Helena Lennholm

Dr. Helena Lennholm is a highly qualified and experienced educator in the field of chemistry and didactics. In addition to her role as an associate professor in wood chemistry at KTH, she is also a certified secondary school teacher in chemistry and natural sciences. She has been teaching at the university level for over a decade and has also taught in secondary schools for a similar amount of time. Dr. Lennholm works as an adjunct in technology didactics and teaches courses on teacher education at KTH. Her research interests include the study of authentic learning and how to promote sustainable development in education.

Research projects

K-ULF project, see https://www.kth.se/larande/projekt/k-ulf-kompensatorisk-undervisning-for-larande-och-forskning-1.1048897

Authentic learning in technology education

Aim: To study teaching that relates to sensor-kits and data, to investigate
students' learning and teachers' interacting when working with a
specific learning material and incollaboration with researchers.
When teaching is strongly linked to reality, so-called authentic learning
Research question: What emerge in teaching and learning, especially
related to authentic learning?

How does participation in SI affect learning, attitudes and motivation?
Supplemental Instruction (SI) is an academic support model developed at the University of Missouri–Kansas City in 1973 that uses peer-assisted study sessions to improve student retention and success within targeted historically difficult courses. The SI program provides peer support by having students who succeeded in traditionally difficult academic courses help other students complete these courses. SI has been used in courses at KTH for many years. In the program Master of Science in Engineering and in Education ” we have been using SI mainly in the course “Discrete mathematics”, year one.