 works) · Human–computer interaction (2 works) · Knowledge management (2 works)