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  • 1.
    Aberkan, Niama
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    "200 meter, varav 50 meter i ryggläge": – En studie om utvalda skolors simkunnighet i årskurs 62014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte

    Mitt övergripande syfte med uppsatsen är att jämföra hur simkunnigheten ser ut i årskurs 6 utifrån hur lärarna arbetar med simundervisning i två olika skolor.

    Frågeställningar

    – Hur organiserar och arbetar idrottslärarna med simning i skolan?

    – Hur ser simkunnigheten ut bland elever i årskurs 6?

    Metod

    En kvalitativ och en kvantitativ metod i form av enkäter och intervjuer har använts för att få frågeställningarna besvarade. De som deltog i enkätundersökningen var elever i årskurs 6 från en skola i Stockholmsstad och en annan skola på Lidingöstad. Eleverna fick besvara frågor om hur deras simkunnighet ser ut idag och vart de lärt sig simma. De som intervjuades var tre lärare i idrott och hälsa, en från skolan på Lidingö stad och två från skolan i Stockholms stad. Frågor som besvarades handlade om hur de bearbetar och organiserade simning i sin skola.

    Resultat

    Intervjuresultatet från lärarna visar att båda skolorna har samma upplägg. Eleverna får lära sig simma i lågstadiet och sedan, när de blir äldre och ska få betyg, har skolorna simtest, vilket innebär att eleverna får simma 200 meter varav 50 meter i ryggläge. Klarar eleverna testet får de godkänt i simmomentet. Simtestet visar att 78 % och 73 % av eleverna i skolorna får godkänt i simtestet. 7% och 12 % av eleverna klarar inte simtestet och får då betyget F i idrott och hälsa. 15 % av eleverna i vardera skola är frånvarande under simtestet. Vidare anser lärarna att det i första hand är föräldrarnas ansvar att lära barnen simma men i och med att det finns som ett kunskapskrav i läroplanen så är det nu också lärarnas ansvar.

    Slutsats

    Resultatet visar att båda skolorna arbetar likartat och har samma problem, vilket är att få tillgång till simhallen. Detta kan kopplas till ramfaktorsteorin som säger att om det finns ett krav i läroplanen ska det finnas möjlighet till att uppfylla kraven, som i detta fall tillgång till simhallar. Utifrån transformeringsarenan i läroplansteorin kan läroplanen tolkas olika av lärarna. Även här diskuteras hur man ska tolka simningskravet. Kan man simma 150 meter hundsim och 50 meter flytandes på rygg med bensprattel?

  • 2.
    Abou-Shakra, Hanan
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Lind, Tess
    Halmstad University, School of Education, Humanities and Social Science.
    En litteraturstudie om läsförståelse och vilka faktorer som påverkar den hos elever i grundskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie var att ta reda på vad som påverkar elevers läsförståelse i grundskolan. Utifrån syftet kunde en frågeställning formuleras: “Vad säger forskningen om vilka faktorer som kan påverka elevernas läsförståelse i grundskolan?” Litteraturstudien bygger på systematiska sökningar som har gjorts i databaserna SwePub och ERIC. Resultatet visar att de faktorer som påverkar läsförståelsen hos elever i grundskolan är Faktorer från elevernas hemförhållande och bakgrund, Faktorer i undervisningen och Hur olika texttyper kan påverka läsförståelsen. Resultaten i litteraturstudien visar även att elever behöver stöd i sin undervisning med hjälp av olika metoder samt att föräldrarna har en betydelse för elevers lärande i skolan. Fortsatt forskning inom området läsförståelse är att mer ingående se på hur föräldrars utländska härkomst påverkar lärandet hos eleverna. Att konkretisera vilka strategier som lärare kan använda sig av för att utveckla elevernas läsförståelse i undervisningen i ämnet svenska kan också vara ett nytt forskningsområde.

  • 3.
    Abrahamsson, Oliver
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Engströms praktiker i praktiken: en studie om gymnasieelevers praktiktillhörighet utifrån Lars-Magnus Engströms teorier.2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study is to research and map Swedish secondary school students’ taste for sports (practice belonging) based on Lars-Magnus Engström’s practice division. The purpose is also to explore how gender, participation in organized sports and socioeconomic capital might be related to practice belonging. The study will also explore what type of learning the different practices contributes to. – How is the practice belonging among Swedish secondary school students? – Is there a relationship between practice belonging and learning?

    Method

    A survey was conducted on 270 Swedish secondary school students. The students went to three different schools, all located in the Stockholm suburbs. The results were analyzed in SPSS and significance levels were tried through Pearson’s Chi-Square test. The study’s theoretical base consisted of Bourdieu’s concept of habitus, Vygotsky’s sociocultural learning theory as well as Hirdman’s and Fagrell’s rendering of the gender system. 

    Results

    Challenge, physical training as well as competition and ranking were practices who most felt a strong belonging to. Skill training was a practice that boys to a larger extent than girls belonged to and movement to music was a practice that girls in a larger extent than boys belonged to. The students who had a higher grade in PE felt a strong practice belonging to all practices but movement to music as well as interaction with animals. There were no significant results between economic capital and practice belonging. Those with a high or semi-high educational capital felt a strong practice belonging for all practices but movement to music, interaction with animals and competition and ranking. The students who were participating in organized sports felt a stronger belonging to all performance practices as well as physical training and skill training than those who weren’t participating in organized sports. The results in the comparison between practice belonging and learning showed that those with strong practice belonging to a greater extent agreed with the assertions connected to the practice’s learning.

    Conclusions

    There seems to be differences in practice belonging depending on which gender one belongs to. One’s practice belonging can also differ depending on educational capital and participation in organized sports. It seems to be some practices that to a greater extent lead to a higher grade in PE. The results also indicate that there is learning within each practice.

  • 4.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Learning physiotherapy: the impact of formal education and professional experience1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim is to describe and analyse physiotherapeutic learning through formal education and professional experience. The investigation focuses on the students' ways of experiencing the concepts of Health, Movement, Function and Interaction. Two groups of physiotherapy students at the Faculty of Health Sciences in Linköping, Sweden, were interviewed on two occasions respectively. The interviews were carried during the second and last term of the formal programme and after 18 months of professional experience. Data were analysed according to the phenomenographic approach and to the principles of contextual analysis. The students' conceptions varied qualitatively, but an analysis of the internal relationships between the concepts revealed that the most common perspectives after completing the formal education were consistently holistic or mixed. This pattern was also most common after 18 months of professional work. The subjects' ways of experiencing the Interaction within a patient encounter were described in four main categories; Mutuality, Technicalism, Authority and Juxtaposition. Mutuality and Technicalism denoted an integration of the communicative and problem-solving processes, the former category from a patient-centred and the latter from a physiotherapist-centred perspective. Authority and Juxtaposition denoted a separation of the processes, the former from a physiotherapist-centred perspective and the latter from a patient-centred perspective. Both separated and integrated perspectives were common after completing the formal education. After 18 months of professional practice the Mutuality category dominated.

  • 5.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Fenwick, Tara
    University of Stirling, Scotland.
    Hopwood, Nick
    University of Technology Sydney, Australia.
    Theorising simulation in higher education: difficulty for learners as an emergent phenomenon2016In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 21, no 6, p. 613-627Article in journal (Refereed)
    Abstract [en]

    Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A sociomaterial view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty.

  • 6. Abrant Dahlgren, Madeleine
    et al.
    Hult, Håkan
    Dahlgren, Lars Owe
    Hård af Segerstad, Helene
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Vom Hochschulabschluss zum Berufseinstieg: Lernverläufe in Politikwissenschaft, Psychologie und Machinenbau2013In: Studium und Beruf: Studienstrategien - Praxiskonzepte - Professionsverständnis / [ed] Hessler, Gudrun, Oechsle, Mechtild, Scharlau, Ingrid, Bielefeld: Transcript Verlag, 2013, 1, p. 115-141Chapter in book (Refereed)
  • 7.
    Acson, Dennis
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Att lära sig vara hälsosam: en fallstudie om arbetet i en hälsoprofilerad skola2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Aim

    The aim of this study has been to investigate how a health-profiled school works with its’ health promotion and if the studied school fulfils the stipulated criterias for a health-promoting school.. The more specific issues are:

    1. What are the chareteristic of the school's health promotion?
    2. How does the designated key persons describe their work and responsibilities in the school's health promotion?
    3. What results of the school's health promotive actions are visible?

     

    Method

    A case study method was used to collect data for the study. This case study includes both qualitative interviews and a textual content analysis of related documents (evaluated reports, the school’s business plan and text from the school’s website). The selected school has been based on a strategic sample of schools. Five persons have been interviewed. As a theoretical frame work a sociocultural perspective on learning has been used.

    Results

    The school’s healthpromotion has a structure, announced in their business-plan, with a so called Health Team in the lead. Besides that, the school has been certified by Korpen’s health diploma. The school’s Health Team is the main hub of the school's health promotion and consists of the principal, the physical education (PE) teacher, the health educators, the school nurse, and the school restaurant manager. The principal sees himself as the overall responsible for the school's health promoting. The PE-teacher, the health educator, and the school nurse find it natural to work with health promotion within their profession. The restaurant manager, sees his primarily responsibility as to ensure that there is a nutritionally balanced diet offered in the school restaurant. The respondents stated the importance of their role as role models. Communication and engagement are key components in their health promotion. Regarding  aspects of the departure points for the learning of health, it reveals that the Health Team sees the interaction between the individual and context as essential components for their work. It comes foreward that the result of the school’s health promotion work is difficult to assess, or make visible. There have been attempts to measure the impact of the health promotion, but the respondents note that ensuring out comes of health promotion is a long-term goal.

    Conclusion

    The conclusion of the study is that the studied school fulfil the existing criteria for a health profiled school. The school has a structure, an organization and a distinct approach to learning about health. From a sociocultural perspective on learning, the school’s health promotion is characterized by an approach to learning as a social, situated and distributed. The key persons’ (the Health team) goal of theír health promoting is to let the students embrace tools and acquire different patterns of health promoting behaviors and actions. The effect or rather the results from their health promoting appear to be difficult to measure and therefore it is important to see the important to see health promotion from a long term perspective.

     

  • 8.
    Adam, Linda
    Södertörn University, Lärarutbildningen.
    Språket inom matematiken: En studie om vikten av det svenska språkets betydelse för matematikundervisningen2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sweden is a multicultural country and because of this the Swedish school-system should be adapted so that all pupils can develop their linguistic skills so that they can participate andunderstand the education. By using scientific work from other researchers and my own experiences from a general point of view, I noticed that pupils with foreign origin perform less good in mathematics than pupils with Swedish origin, in the Swedish education system.

    The purpose of this research is to find out if communication and interplay between the pupils makes it easier for them to understand mathematics and its’ concepts. My research involves acertain school class were all pupils have another etnicity then the Swedish one. My aim was to find out if the pupils reached the knowledge-goals for mathematics in the third grade. Especially in the areas of solution solving and the understanding of mathematical texts. I wanted to find out if communication and interplay between the pupils lead to increasedprogress in the Swedish language and increased understanding of mathematical texts. I also examined what possibilities the pupils have to absorb and understand the education and how favourable the conditions are in their teaching process. My starting points were Vygotskijs’ sociocultural perspective. The main research questions were:

    • Is the language a barrier for the pupils in my research group when they develop their mathematical knowledge?
    • Which approach may enhance the pupils knowledge in mathematics?

    The research is based on interviews with the teacher and observations of the pupils during mathematic lessons. With the help of the empirical material I wanted to increase myunderstanding about the process of learning and development in the class and about how the teacher labours and reflects around the situation. She practiced silent and individual studies in the class. The result of this research showed that the pupils were not benefited by the teachersmethods and that they did not reach the main goals in Swedish and mathematics for the earlier years in Swedish compulsory school. The reason to this result is mainly that language and learning go hand in hand and that mathematics requires a good vocabulary and good reading comprehension.

  • 9. Adams, Robin
    et al.
    Fincher, Sally
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Börstler, Jürgen
    Boustedt, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Dalenius, Peter
    Eken, Gunilla
    Heyer, Tim
    Jacobsson, Andreas
    Lindberg, Vanja
    Molin, Bengt
    Moström, Jan Erik
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    What is the word for "Engineering" in Swedish: Swedish students' conceptions of their discipline2007Report (Other academic)
  • 10.
    Adilagic, Dalila
    et al.
    Kristianstad University, School of Education and Environment.
    Adilagic, Edin
    Kristianstad University, School of Education and Environment.
    Omsorgsfull bedömning: en studie av högstadieelevers upplevelser av utvecklande bedömning och vad lärares omsorg kan betyda för dessa upplevelser2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Den här undersökningen beskriver vad som karakteriserar bedömning som en grupp högstadieelever upplever som utvecklande, samt vilken betydelse lärares omsorg kan ha för detta förfarande. Enligt forskning är kommunikationen mellan elever och lärare viktig när det gäller bedömning. Stor vikt läggs idag vid formativ bedömning som betydande faktor för elevers lärande i skolan. Formativ bedömning kräver ett samarbete mellan eleven och läraren. I undersökningen intervjuades elva elever i årskurs 9. Undersökningen visar att tydlig kommunikation mellan elever och lärare är av stor betydelse för att bedömningen ska upplevas som utvecklande. En utvecklande bedömning upplevs när läraren tydligt visar på elevers styrkor och svagheter. I undersökning framkommer också att elever känner sig bekräftade och upplever bedömning som utvecklande när läraren tar sig tid till bedömningen. Resultatet analyserades utifrån Noddings omsorgsetiska teori. Omsorg från lärares sida visade sig då ha stor betydelse för att bedömningen ska upplevas som utvecklande; för att elever ska uppleva en vilja att lära sig. Det vi kallar ”omsorgsfull bedömning” riktas både mot vad eleven kan i nuläget och mot hur eleven kan ta ett steg framåt. Vidare riktas den såväl mot eleven som individ som mot elevens prestationer.

  • 11.
    Adler, Sebastian
    et al.
    Halmstad University, School of Social and Health Sciences (HOS).
    Missner, Mario
    Halmstad University, School of Social and Health Sciences (HOS).
    Dömd till livstids lärande: Lärande och kompetensutveckling inom företagshälsovården2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I dagens samhälle är ständig utveckling och förnyelse viktiga överlevnadsvillkor för företag inte minst inom branschen företagshälsovård. Konkurrensen ökar och företagen måste ständigt se till att ligga i framkant och det har allt oftare konstaterats att den viktigaste tillgången är att utveckla de anställdas kompetens. Syftet med studien är att studera personals uppfattningar kring kompetensutvecklingen inom företagshälsans olika yrkesgrupper samt att genom den identifiera hur gynnsamma förhållanden för lärande kan skapas. För att få svar på syftet har vi använt oss av kvalitativa intervjuer som datainsamlingsmetod. Sammanlagt genomfördes sex intervjuer där fem olika yrkesgrupper representerades och företagets Vd. Studien har en fenemenografisk ansats som medför dataanalysmetod som består av sju steg. Eftersom vi var ute efter variationer av yrkesgruppernas olika uppfattningar var den fenemenografiska ansatsen mest optimal.

    I resultatet framkommer det ett flertal uppfattningar kring kompetensutveckling, lärandestrategier och hur gynnsamma förhållanden för lärande kan skapas. Vidare finns det gemensamma uppfattningar om att yrkesgrupperna har ett stort handlingsutrymme och att det är nödvändigt för att arbetet ska fungera. En av studiens slutsatser är att tid för reflektion är viktigt för gynnsamma förhållanden. Genom att få mer tid att kunna reflektera över det som har skett tror vi medför ett mer kreativt tänkande och en utveckling av kompetens. En annan intressant slutsats som framkom är att varje yrkesgrupp är i behov av den konsultativa kompetensen och att den aldrig är färdigutvecklad.

  • 12.
    Adolfsson, Elin
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Möller, Anna
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Utomhusmiljöns möjlighter: miljöns betydelse för pedagogernas tankar om utomhusverksamhet på och kring förskolor.2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 13.
    Adolfsson, Mikael
    KTH, School of Engineering Sciences (SCI).
    Simuleringsstöd för modeller i fysikundervisning2011Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This report is part of my master thesis, concerning the subject of how to develop a simulation tool for teaching physics, mainly focused on the concept of force and free body diagrams as taught in secondary schools. The work is based on previous studies on how to design a digital tool for teaching environments. The final result is not to be considered as a finished product but more as a prototype of a product of this nature. The report also stresses the importance of the fact that programs of this kind can't alone give students understanding, instead it places greater demands on teachers and the teaching environment. The program is meant to be used, exactly as mentioned in this report, as a support tool for teachers and students, to facilitate physics teaching and the understanding of the concept of force, by adding the possibility to be able to draw and test free body diagrams.

  • 14. Afrasiabi, Soran
    High-Functioning Autism Spectrum Disorder in the English Classroom: A qualitative study on how teachers foster students’ communicative skills2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Agevall, Lena
    et al.
    Linnaeus University.
    Broberg, Pernilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Management and Engineering, Business Administration. Högskolan Kristianstad.
    Umans, Timurs
    Högskolan Kristianstad.
    The new generation of auditors meeting praxis2015Conference paper (Other academic)
    Abstract [en]

    This paper describes an exploratory study of whether and in what way ‘double-edged learning’ can develop from understanding the relationship between structure and judgment and thus capture students’ experience of the audit profession. The study is based on a focus group/individual interviews conducted with students performing their work-integrated learning assignments where they interact with auditors. Identifying two themes defined as Perceiving the profession and auditing and Entering into and forming in the audit profession derived from the data, it appears that when positioned within a work-integrated learning context, students develop awareness of the use of standards and checklists on one hand as well as the importance of discretional judgment on the other. Based on these results, we theorise as to how double-edged learning manifests itself in students’ experiences and understanding of the relationship between structure and judgment.

  • 16.
    Agevall, Lena
    et al.
    Linnaeus Univ, Sweden; Kristianstad Univ, Sweden.
    Broberg, Pernilla
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Science & Engineering. Kristianstad Univ, Sweden.
    Umans, Timurs
    Kristianstad Univ, Sweden; Linnaeus Univ, Sweden.
    The New Generation of Auditors Meeting Praxis: Dual Learnings Role in Audit Students Professional Development2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 307-324Article in journal (Refereed)
    Abstract [en]

    This paper explores whether and in what way dual learning can develop understanding of the relationship between structure/judgement and explores audit students perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students experiences and understanding of the relationship between structure and judgement.

    The full text will be freely available from 2018-06-14 00:03
  • 17.
    Ahl, Madeleine
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Lundgren, Anton
    Halmstad University, School of Education, Humanities and Social Science.
    Diskussionens kraft: En kvalitativ studie angående hur elever stöttar varandra i gruppsamtal kring naturvetenskapliga fenomen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt forskning utgör det naturvetenskapliga språket och dess begrepp en betydande del av naturvetenskaplig utbildning, och samtidigt konstateras att det naturvetenskapliga språket och dess begrepp är det största hindret för elevers naturvetenskapliga lärande. Flera forskare hävdar att för att elever skall kunna utveckla begreppsförståelse måste eleverna socialisera med människor som har mer utvecklad språklig kunskap, och då framför allt genom samtal och diskussion av frågor och problem som berör den naturvetenskapliga diskursen. Samtidigt visar forskning att lärande inte per automatik är ett resultat av arbete och samtal i grupp, utan att de sociala och kunskapsmässiga förutsättningarna i grupper är av vikt för hur givande ett gruppsamtal blir.

    Enligt Skolverket skall elever ges möjligheter att samtala och kommunicera samt utveckla sin förmåga att arbeta tillsammans med andra. Därför väcks nyfikenhet kring hur detta gemensamma arbete fortlöper, och om eleverna samarbetar i gruppsamtal. Hur stöttar elever i årskurs 4 och 6 varandra i sina lärandeprocesser i samtal kring frågor om fysikaliska fenomen inom arbetsområdet krafter? Resultatet av denna studie visar att elevers stöttning av varandra sker på ett flertal olika sätt, samt att stöttningen är av betydelse för samtalets utfall och hur givande samtalet blir. Tillsammans kan elever konstruera kunskap kring fenomen och begrepp, om eleverna klarar av att samarbeta och stötta varandra i sina lärandeprocesser. 

  • 18.
    Ahl, Madeleine
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Lundgren, Anton
    Halmstad University, School of Education, Humanities and Social Science.
    Hur kan en regndroppe vara sur? Den har väl inga känslor?: En litteraturstudie om hur elevers språk och begreppsförståelse i de naturvetenskapliga ämnena kan utvecklas2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En viktig del av att lära naturvetenskap är att lära sig kommunicera naturvetenskap. Användandet av begrepp i de naturvetenskapliga ämnena förekommer i stor utsträckning, vilket har visat sig hämma elevers utveckling inom dessa ämnen. Ändå slår Skolverket fast att elever skall kunna använda sig av begrepp i den naturvetenskapliga klassrumskommunikationen, och således undersöks i denna litteraturstudie hur arbete med naturvetenskaplig begreppsförståelse kan te sig; vad sägs i den nationella och internationella naturvetenskapsdidaktiska forskningen? Synliggörs arbetsmoment i vilka eleverna får möjlighet att utveckla sin begreppsförståelse? Forskning pekar på vikten av att samtala, och att samtalet skall löpa som en röd tråd genom naturvetenskapliga arbetsmoment, såsom laborationer, där naturvetenskapliga fenomen konkretiseras och synliggörs. Lärarens roll i samtalet är tydlig: den ska syfta till att guida elever genom naturvetenskapens komplexitet och tvetydiga ordförråd genom vardagsnära samtalsämnen, och i förlängningen främja elevers förståelse av och utveckling inom de naturvetenskapliga ämnena.

  • 19.
    Ahlfors, Mathias
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Sten, Peter
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Finns tiden som behövs?: Ett första steg med implementeringen av den nya läroplanen för fritidshemmet.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Introduction

    In 2016, the National Agency for Education issued new sections in elementary school curricula. Among other things, assignments and purposes were clarified for teachers in the extended school. The amendments take an effect on the first of July of the same year. By these changes the role and status should be improved for the teachers, by giving them more time to the extended school.

    Purpose

    The purpose of this survey is to find out if teachers in the extended school consider that their daily work has changed since the new sections of the curriculum came out, to see how the implementation of the section paragraphs has worked and will continue to work, as well as to investigate how teachers in the extended school, if their status has increased or decreased compared with previous years.

    Method

    We used a quantitative method through a survey, there were 324 replies.

    Results

    What emerges from our results is that the status is perceived to increase slowly but surely. In order to strengthen the profession, more planning time, higher pay and better insight into the activities of colleagues and principals / mandator are needed. What is also evident is that teachers in the extended school have a variety of assignments during the school day, but more time would be needed for the extended school to complete the new chapter of the curriculum.

    Conclusion

    There is still not enough time for the extended school activities. We also think that the status is going in a positive direction.

  • 20.
    Ahlgren, Thorbjörn
    et al.
    Avdelningen för beteendevetenskap och socialt arbete, Hälsohögskolan, Jönköping University.
    Näslund, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Ungdomars attityder och beteende när det gäller att köpa och sälja sex: en studie i Jönköpings län våren 20082009Report (Other academic)
    Abstract [sv]

    Kunskapen om i vilken omfattning ungdomar har sålt eller köpt sex är begränsad. Delvis kan det bero på svårigheten med att bestämma vad som omfattas i begreppen sälja och köpa sex. Studier visar också att det i ungdomsrelationer förekommer att gåvor ges efter sexuella aktiviteter.

    I denna studie har totalt 16 personer (1,9 %) uppgett att de i olika omfattning utfört sexuella tjänster mot ersättning och att 79 personer (9,1 %) blivit erbjudna pengar eller annan ersättning för sexuella tjänster. Det är fler killar än tjejer som säljer sex. När det gäller att ha blivit erbjuden sex mot ersättning är det flest tjejer som svarat ja. Resultatet visar också att 131 personer (15,1 %) kan tänka sig att utföra sexuella tjänster mot ersättning. I svaren kan vi också utläsa att 348 personer (40,1%), mestadels killar, accepterar att andra utför sexuella tjänster mot ersättning.

    När det gäller i vilka kretsar de som säljer sex umgås är det tydligt att ungdomarna tittar mer på porr, att det är vanligare att de visar sig i sexuella situationer och att de har mindre tolerans mot homosexuella. Samlagsdebuten var ett år tidigare än hela undersökningsgruppen. Det är vanligare att man blivit utsatt för olika sexuella handlingar mot sin vilja, men man har också utsatt andra för sexuella handlingar mot deras vilja. Sammantaget kan vi se att ungdomarna i denna studie som sålt sex lever ett påtagligt mer sexualiserat liv än vad andra ungdomar i motsvarande ålder gör.

  • 21.
    Ahlin, Karin
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Redesign and Evaluation of a Technology Enhanced Learning Environment for Thesis Supervision2017In: ICERI2017 PROCEEDINGS / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, Sevilla, Spain: The International Academy of Technology, Education and Development, 2017, Vol. 10, p. 636-643Conference paper (Refereed)
    Abstract [en]

    Thesis supervision is an important activity in higher education with Bachelor's and Master's theses mandatory parts of university programmes. In traditional education, thesis supervision has been a face-to-face activity, but today, both the student groups and the learning environments are blended. This study describes and discusses the design and implementation of a blended learning environment for a student group at Mid Sweden University.  The research question that the study aims to answer is:  Which are the important factors in the design of a course for undergraduate students, to facilitate supervision of thesis projects in a technology enhanced environment? 

    This study employed a Design science research strategy with three phases for design, implementation and evaluation of a blended learning environment during thesis supervision. For the first phase, design requirements were specified based on document studies and a literature review. In the second phase (first part), the created design requirements were implemented as an instance in the Moodle virtual learning environment. Second phase (second part), the implemented instance was used as the online part of a blended learning course for students writing their Bachelor's thesis. In the third phase an evaluation was carried out with an online questionnaire were students gave their opinions on course design and teaching and learning sessions.

    Findings show that the learning outcomes were good and that the course aim and the learning objectives were clearly stated. Found important factors for a successful supervision were peer collaboration, multimodality, and technology enhanced interaction.  Remaining challenges are to improve course content and to motivate students for research in the field of Informatics. Most surprising positive finding was that peer situation occurred informally, which deepen their knowledge for thesis writing and presentation. 

  • 22.
    Ahlnér, Matilda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    "Vi tar in hela världen i klassrummet": En studie om hur lärare beskriver att de arbetar för att ta vara på flerspråkiga elevers språkliga och kulturella erfarenheter i undervisningen2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the Swedish curriculum the teaching in school must proceed from the pupils’ earlier experiences, language and knowledge (Skolverket, 2016b). The aim with this study is to examine how teachers in grade 1-3 work to make use of multilingual pupils’ linguistic and cultural experiences in a classroom where several languages and cultures are represented. In fulfilling the aim of this study, following questions where given: How do teachers describe that they are working to give the pupils’ linguistic and cultural experiences space in their teaching and in the physical classroom environment?  Which approach is expressed about how much space the pupils’ linguistic and cultural experiences should be offered in the teaching?

    This study is a qualitative study where four teachers have been interviewed, classroom environments have been photographed and educational planning has been reviewed. The material has been analysed by an intercultural and post-structural perspective. The result shows that to gain knowledge about the pupils’ earlier experiences teachers must build relationships with the pupils, which often happens outside the classroom environment. Digital tools and mother tongue tutors are important in the work in making use of the pupils´ different languages in the classroom. The teachers in the study see multilingual and multiculturalism as a resource and they mean that several cultures and languages in a class enrich the teaching. Lastly the result shows that the teachers experience difficulties when it comes to making use of pupils’ earlier experiences in mathematics

  • 23.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpiläinen, Sanna
    University of Gothenburg.
    Theodorsson, Annette
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Anaesthetics, Operations and Specialty Surgery Center, Department of Neurosurgery.
    Fenwick, Tara
    University of Stirling.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Learning in Technology-Enhanced Medical Simulation:Locations and Knowings2015In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 5, no 2, p. 1-12Article in journal (Refereed)
    Abstract [en]

    This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practic-es. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-material—arrangements of three locations involved in the simulation—the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.

  • 24.
    Ahrling, Malin
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Zlatunic, Marina
    Halmstad University, School of Education, Humanities and Social Science.
    Hur ska vi kunna förstå varandra?: Förskollärares samtal kring barns andraspråkslärande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur förskollärare uttrycker sig om barns andraspråkslärande i förskolan samt vilka tolkningsrepertoarer som framkommer i dessa samtal. I denna studie undersöks vad och hur förskollärarna uttrycker sig gällande barns andraspråkslärande samt hur förskollärarna uttrycker sig om barns modersmål och föräldrars delaktighet i relation till barns andraspråkslärande. Studien tar utgångspunkt i problematiken gällande att det än idag finns brister kring barns andraspråkslärande och att barns språkutveckling skiljer sig beroende på vilken stöttning de får i sitt andraspråkslärande. Tidigare forskning inom området lyfter bland annat olika arbetssätt som pedagoger arbetar med i förskolan, men även modersmålets och hemmets betydelse för andraspråkslärande. Det vetenskapsteoretiska utgångspunkt som denna studie utgår ifrån är socialkonstruktionism, detta paradigm inriktar sig på att det finns flera versioner av verkligheten. Som forskningsmetod har vi använt oss av diskursanalys då vi har fokuserat på förskollärarnas användning av språket. Inom diskursanalys har vi utgått från analysmetoden diskurspsykologi. Vi har använt oss av semistrukturerade intervjuer med tio förskollärare för att producera empiri till studien. I resultatet framgår det att samtliga förskollärare uttrycker sig positivt kring barns modersmål i relation till andraspråkslärande, dock uttrycker de sig negativt om resurser och förutsättningar för andraspråkslärande. Argument som framförs är bland annat att det finns ont om tid, få resurser och för många språk. Det framkommer även att en del förskollärare samtalar om föräldrarnas delaktighet som en utmaning på grund av språkliga skillnader. Medan övriga förskollärare samtalar om föräldrarnas delaktighet som en positiv inverkan på barns andraspråkslärande, då deras deltagande bidrar med stöd och trygghet för barnen. 

  • 25. Airey, John
    Teaching and Learning in English: The experiences of students and teachers2014Conference paper (Other academic)
  • 26.
    Airey, John
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Linder, Anne
    Uppsala University.
    Mayaba, Nokhanyo
    Nelson Mandela Metropolitan University, South Africa.
    Webb, Paul
    Nelson Mandela Metropolitan University, South Africa.
    Problematising Disciplinary Literacy in a Multilingual Society: The Case of University Physics in South Africa2013In: 21st Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, University of the Western Cape, Bellville, South Africa, 14 - 17 January, 2013, 2013Conference paper (Refereed)
    Abstract [en]

    Over a decade has passed since Northedge (2002) convincingly argued that the role of the university lecturer should be viewed as one of leading students on excursions into the specialist discourse of their field. In his view, disciplinary discourses have come into being in order to create and share disciplinary knowledge that could not otherwise be appropriately construed in everyday discourse. Thus, Northedge’s conclusion is that in order for disciplinary learning to occur, students will need explicit guidance in accessing and using the specialist discourse of their chosen field. Building on this work, Airey (in press) argues that all university lecturers are, at least to some extent, teachers of language—even in monolingual settings. A radical approach to this claim has been suggested by Wickman and Östman (2002) who insist that learning itself be treated as a form of discourse change.

    In an attempt to operationalise Wickman and Östman’s assertion, Airey (2011b) suggests that the goals of any undergraduate degree programme may be framed in terms of the development of disciplinary literacy. Here, disciplinary literacy is defined as the ability to appropriately participate in the communicative practices of a discipline. Further, in his subsequent work, Airey (2011a) claims that all disciplines attempt to meet the needs of three specific sites: the academy, the workplace and society. He argues that the relative emphasis placed on teaching for these three sites will be different from discipline to discipline and will indeed vary within a discipline depending on the setting. In the South African setting two questions arise from this assertion. The first is: For any given discipline, what particular balance between teaching for the academy, the workplace and society is desirable and/or practicable? The second question follows on from the first: Having pragmatically decided on the teaching balance between the academy, workplace and society, what consequences does the decision have for the language(s) that lecturers should be helping their students to interpret and use? In order to address these two questions we conducted an interview-based case study of the disciplinary literacy goals of South African university lecturers in one particular discipline (physics). Thus, our overarching research question is as follows: How do South African physics lecturers problematise the development of disciplinary literacy in their students?

    The data collected forms part of a larger international comparative study of the disciplinary literacy goals of physics lecturers in Sweden and South Africa. A disciplinary literacy discussion matrix (Airey, 2011a) was employed as the starting point for conducting in-depth, semi-structured interviews with 20 physics lecturers from five South African universities. The choice of these five universities was purposeful—their student cohorts encompassing a range of different first languages and cultural backgrounds. The interviews were conducted in English, lasted between 30 and 60 minutes, and were later transcribed verbatim. The transcripts were then analysed qualitatively. This involved “working with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what you will tell others” (Bogdan & Biklen, 1992:145).

    The main finding of this study is that all the lecturers mentioned language as being problematic in some way. However, there were a number of important differences in the ways the lecturers problematise the development of disciplinary literacy both across and within the different university physics departments. These differences can be seen to involve on the one hand, the lecturers’ own self-image in terms of whether they are comfortable with viewing themselves as language teachers/literacy developers, and on the other hand, their recognition of the diverse linguistic and cultural backgrounds of their students. The differences will be illustrated and discussed using transcript excerpts. These findings are in contrast to parallel data collected in Sweden. In that particular (bilingual) setting, language was viewed as unproblematic, and the most striking characteristic was the very similarity of the responses of physics lecturers (Airey, in press). It is thus suggested that the differences in findings between Sweden and South Africa are a product of the latter’s diverse multilingual and multicultural environment. One pedagogical conclusion is that, given the differences in approach we find, inter- and intra faculty discussions about undergraduate disciplinary literacy goals would appear to have the distinct potential for reforming undergraduate physics. Similarly, an administrative conclusion is that a one-size-fits-all language policy for universities does not appear to be meaningful in such a diverse multilingual/multicultural environment.

    Finally, it should be mentioned that our choice of physics as an exemplar in this study has important implications for the interpretation of the findings. Drawing on Bernstein (1999), Martin (2011) suggests that disciplines have predominantly horizontal or hierarchical knowledge structures. Here it is claimed that physics has the most hierarchical knowledge structure of all disciplines. Thus, the findings presented here should be taken as illustrative of the situation in disciplines with more hierarchical knowledge structures (such as the natural and applied sciences). Kuteeva and Airey (in review) find that the issue of the language of instruction in such disciplines is viewed as much less problematic than in disciplines with more horizontal knowledge structures (such as the arts, humanities and, to some extent, social sciences). See Bennett (2010) for a provocative discussion of language use in such disciplines.

  • 27.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Anne
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Mayaba, Nokhanyo
    Nelson Mandela Metropolitan University.
    Webb, Paul
    Nelson Mandela Metropolitan University.
    Problematising Disciplinary Literacy in a Multilingual Society: The Case of University Physics in South Africa.2013Conference paper (Refereed)
    Abstract [en]

    Problematising Disciplinary Literacy in a Multilingual Society:The Case of University Physics in South Africa

     

    John Airey1,3 Anne Linder1, Nokhanyo Mayaba 2 & Paul Webb2

    1 Department of Physics and Astronomy, Uppsala University, Sweden.

    2 Centre for Educational Research, Technology and Innovation, Nelson Mandela Metropolitan University, South Africa.

    3 School of Languages and Literature, Linnæus University, Sweden

    john.airey@physics.uu.se, anne.linder@physics.uu.se, nokhanyo.mayaba@nmmu.ac.za, paul.webb@nmmu.ac.za

    Abstract

    Over a decade has passed since Northedge (2002) convincingly argued that the role of the university lecturer should be viewed as one of leading students on excursions into the specialist discourse of their field. In his view, disciplinary discourses have come into being in order to create and share disciplinary knowledge that could not otherwise be appropriately construed in everyday discourse. Thus, Northedge’s conclusion is that in order for disciplinary learning to occur, students will need explicit guidance in accessing and using the specialist discourse of their chosen field. Building on this work, Airey (in press) argues that all university lecturers are, at least to some extent, teachers of language—even in monolingual settings. A radical approach to this claim has been suggested by Wickman and Östman (2002) who insist that learning itself be treated as a form of discourse change.

    In an attempt to operationalise Wickman and Östman’s assertion, Airey (2011b) suggests that the goals of any undergraduate degree programme may be framed in terms of the development of disciplinary literacy. Here, disciplinary literacy is defined as the ability to appropriately participate in the communicative practices of a discipline. Further, in his subsequent work, Airey (2011a) claims that all disciplines attempt to meet the needs of three specific sites: the academy, the workplace and society. He argues that the relative emphasis placed on teaching for these three sites will be different from discipline to discipline and will indeed vary within a discipline depending on the setting. In the South African setting two questions arise from this assertion. The first is: For any given discipline, what particular balance between teaching for the academy, the workplace and society is desirable and/or practicable? The second question follows on from the first: Having pragmatically decided on the teaching balance between the academy, workplace and society, what consequences does the decision have for the language(s) that lecturers should be helping their students to interpret and use? In order to address these two questions we conducted an interview-based case study of the disciplinary literacy goals of South African university lecturers in one particular discipline (physics). Thus, our overarching research question is as follows: How do South African physics lecturers problematise the development of disciplinary literacy in their students?

    The data collected forms part of a larger international comparative study of the disciplinary literacy goals of physics lecturers in Sweden and South Africa. A disciplinary literacy discussion matrix (Airey, 2011a) was employed as the starting point for conducting in-depth, semi-structured interviews with 20 physics lecturers from five South African universities. The choice of these five universities was purposeful—their student cohorts encompassing a range of different first languages and cultural backgrounds. The interviews were conducted in English, lasted between 30 and 60 minutes, and were later transcribed verbatim. The transcripts were then analysed qualitatively. This involved “working with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what you will tell others” (Bogdan & Biklen, 1992:145).

    The main finding of this study is that all the lecturers mentioned language as being problematic in some way. However, there were a number of important differences in the ways the lecturers problematise the development of disciplinary literacy both across and within the different university physics departments. These differences can be seen to involve on the one hand, the lecturers’ own self-image in terms of whether they are comfortable with viewing themselves as language teachers/literacy developers, and on the other hand, their recognition of the diverse linguistic and cultural backgrounds of their students. The differences will be illustrated and discussed using transcript excerpts. These findings are in contrast to parallel data collected in Sweden. In that particular (bilingual) setting, language was viewed as unproblematic, and the most striking characteristic was the very similarity of the responses of physics lecturers (Airey, in press). It is thus suggested that the differences in findings between Sweden and South Africa are a product of the latter’s diverse multilingual and multicultural environment. One pedagogical conclusion is that, given the differences in approach we find, inter- and intra faculty discussions about undergraduate disciplinary literacy goals would appear to have the distinct potential for reforming undergraduate physics. Similarly, an administrative conclusion is that a one-size-fits-all language policy for universities does not appear to be meaningful in such a diverse multilingual/multicultural environment.

    Finally, it should be mentioned that our choice of physics as an exemplar in this study has important implications for the interpretation of the findings. Drawing on Bernstein (1999), Martin (2011) suggests that disciplines have predominantly horizontal or hierarchical knowledge structures. Here it is claimed that physics has the most hierarchical knowledge structure of all disciplines. Thus, the findings presented here should be taken as illustrative of the situation in disciplines with more hierarchical knowledge structures (such as the natural and applied sciences). Kuteeva and Airey (in review) find that the issue of the language of instruction in such disciplines is viewed as much less problematic than in disciplines with more horizontal knowledge structures (such as the arts, humanities and, to some extent, social sciences). See Bennett (2010) for a provocative discussion of language use in such disciplines.

    Funding from the Swedish National Research Council and the South African National Research Foundation is gratefully acknowledged.

    References:

    Airey, J. (2011a). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education. Across the disciplines, 8(3).

    Airey, J. (2011b). Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning. Dynamic content and language collaboration in higher education: theory, research, and reflections (pp. 57-65). Cape Town, South Africa: Cape Peninsula University of Technology.

    Airey, J. (in press). I Don’t Teach Language. The Linguistic Attitudes of Physics Lecturers in Sweden. AILA Review, 25(2012), xx-xx.

    Bennett, K. (2010). Academic discourse in Portugal: A whole different ballgame? Journal of English for Academic Purposes, 9(1), 21-32.

    Bernstein, M. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology Education, 20(2), 157-173.

    Bogdan, R. C., & Biklen, S. R. (1992). Qualitative research for education: An introduction to theory and methods. (2 ed.). Boston: Allyn and Bacon, Inc.

    Kuteeva, M., & Airey, J. (in review). Disciplinary Differences in the Use of English in Swedish Higher Education: Reflections on Recent Policy Developments  Studies in Higher Education.

    Martin, J. R. (2011). Bridging troubled waters: Interdisciplinarity and what makes it stick. In F. Christie & K. Maton (Eds.), Disciplinarity (pp. 35-61). London: Continuum International Publishing.

    Northedge, A. (2002). Organizing excursions into specialist discourse communities: A sociocultural account of university teaching. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century. Sociocultural perspectives on the future of education (pp. 252-264). Oxford: Blackwell Publishers.

    Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86(5), 601-623.

     

  • 28.
    Ajdinovic, Dzejla
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Resonemang och problemlösning i Matematik 1b: En uppgiftsanalys av två läroböcker2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Studien undersökte möjligheten att utveckla problemlösnings- och resonemangsförmåga i svenska läroböcker. Under studiens gång genomfördes en läromedelsanalys av två läroböcker för gymnasiekursen Matematik 1b, Matematik 5000 och Matematik Origo. Analysen tog hänsyn till olika aspekter av förmågorna, olika svårighetsgrader på uppgifterna samt olika centralt innehåll i ämnesplanen. Av 2223 uppgifter i Matematik 5000 kunde problemlösningsförmågan utvecklas i 5% och resonemangsförmågan i 6%. Motsvarande andelar i 1747 uppgifter i Matematik Origo var 7% respektive 10%. Analysen visade också att större andel av uppgifterna på de två högre svårighetsnivåerna gav möjlighet att utveckla förmågorna än de på den lägsta nivån i båda böckerna. Det framkom även att inte alla aspekter av förmågorna fick lika stort utrymme att utvecklas. I båda böckerna var det geometri-kapitlet som fokuserade på dessa förmågor i störst andel av uppgifterna.

  • 29.
    Albinsson, Anders
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”De va svinhögt typ 250 kilo”: Förskolebarns mätande av längd, volym och tid i legoleken2016Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the dissertation is to study, describe and analyses which comparative measurement activities preschool children construct and use, and how they solve problems and communicate when they use the comparative measurement activities whilst playing with Lego (“the Lego play”). The measurement activities chosen are length/height, quantity and time.

    The empirical material is based on data from two preschool classes with children aged 2 – 5 year, It was collected through participant observation (video captures) of the children’s Lego play. The theoretical starting points in this study are grounded in childhood sociology and the sociocultural perspective. The study assumes the childhood sociology perspective by viewing the children as competent and active in creating meaning as well as controlling and influencing their own and others’ social environment. The sociocultural perspective gives prominence to development and learning, and its related tools and concepts are used to analyses the results of the study. That is, the Lego play is studied in a social context from the child’s perspective, and the sociocultural perspective describes and analyses the child’s use of mathematics and the acquisition of knowledge in the Lego play in a sociocultural context.

    The results show that children measuring length/height and quantity explored a store of measurement tools in order to make comparisons, and adapted these to the context in question. These were own body, other body, artefacts, numbers and counting. The measurements were used individually and with others, and the solving of the own or shared problems constituted a large share of the time spent constructing models during Lego play. By contrast, the time concept was used mainly as a tool when the children played with their finished Lego models. Thus, a time perspective was added to the child’s finished model, which inspired thoughts and reflections about time used in the Lego play. The children used the time concepts of the present, the past and the future, and also considered the concept of velocity in the context of the timescale. The children’s communication had a large impact on the Lego play, and they expressed their ideas verbally, physically and through action. The children’s use of mathematics was prominent and meaningful during the Lego play.

  • 30.
    Albinsson, Gunilla
    et al.
    Blekinge Institute of Technology.
    Arnesson, Kerstin
    Blekinge Institute of Technology.
    Team learning activities: reciprocal learning through the development of a mediating tool for sustainable learning2012In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 19, no 6, p. 257-287Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this article is to show how a model for sustainable learning has been formed in the meetings between practitioners and researchers.

    Design/methodology/approach – With the point of departure in an interactive research approach, the authors have worked with learning and common knowledge development. Empirical data were collected from nine learning seminars, which were carried out within the framework of an EU project.

    Findings – It is shown by means of empirical examples from an ongoing EU project how the pedagogic method of learning seminars came to be a mediating tool for reciprocal learning between researchers, project leaders and project participants.

    Originality/value – The learning seminars constituted an important part of a reflexive learning process where the learning consists of both practicable and theoretically anchored knowledge. Together with the project participants, the authors developed a model for sustainable learning. This model consists of a reflection model, which rests on four fundamental conditions; pedagogic leadership, the learning group, problem areas/situation and time aspects. This article fills a significant knowledge gap in terms of the development of learning within organizations.

  • 31.
    Aldenholt, Robin
    KTH, School of Education and Communication in Engineering Science (ECE).
    Hydrogen fuel cells for the development of a sustainable society: A case study on opinions and pedagogics regarding hydrogen fuel cells in Sandviken2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Last couple of years’ vehicles propelled by electricity generated from a hydrogen fuel cell has

    emerged as an alternative to the fossil fuel vehicles, so that the greenhouse gas emissions

    causing climate change can decrease. In Sandviken, a collaboration between the municipality,

    Sandvik AB and AGA has resulted in a hydrogen refuelling station, only the fourth in

    Sweden. As the knowledge and awareness of hydrogen fuel cells is unknown Sandvik AB

    wants to investigate what the general opinion and knowledge is but more importantly, how

    can pedagogical theories be used to increase awareness and knowledge.

    The purpose of this thesis is therefore to examine what the population of Sandviken think of a

    development of a hydrogen society as well as climate change and the concept of sustainable

    development. Based on the found status of knowledge and awareness in these issues a couple

    of tools and actions are suggested on how to increase general knowledge and awareness,

    applicable both for schools and organisations outside school.

    The method used to fulfil the purpose was a survey that was sent out to people employed at

    Sandviken municipality and Sandvik AB. The survey results were analysed to see which

    factors correlate with a likelihood to support a hydrogen society development. That is used to

    see what approach to use when educating people about hydrogen and sustainable

    development.

    The results show that people in Sandviken were very positive about the hydrogen refuelling

    station, and the level of knowledge people had did not significantly affect how much support

    they showed. However, the people’s support for a hydrogen development is greatly affected

    by the fact that a refuelling station has been built. Therefore, the result that the level of

    hydrogen knowledge seems irrelevant should not be taken as a general fact true for all

    societies.

    When educating people about hydrogen one should put emphasis on raising awareness and

    knowledge in sustainable development and climate change, since that has a positive effect on

    the likelihood to support a hydrogen development. This could be done via a, in this report

    constructed, SSI case (socio-scientific issues) that can be adjusted to fit environments and

    occasions outside school.

  • 32.
    Alf, Christoffer
    KTH, School of Education and Communication in Engineering Science (ECE).
    Erfarande av museiutställningar med hjälp av virtuell verklighet2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This master thesis investigates the museum exhibition Royal Wedding Dresses at the Stockholm castle. This exhibition was temporary and closed in April 2017. The overall purpose is to map what can be done in order to raise interest and create meaning in a broader audience including younger people to take part in the exhibition, and create meaning of it after it has been closed down. An additional purpose is to investigate how, why, and whom the museum exhibition Royal Wedding Dresses can interest using virtual reality (VR), after the end of the exhibition.

    In this survey, a literature study, interviews and observations are performed regarding the exhibition Royal Wedding Dresses. This is the basis for developing a VR application prototype where major parts of the exhibition are included. Finally, the application is evaluated for technical interaction and how the virtual visit has been evaluated, to assess whether VR can create interest in, and develop, the exhibition for a wider audience.

    The result indicates that the application has good technical interaction, but the original exhibition does not encourage the visitor to experience it, and the application is unable to develop it in this regard. The application will not be more interesting for a younger audience than its content. With the help of aspects of serious gaming and social interaction, as well as future studies on the subject with more respondents and an expanded perspective, it may be possible to overcome these limitations. If technical interaction and social interaction can be integrated, the experience can also be developed and be put in a meaningful context that encourages experience and better retention of the virtual visit.

  • 33. Alfredsson, Lena
    et al.
    Bråting, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Erixon, Patrik
    Heikne, Hans
    Matematik 5000: kurs 3c, läromedel 2012Book (Other (popular science, discussion, etc.))
  • 34.
    Alhabib, Mohammed
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Balic, Amel
    Halmstad University, School of Education, Humanities and Social Science.
    Att bryta mönster: Att inkludera nya generationens invandrare i idrottsundervisning2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sverige genomgår en utveckling där en generationsväxling som har formats av tidigareflyktingströmmar från exempelvis forna Jugoslavien och Mellanöstern. Även idag tar Sverigeemot och hjälper individer med utländsk bakgrund in i det svenska samhället. Detta innebäratt skolor också står inför en förändring som skall anpassa sig till behovet som finns isamhället. Det övergripande syftet i detta arbete är att undersöka hur elever med utländskbakgrund i årskurs nio i en mindre svensk kommun upplever sin idrottsundervisning utifråninkluderande aspekter. Ett delsyfte är att undersöka hur läraren upplever att hon/han formarsin idrottsundervisning utifrån inkluderande aspekter. Denna studie har bedrivits medkvalitativa forskningsmetoder, metoderna vi har använt oss av är intervjuer och observationer.Insamlingen av empirisk data är gjord på två grundskolor i mellersta Sverige med sammanlagttvå lärare och sex elever. I resultatet går det att utläsa att lärarna anser att delaktigheten inomundervisningen är viktigt. Från elevernas upplevelser kan vi konstatera att de upplever attläraren inte lyssnar på dem, samt att genomgångarna av olika aktiviteter kan brista. Resultatetvisar också att elevernas motivation gentemot och delaktighet i idrottsundervisningen kanavta. Att relationen mellan de olika aktörerna inom idrottsundervisningen kan bidra till ökadmotivation, men även hämma den.

  • 35.
    Al-Hakem, Shatha
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Lundin, Andrea
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolan som mångkulturell arena: En intervjustudie om lärares olika undervisningsstrategier och erfarenheter imångkulturella klassrum2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vilka olika undervisningsstrategier och erfarenheter några grundskollärare har i att arbeta i ett mångkulturellt klassrum. Genom att göra en kvalitativ intervjustudie, har vi tagit del av lärares olika berättelser om vilka olika undervisningsstrategier lärare anser sig tillämpa i mångkulturella klassrum. Vi har också delgivits information om lärarnas erfarenheter av deras lärarutbildning samt om vad som kan vara en utmaning och möjligheter i att arbete med elever som har annan kulturell bakgrund. Lärarna för studien har olika erfarenheter om vad deras lärarutbildning haft för inverkan i deras arbete med elever som har annan kulturell bakgrund. Studien är inriktad på lärare som har en äldre lärarutbildning innan år 2002 samt en senare lärarutbildning genomförd efter år 2010. Genom studien har det visat sig att lärare beroende på lärarutbildning, har olika uppfattning om hur lärarutbildningen varit till nytta i att arbeta i mångkulturella klassrum. Utöver erfarenheter om utbildning har utmaningar för lärarna handlat om elevers olika språkliga förmågor, samt deras begränsade tillgångar till språkliga resurser. För att underlätta för eleverna i undervisningen använder några lärare internetbaserade verktyg som undervisningsstrategi. Genom internetbaserade verktyg kan elevens modersmål föras in i undervisningen. Elever med utländsk och annan kulturell bakgrund har för läraren också medfört möjligheter. Elever har använts som resurs för undervisningen i olika undervisningssituationer, samtidigt finns det lärare som upplever en sådan situation som utmanande. Lärare som använder elevers etnicitet och religiösa samfund i undervisningen kan riskera att trampa på elevens identitet och i det avseendet kan situationen upplevas skrämmande. Fokus för studien har varit att lyfta lärarnas röster för att genom detta delge lärares olika berättelser om att arbeta i ett mångkulturellt klassrum.

  • 36.
    Aliti, Albert
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Modern Colonizer: Travelling, Orientalism and Colonialism in Alex Garland's The Beach2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 37.
    Aliti, Albert
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Chukwuemeka, Jordan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Changes in English Language Textbooks in Relation to English as an International Language and Curricula for English in Swedish Upper Secondary School2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 38. Allansson, Jimmy
    Informationskompetens: Elevers hantering av information på internet2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 39.
    Allard, Karin
    et al.
    Örebro universitet.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Translanguaging and social justice: The case of education for immigrant persons who are deaf or hard of hearing2017In: New Perspectives on Translanguaging and Education / [ed] Paulsrud, BethAnne; Rosén, Jenny; Straszer, Boglárka; Wedin, Åsa, London: Multilingual Matters, 2017, p. 90-107Chapter in book (Refereed)
  • 40.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Östklint, Olle
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Naturvetenskap som allmänbildning - lärarutbildare prioriterar i stoffträngseln2003Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    I debatten om den naturvetenskapliga undervisningen i grundskolan framförs flera möjliga orsaker till att elever under grundskolans senare år tappar intresset för naturvetenskapen. En av dem är stoffträngseln, ett fråga som länge varit aktuell.

    Vår frågeställning har varit: Vilken bild ger lärarutbildare inom det naturvetenskapliga fältet av den viktigaste ”kärnan” av naturvetenskaplig bildning - den kärna som de allra flesta elever bör ha med sig från grundskolan?

    Vi har gjort intervjuer med sju lärarutbildare med olika ämnesbakgrund. Intervjuerna har analyserats genom att vi har kopplat de naturvetenskapliga begrepp de intervjuade nämnt till uppnåendemål för skolår 9. Detta har gett oss en bild av hur intervjupersonerna prioriterar i förhållande till grundskolans kursplanemål för ämnesområdet.

    Några kursplanemål, t ex. kemins ”- ha kunskap om några grundämnen, kemiska föreningar och kemiskt-tekniska produkter.”  har funnits med i många intervjuer och andra,  t ex biologins ”- ha kunskap om vad befruktning innebär” helt har utelämnats. Den naturvetenskapliga kärnan beskrivs ofta utifrån förklaringsmodeller och naturvetenskapens användning i den demokratiska processen.

  • 41.
    Almqvist, Linnea
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Fredriksson, Petter
    Örebro University, School of Humanities, Education and Social Sciences.
    ”Det är ju inget bi-ämne”: Förhållningssätt vid planering och genomförande av SO-undervisning på lågstadiet2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 42.
    Almqvist, Martina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Anttila, Isabelle
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Muntlig kommunikation i skolmatematik: En litteraturstudie om vikten av muntlig kommunikation i mellanstadiets matematikundervisning2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att redogöra för forskning kring muntlig kommunikation i matematik. Studien syftar till att se över vilka arbetssätt elever möter när muntlig kommunikation i matematik är i fokus, samt lärares val av matematiskt språk vid matematikundervisning. Syftet är dessutom att ta reda på vilken betydelse muntlig kommunikation i matematik har för kunskapsutvecklingen hos elever, bland annat för elever med dyslexi och elever med annat modersmål än svenska.

     

    I denna studie beskrivs muntlig kommunikation i matematik, arbetssätt, matematiskt språk samt kunskapsutvecklingen hos elever, utifrån existerande forskning, föregående läroplan samt nuvarande läroplan.

     

    Resultatet visar att utomhusmatematik är ett lämpligt arbetssätt för att elever ska kunna utveckla matematisk kommunikation. Även laborativ matematik har visat sig vara ett arbetssätt som bidrar till grupparbete och muntlig kommunikation. Elevers logiska tänkande utvecklas i samband med muntlig kommunikation i matematik och eleverna får möjlighet att utveckla förmågor som lyfts fram i Lgr11. Lärares val av det matematiska språket påverkar vilket språk elever använder när de kommunicerar med varandra. Det är viktigt att lärare möter elever på ett vardagsspråk men samtidigt måste lärare presentera matematiska begrepp på ett vetenskapligt språk för att undvika förvirring hos eleverna. Forskning visar även att det är viktigt för elever med svenska som andraspråk att lärare inte växelvis blandar mellan ett vardagsspråk och vetenskapligt språk. 

  • 43.
    Almroth, Sofia
    et al.
    Jönköping University, School of Education and Communication.
    Kangeryd, Ida
    Jönköping University, School of Education and Communication.
    Kan du läsa om du inte förstår vad du läser?: En studie kring hur lärare i årskurs ett till tre beskriver läsförståelse2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur sex lärare i årskurs ett till tre beskriver sitt arbete med läsförståelse samt betydelsen av att ha en god läsförståelse. En kvalitativ metod har använts i form av intervjuer med de sex lärarna, vilka alla är behöriga att undervisa i ämnet svenska. Datamaterialet har analyserats med utgångspunkt i ett fenomenologiskt perspektiv där vi utgått ifrån de två frågeställningarna:

    • Hur beskriver sex lärare i årskurs ett till tre att de arbetar med läsförståelse?

    • Hur beskriver de sex lärarna läsförståelsens betydelse för eleverna?

    Resultatet av studien visar att lärarna arbetar med läsförståelse i olika stor omfattning men alla understryker vikten av att läsa med förståelse och inte enbart med flyt. Lärarna anser att läsförståelse är essentiellt för att eleverna ska kunna fungera i dagens informationssamhälle, men även för deras vidare utbildning och yrkesval. Studien visar även vilka metoder och strategier lärarna använder i undervisningen för att stärka läsförståelsen, där LTG och Reciprok undervisning är två återkommande metoder.

  • 44.
    Almén, Lars
    Jönköping University, School of Education and Communication.
    "De har den alltid med sig": Lärares uppfattningar om ett iPad-projekt2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Nine teachers have been interviewed about their expectations before and experiences during a project where teachers and pupils will have access to iPads in class. The thesis approach is phenomenological. The purpose of the study is to investigate which impact the nine teachers who teach the pupils expect that the introduction of iPads will have on the daily work in the classroom. Further is the study investigating if, and if that is the case, how the teachers experience that their classroom work have changed since the pupils have got access to iPads in class for a couple of months.

    The research questions of the study are; “Which expectations do the teachers have on the introduction of iPads in the daily work in school?”, and “Which impact do the teachers experience that the iPad have to the teachers and pupils in the classroom?”

    The teachers experienced that with the iPad they could work in a way similar to the way the pupils are used to outside school. Pupils with learning problems were expected to be benefited. The teachers were worried that the pupils would lose focus from class. The teachers experienced need for further education and they were worried about technological problems. After a couple of months with iPads the teachers experienced that class activities had changed for the better. The pupils always brought their iPad in class and they worked more during breaks and at home. They took initiative to help each other and the teachers when technological problems occurred. The teachers experienced that the pupils easy access to e-books benefitted reading and the classroom became calmer. Pupils with learning problems benefitted when all study material where gathered in the iPad. There have been problems with integrating the schools learning portal with the iPad.

  • 45.
    Alneskog, Sebastian
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lusten till lärande: Dokumentationsarbete i förskolans läraoplan som verktyg för regementalitet och normalisation2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie är att belysa hur dokumentation som arbetsform kan förstås som ett redskap för regementalitet och normalisation i förskolans verksamhet. I studien har förskolans läroplan, samt två ytterligare dokument från skolverket och regeringen studerats med diskursanalytisk metod och begrepp hämtade från Foucault. Detta med syfte att bilda förståelse för hur dessa instanser skapar förutsättningar för förskolans dokumentationsarbete. Studien belyser hur dessa givna förutsättningar söker bidra till att barn styrs till att utveckla vissa specifika förmågor, som kommer att utgöra norm för förskolans barn. Vidare visar studien att dokumentation förväntas utsätta också pedagogerna för styrningstekniker då de genom detta arbete ska bli utsatta för synliggörande praktiker, och granskade, av sig själva och sina medarbetare. Detta ska åstadkommas genom att ge pedagoger möjlighet att övervaka förskolans verksamhet och individerna som verkar där. Resultatet visar att dokumentation i det studerade materialet förs fram som ett redskap med vilket pedagoger  kan övervaka barn, andra pedagoger och sig själva samt styra individer mot ett sanktionerat beetende. Studien belyser också på vilket sätt den diskurs som de studerade dokumenten är en del av fungerar normaliserande i förhållande till utvecklandet av vissa förmågor, bland annat lust till lärande.

  • 46.
    Alphonce, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Workplace Learning Across Boundaries: An interview study on professional development and identity formation in intercultural work contexts2015Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis I discuss workplace learning during international assignments in a variety of work sectors. In addition to normal adjustments to a new workplace, foreign language acquisition and cultural adaptation are necessary. By collecting and analyzing narratives of a group of Swedish professionals with international work assignments, I have found some regularities and variations of workplace learning as well as some significant effects that these assignments had on their identity. Recommendations are given to providers of preparatory courses for international work assignments as well as sending organizations and employers.

    The main finding is that workplace learning for international workers follows a trajectory starting already long before departure and continues throughout different phases of the assignment. It also has effects on work life after the return to one’s home culture. The learning resulting from the work assignment affected all areas of life (not only work life) and contributed towards an intercultural identity. This kind of assignment often included networking with several organizations and groups of people of varying nationalities. Instead of working towards becoming full members of one work community, the participants in this study often found themselves in the peripheries of multiple ones. This peripheral albeit influential situation provided many opportunities for learning, both for the individual and the groups they work with. In this way, these international workers have the potential to be agents of change and development in all work communities they relate to. 

  • 47.
    Alsin, Kristofer
    Royal College of Music in Stockholm, Department of Music Education.
    Musik och svenska med andra uttryck: hur ämnesöverskridande samarbeten kan motivera och skapa förutsättningar för lärande2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats har jag undersökt hur jag som ämneslärare i musik och svenska på högstadiet kan aktualisera William Shakespeares pjäs En midsommarnattsdröm få eleverna studiemotiverade samtidigt som det ska främja deras utveckling ur ett mångkulturellt perspektiv. Med aktionsforskning som huvudmetod har jag utifrån läroplanen och hjälpmedel via intermedialitet som pedagogiskt verktyg, det vill säga olika medier och adaptioner, undersökt detta. Skolverket är en av de största källorna för mitt underlag förutom den empiri jag samlat in under undersökningen. Sedan använder jag mig av olika teorier om lärande, dramatik, pedagogik, didaktik, intermedialitet och litteratur om Shakespeare och En midsommarnattsdröm. Jag har undersökt dramats olika teman, ämnen och sakfrågor som anses aktuella även i vår tid och återkopplar innehllet i läro- och kursplaner. Detta för att belysa eventuella problem som uppstår med elever som är omotiverade eller som har svårt för skönlitteratur eller det svenska språket.

    Jag har prövat, reviderat och omprövat olika teorier jag funnit till underlag för att planera de lektionsupplägg jag skapat och har försökt utforma en lektionsmall som ska kunna bearbetas och anpassas av lärare. Jag har alltså undersökt om och i så fall hur denna lektionsmall skulle vara möjlig att genomföra och vad resultatet skulle generera samt vilka svårigheter jag som lärare möter och hur jag handskas med dessa. Att samarbeta ämnesöverskridande, där eleverna i detta fall arbetar med William Shakespeares pjäs En midsommarnattsdröm i både musik- och svenskämnet skapar utrymme för olika förutsättningar men för att dessa ska kunna bidra till lärande innebär det att dessa också måste bejakas. Ämnesöverskridande samarbete är ett av flera nyckelord i denna undersökning och i det här fallet är definitionen av begreppet den när elever arbetar med ett och samma projekt i två eller flera ämnen samtidigt. Jag har genom denna undersökning arbetat fram en mall för undervisning inom detta område. Mallen är skapad för att kunna bearbetas utifrån olika ämnen och förutsättningar. Mallen är inget facit men utgör en god grund att arbeta utifrån.

  • 48.
    Alsterdal, Lotte
    Södertörn University, School of Culture and Communication, Centre for Studies in Practical Knowledge.
    Erfarenhetens spelrum2011In: Omtankar: Praktisk kunskap i äldreomsorg / [ed] Lotte Alsterdal, Huddinge: Södertörns högskola , 2011, p. 99-123Chapter in book (Refereed)
  • 49.
    Alsterdal, Lotte
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Essäskrivande som utforskning2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 47-73Chapter in book (Refereed)
  • 50.
    Alsterdal, Lotte
    Södertörn University, School of Culture and Communication, Centre for Studies in Practical Knowledge.
    Omtankar: Praktisk kunskap i äldreomsorg2011Collection (editor) (Refereed)
    Abstract [sv]

    Det här är en bok om praktisk kunskap i äldreomsorg. Boken inleds med sju reflekterande berättelser skrivna av omsorgspersonal om dilemman de möter i sitt arbete. Dilemman i den mening som ges i texterna är svårbedömda situationer där det inte finns några enkla lösningar och där författaren själv är involverad som handlande aktör. Under flera års tid samarbetade vi lärare och forskare vid Centrum för praktisk kunskap vid Södertörns högskola i en serie vidareutbildningar med anställda i äldreomsorgen i Huddinge kommun. De flesta var undersköterskor eller vårdbiträden som inte tidigare kommit i kontakt med högre utbildning, men deltog gjorde också arbetsterapeuter, sjukgymnaster, sjuksköterskor, administratörer och en enhetschef. Deltagarna kom från ett brett spektrum av verksamheter; korttidshem, dagvård, gruppboende, ålderdomshem och hemtjänst.

    Att uppmärksamma och undersöka praktisk kunskap är att rikta blicken mot handlingar med kraft att göra skillnad i enskilda människors vardag. Praktisk kunskap kommer ur de erfarenheter vi gör i livet och hur vi förhåller oss till och ansvarar för dem. Det är kunnande som bottnar, och som utvecklingsarbeten och omtankar kan ta avstamp i. Praktisk kunskap äger rum i ett specifikt sammanhang och uttrycks i handling. Ett av de språk som kan förflytta den till andra rum är berättelsen. Genom berättelser och exempel som gestaltar kan handlingskunskap och erfarenhet bli synlig och reflekteras till nytta för de handlande personerna själva, men också för andra som bryr sig om och vill lära av erfarenheter från äldreomsorg. Ur de enskilda exemplen kan vi förstå och se nya saker i vår egen praktik, men också få syn på det allmängiltiga. Men alla berättelser har inte denna kraft bara för att de är berättelser. Att reflektera över berättelser om handlingssituationer på ett sätt som blir meningsfullt förutsätter ett blottläggande av den egna erfarenheten med dess brister och möjligheter som kräver mod, men också ödmjukhet.

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