Konrad Schönborn

Konrad J. Schönborn, PhD MRSB

Professor

Home

Updated: 24 Mar. 2025

Thank you for visiting!

I’m Professor of Visual Learning and Communication at Linköping University, Sweden (LiU webpage), and Scientific Leader of the National Graduate School in Science and Technology Education (FontD). I also head the Visual Learning and Communication unit, a component of C-Research at LiU that performs research at Visualization Center C in Sweden. Research interests:

Visual learning, visualization in STEM education, visual literacy, visual communication, multimodality, multisensory virtual environments, visualization in public spaces, AI-based visualization platforms, multiple representations, models and modelling, (bio)chemistry-, biology-, nano-, physics education

Ten recent publications:

Nordlöf, C., Norström, P., Schönborn, K.J., Hallström. (2025). Easier Said than Done: STEM subject integration through engineering design in Swedish upper secondary school. Can. J. Sci. Math. Techn. Educ. [doi:10.1007/s42330-025-00348-2] [PDF]

Yu, P., Nordman, A., Koć-Januchta, M., Schönborn, K., Besançon, L., & Vrotsou, K. (2025). Revealing interaction dynamics: multi-level visual exploration of user strategies with an interactive digital environment. IEEE Trans. Vis. Comput. Graph., 31(1), 831-841. [doi:10.1109/TVCG.2024.3456187] [PDF Preprint]

Schönborn, K. & Besançon, L. (2024). What can educational science offer visualization? A reflective essay. IEEE VIS Workshop on Visualization Education, Literacy, & Activities (EduVIS), pp. 30-37, [doi:10.1109/EduVIS63909.2024.00009] [PDF Preprint]

Hallström, J., & Schönborn, K. (2024). Design-based thinking in problem solving in technology and across the STEM disciplines. In: English, L.D., Lehmann, T. (Eds.) Ways of Thinking in STEM-based Problem Solving: Teaching and Learning in a New Era. Routledge, pp. 153-162. [doi:10.4324/9781003404989-11]

Stenlund, J., Schönborn, K., & Johansson Sydqvist, V. (2024). Visualisation of deep evolutionary time: looking back and looking forward. J. Biol. Educ., 1-25. [doi:10.1080/00219266.2024.2420014] [PDF]

Otterborn, A., Sundberg, B., & Schönborn, K. (2024). Towards a digital preschool community: Applying activity theory to explore teachers’ views and use of digital tools in science activities. Nordic Stud. Sci. Educ., 20(2), 158-175. [doi:10.5617/nordina.10350] [PDF]

Thyberg, A., Schönborn, K., & Gericke, N. (2024). Phases of progression: students’ meaning-making of epigenetic visual representations within and between levels of organization. Res. Sci. Educ. [doi:10.1007/s11165-024-10196-z] [PDF]

Hallström, J., Norström, P., & Schönborn, K. (2024). Experts’ views on the role of the ‘T’ and ‘E’ in integrated STEM education and implications for out-of-field teaching. In: Fox-Turnbull, W., Williams, P.J. (Eds.) Locating Technology Education in STEM Teaching and Learning. Contemporary Issues in Technology Education. Springer. [doi:10.1007/978-981-97-1995-2_15] [PDF]

Thyberg, A., Schönborn, K., & Gericke, N. (2024). Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation. Int. J. Sci. Educ., 46(14), 1405-1431. [doi:10.1080/09500693.2023.2289175] [PDF]

Otterborn, A., Sundberg, B., & Schönborn, K. (2024). The impact of digital and analog approaches on a multidimensional preschool science education. Res. Sci. Educ. 54, 185-203. [doi:10.1007/s11165-023-10133-6] [PDF]