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  • 101.
    Andersson, Hanna
    et al.
    Kristianstad University, Faculty of Education.
    Sjöholm, Hanna
    Kristianstad University, Faculty of Education.
    Läsförståelse - mer än bara att förstå: fyra lärares beskrivningar av arbetet med läsförståelseundervisning2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I detta examensarbete studeras hur lärare beskriver sin utformning av läsförståelseundervisning i grundskolans tidigare år. För att göra studien möjlig har vi valt att intervjua fyra verksamma lärare. Studien utgår från en kvalitativ metod med semistrukturerade intervjuer och den teoretiska utgångspunkten är ett sociokulturellt perspektiv. Det insamlade materialet har analyserats genom tematisering och en diskussion om undersökningens resultat har gjorts mot bakgrund av vald forskning och den sociokulturella teorin. Studiens resultat visar att lärarna anser att det är viktigt att eleverna får möjlighet att utveckla läsförståelse och deras förhållningssätt till läsning är att det inte enbart är en färdighet utan även att det är viktigt att förstå och tänka kring innehållet i texter. Det finns en medvetenhet hos lärarna om att det är flera faktorer som samspelar i utvecklingen av läsförståelse och det som framkommer som mest centralt att arbeta med är ordförståelse. Av studiens resultat framgår det att högläsning och textsamtal är ett vanligt förekommande arbetssätt med läsförståelse och det arbetar lärarna med på olika sätt men gemensamt är att En läsande klass används i undervisningen. Gemensamt lärande och arbete med läsförståelse i meningsfulla sammanhang anser samtliga lärare är väsentligt i läsförståelseundervisningen. 

  • 102.
    Andersson, Jan
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Two is one too many: dyadic memory collaboration effects on encoding and retrieval of episodes1996Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the present thesis was to investigate how individual memory potential in different tasks is affected by collaboration in social settings. Collaborative group dimensions were also studied: friendship, age, and gender. The principal comparison was between an actual collaborative dyad and the sum of the two individuals' memory potential, i.e., the predicted potential. It was shown, in five studies, that two individuals can not cue each other effectively enough to reach their predicted potential, i.e., negative net effects of collaboration were demonstrated. The widespread feeling of a group superiority is therefore wrong. This effect held true for explicit and episodic memory tasks, but not for semantic and implicit tasks, across materials. Furthermore, collaboration at encoding and retrieval reduced the effectiveness of the cue and the reduced cue effectiveness hypothesis gained support in further tests. Friends, as opposed to non-friends, were shown to possess an ability to reduce the negative net effects of  collaboration. In addition, if the participants (old as opposed to young children) could take their partner's perspective, a reduction of the negative net effects occurred, i.e., the reciprocal understanding hypothesis was supported. It is suggested that young children's lack of perspective-taking ability reduces their possibility to cue each other as effectively as older children. Finally, negative net effects occurred for collaborative dyads regardless of gender constellation. Generally, the data pattern suggests that cognitive theory can explain how individual memory performance is influenced by collaboration. There is (a) a selectivity in the size of the negative net effect with respect to type of memory task and type of dyadic relationship, and (b ), there is a generality of the effect across task materials and gender. Thus, (a) and (b) replicate, extend, and further deepen our understanding of this counter-intuitive phenomenon.

  • 103.
    Andersson, Joacim
    et al.
    Department of Education, University of Uppsala, Uppsala, Sweden.
    Maivorsdotter, Ninitha
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography2017In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 22, no 5, p. 502-517Article in journal (Refereed)
    Abstract [en]

    Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.

    Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.

    Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.

    Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.

    Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).

  • 104.
    Andersson, Johanna
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Borgström, Maria
    Örebro University, School of Humanities, Education and Social Sciences.
    De samhällsorienterande ämnena: En studie av de fyra separata ämnenas utrymme och hur de kommer till uttryck i läroböcker för årskurs 1-32017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läromedelsgranskingen som förr var obligatorisk är nu helt avskaffad och lärare får inta rollen som läromedelsgranskare själva. Tiden som lärare lägger på granskning av läroböcker är dock relativt begränsad. Därför kan läromedelsanalyser av aktuella läroböcker bidra till att lärare får insikt i vad böckerna har att erbjuda. Denna studie syftar till att synliggöra de fyra SO-ämnenas utrymme, hur deras syften kommer till uttryck samt hur djupgående ämnesområden behandlas i SO-läroböcker för årskurs 1-3. För att besvara våra frågor har vi genomfört en jämförande läromedelsanalys av läroböcker i de samhällsorienterande ämnena för lågstadiet. Studien har synliggjort att historieämnet tilldelas störst utrymme i SO- läroböcker och att läroböckerna behandlar innehållsområden med olika mycket djup.Resultatet visar även att geografiämnet får minst utrymme i böckerna och att de sammanfattande punkterna i syftet, ur kursplanen för geografi, behandlas i olika stor utsträckning.

  • 105.
    Andersson, Josefin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Svensson, Johanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Skitiga ungar är lyckliga barn": Pedagogers perspektiv på den dagliga utomhusvistelsen i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Den dagliga utomhusvistelsen på gården är en stor del av barns vardag på förskolan. En rådande uppfattning inom förskolans verksamhet är att "det finns inget dåligt väder, bara dåliga kläder" och

    alla barn ska vistas utomhus minst en gång om dagen, varje dag. En stor del av den forskning som finns tillgänglig inom området för utomhusvistelse fokuserar på det som kallas "utomhuspedagogik" och behandlar inte den vardagliga utomhusvistelsen i samma utsträckning.

    Syfte

    Syftet är att undersöka hur pedagoger i förskolan resonerar kring den vardagliga utomhusvistelsen på förskolans gård och hur de motiverar denna och dess betydelse samt vilken möjlighet barnen har till delaktighet.

    Metod

    Vi har genomfört tre fokusgruppintervjuer med sex pedagoger, både förskollärare och barnskötare. Intervjuerna har därefter analyserats med inspiration från den fenomenologiska inriktningen hermeneutik. Resultatet presenteras utifrån tre temaområden

    "Det är bra att vara utomhus", "Utomhusvistelse på gården" och "Delaktighet".

    Resultat

    Resultatet visar att utomhusvistelsen är en rutin på förskolan som sällan ifrågasätts. Samtliga pedagoger i våra intervjuer var positiva till utomhusvistelsen och dess möjligheter för barnens välmående och utveckling. Samtidigt som pedagogernas resonemang överlag är snarlika, så visar resultatet att det finns flera olika sätt att förhålla sig till barns vistelse utomhus

  • 106.
    Andersson, Ken
    Södertörn University, Teacher Education.
    I ett ombonat rum2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I hope this scientific essay can shed som light over how guilt kan appear at a school, primarily for those working as fritidslärare. Fritidslärare come often in close contact with special needs children.In the story I shall recount a case where I have taken the roll of carer and helping an extroverted pupil through his schoolday. He spends most of his time outside the classrum and is mostly with a special needs teacher. Generally his day is filled with rewards and punishment; methods that I find myself uncomfortable with. On one of these schooldays I find myself giving up on him. I see myself ignoring him, taking out my cell phone while he watches a film on the computer. In this situation I feel guilt. Do I have a bad moral standard or am I just acting in accordance with the situation? The question of how I deal with this guilt and what shape the guilt takes are two of the questions I pose to myself. I have made use of the Algerian author and philosopher Albert Camus and his theory of the absurd and the lack of freedom in our lives and how the absurd always stands in the way of total freedom. If we are aware of its existence then we can live with it and minimize its effect upon us. I will also refer to his novel The Fall (2007) in which the protagonist has long managed to avoid guilt and judgement. He comes to feel discomfort after an incident that he identifies as feelings of guilt. The guilt can be both collective and individual. In my text I shall concentrate on individual guilt. I, as an individual teacher, have my version of the truth whilst those around me have another. What does this imply? I also treat the mechanisms of control within the school that manifest themselves through reward and punishment.

  • 107.
    Andersson, Klara
    Stockholm University of the Arts, Dance Pedagogy Department.
    Det är väl bara att dansa?: en studie utifrån kön om mina upplevelser av att dansa Halling2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is based on my own experiences of dancing Halling, a type of folk dance. Halling is commonly referred to as a male or masculine dance. This has been entangled in the problems I have had with the dance, as I have felt uncomfortable performing all the movements to their full extent. Therefore, I have researched my experiences of this dance through a practical study with a focus on specific movements that I have struggled with. Combining the findings of my practical study with theories about feminism, gender and masculinity has shown me that, while my problem is complex, it is nevertheless possible to structure into two parts of my own understanding. The first part concerns the movement that make up the dance. Through my research I was able to deal with some of the problems that I had with specific movements, and this led me to the conclusion that the movements of Halling in themselves do not have to be problematic in a gendered way. The second part concerns Halling within its context, and the way that its representation and the expectations surrounding it affect me and my dancing. The study has also shown me that being a pedagogical role model is a very complex situation where it is not only important for me to be aware of the choices I make but also the person I am in the teaching situation. 

  • 108.
    Andersson, Kristian
    et al.
    Kristianstad University, School of Education and Environment.
    Andersson, Martin
    Kristianstad University, School of Education and Environment.
    Spielberg har flyttat in i klassrummet: en studie om lärares syn på historiemedvetande och historisk spelfilm2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats har vi valt att undersöka hur fem lärare, aktiva och blivande, använder sig av historisk spelfilm i undervisningen. Detta har i första hand gjorts utifrån fyra olika frågeställningar men som ibland visade sig flyta ihop med varandra. Fokus ligger bland annat på vilka problem respondenterna anser användningen av filmmediet kan föra med sig och hur man som lärare ska förhålla sig till detta. Syftet har också varit att undersöka hur respondenterna ser på det omdiskuterade begreppet "historiemedvetande". Undersökningen har genomförts genom kvalitativa intervjuer med de enskilda respondenterna. I förarbetet upptäckte vi att ett antal författare pekade på att spelfilmerna ofta sa mer om sina respektive produktionskontexter än den faktiska händelse de försökte skildra. Resultatet av undersökningen visade att respondenterna i första hand vill använda mediet för att visa på ett historiskt skeende och skapa en kontinuitet, känsla och ett sammanhang för eleverna. De problem som de tillfrågade ansåg kunde uppkomma vid användning av mediet grundade sig till största delen i att eleverna tycks sakna kunskaper i källkritik. Respondenterna hade även en relativt enig syn på begreppet "historiemedvetande"

  • 109.
    Andersson, Lina
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Medborgarforskning: En miljöutbildning för allmänheten?2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to study the behavioral changes in participants in the citizen science project

    "Växtkalendern". The purpose is also to study how the citizen science project "Växtkalendern" can influence the gap between awareness and action in terms of climate change issues, so-called action gap, among the participants. The study is conducted based on an abductive approach, where the empiric material influences the literature study and vice-versa. The relevant empirical was collected through a survey sent out to all the participants in the project "Växtkalendern". In addition, interviews and discussions with specialists in the field of citizen science research have been conducted.

    The results shows that the citizen science project

    "Växtkalendern" has potential to influence participants. The survey revealed that the participants felt that the opportunity to assist research was clearly the most important reason for participation. Using the theoretical standing points and the empirical material, the citizen science project ability to create behavioral changes in the participants in terms of climate change issues was analyzed. The study shows that the gap between awareness and action can be reduced with the help of citizen science as participants experienced increased awareness and a changing behavior through participation in the project "Växtkalendern".

  • 110.
    Andersson, Lina
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Bengtsson, Lovisa
    Halmstad University, School of Education, Humanities and Social Science.
    "Vi lägger ju grunden för svenska språket": Förskollärare samtalar om strategier för barns andraspråksutveckling2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vilka antaganden om barns andraspråksutveckling som framkommer i samtal med sex stycken förskollärare. I denna studie undersöks vad dessa förskollärare ger uttryck för gällande undervisningsstrategier för barns andraspråksutveckling. Studien grundar sig i problematiken kring att det länge pågått och fortfarande pågår en diskussion gällande vilka undervisningsstrategier som är mest effektiva för barns tillägnande av ett andraspråk. Tidigare forskning inom området belyser bland annat hur pedagoger arbetar med barns andraspråksutveckling i förskolan, dock inte vad valet av undervisningsstrategier grundar sig på för antaganden om barns andraspråksutveckling. Den vetenskapsteoretiska utgångspunkt som ligger till grund för denna studie är socialkonstruktionismen, där fokus riktas mot att det finns flera versioner av verkligheten som är berättigade. Diskursanalys används följaktligen som forskningsmetod, där vi fokuserar på människans aktiva användning av språket. Vidare används diskurspsykologi som är ett socialkonstruktionistiskt förhållningssätt till diskursanalys. Produktionen av empiri har i denna studie grundat sig i semistrukturerade intervjuer med sex stycken förskollärare. Resultatet av studien belyser att samtliga förskollärare uttrycker att de använder sig av det svenska språket som strategi för barns andraspråksutveckling. Argument som framförs är bland annat att förskollärarna inte har kunskaper i barnens förstaspråk, att de arbetar efter föräldrars önskan om att svenska ska vara det språk som talas på förskolan samt att strategin grundar sig i kunskap kring hur barns andraspråksutveckling bör arbetas med. Det framkommer även att förskollärarna kan se fördelar med att involvera barns förstaspråk i verksamheten. Funktionen med detta tycks främst vara att ge barnen trygghet, en känsla av gemenskap samt att underlätta för barns förståelse av enstaka svenska begrepp. 

  • 111.
    Andersson, Louise
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Andrén, Marianne
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    "En samvaro mellan vuxna och barn": En studie om hur måltiden kan ses som en demokratisk arena2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur måltiden kan ses som en demokratisk arena genom att ta del av barns och pedagogers uppfattningar. De två frågeställningar studien utgår ifrån är:

    • Hur uppfattar barn möjligheten till eget inflytande under måltiden?
    • Hur kan pedagoger samtala om demokrati i måltidssituationen?

     

    Kleins fem samspelskriterier används som teoretiskt analys verktyg. I studien har både barn och vuxna intervjuats. Resultatet visar att samspelskriterierna kan underlätta det demokratiska arbetet i förskolans måltid.

  • 112.
    Andersson, Louise
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Larsson, Elin
    Halmstad University, School of Education, Humanities and Social Science.
    Digitaliseringens framgång: En kunskapsöversikt kring digitala verktyg i biologi.2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Samhället blir allt mer digitaliserat och så blir även klassrummen i skolan. I den svenska läroplanen står det att en del av undervisningen ska drivas med hjälp av digitala verktyg. Syftet med denna studie är att ta reda på vad forskning säger kring digitala verktygs betydelse för att skapa ett multimodalt lärande och individanpassning i ämnet biologi. Utifrån detta skapades frågeställningen: Hur kan ett individanpassat och multimodalt lärande skapas med hjälp av digitala verktyg i biologi för årskurs F-3? För att besvara frågeställningen och nå upp till studiens syfte har vi systematiskt tagit fram, analyserat och sammanställt vetenskapliga studier om digitala verktyg. Hur individanpassning och multimodalt lärande kan skapas med digitala verktyg. Resultatet visar att pedagoger behöver besitta kunskapen kring användandet av digitala verktyg för att kunna delge kunskapen vidare till eleverna. Genom att välja ut och använda olika arbetssätt kan eleverna skapa ett multimodalt lärande och lektionerna kan bli individanpassade utefter elevernas behov. Vi valde att använda digitala verktygens funktion med inriktning på surfplatta, berättande texter, internet och virtual reality. Detta då mycket av den forskningen som fanns betonade att dessa funktioner är gynnande för elevernas kunskapsinlärning. Underlaget behandlar inga svenska studier, vilket hade behövts för att säkerhetsställa den nationella relevansen. För vidare forskning kring digitala verktygens användning i biologi kan eleverna arbeta med digitala verktyg i klassrummet. Efter användandet kan en utvärdering ske tillsammans med eleverna genom diskussion. 

  • 113.
    Andersson, Malin
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Johnsson, Johanna
    Halmstad University, School of Teacher Education (LUT).
    En skolgård för alla?: en kvalitativ studie om elever och lärares tankarkring den fysiska aktiviteten på skolgården2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vårt syfte med studien var att undersöka hurvida skolgården användes av elever med hänsyn till fysisk aktivitet och lek. Vi ville även försöka synliggöra vilka fenomen som låg till grund för hur eleverna använde skolgården samt att få förståelse för hur lärare och elever tänkte kring sin skolgård. Vår valda metod grundade sig i fenomenografin och datainsamlingen genomfördes genom observationer och intervjuer av elever i årskurs 4-6 samt deras lärare. Vårt resultat visade att många elever tyvärr inte är så aktiva på rasten som de skulle kunna vara. Många elever var stillastående eller utförde aktiviteter som definieras som lågintensiva. Ett intressant resultat var också att eleverna själva ansåg att de var aktiva under rasten men observationen visade det motsatta.

  • 114.
    Andersson, Malin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    svensson, Emilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    skapandet av den demokratiska medborgaren: en diskursanalys av hur elever tilltalas i läroböcker i SO samt hur böckerna framställer den ideala eleven2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Ett av skolans uppdrag är fostra elever till demokratiska medborgare. Det finns ingen enig definition av hur en ideal medborgare framställs. De medel som används för att forma demokratiska medborgare i skolan är bland annat läroböcker där texterna har bakomliggande värderingar som elever kan påverkas av.

    Syfte

    Syftet med studien är att undersöka vilken typ av medborgarfostran läroböcker i SO praktiserar. Syftet bryts ner i två forskningsfrågor som berör hur den ideala eleven skrivs fram i läroböcker och på vilket sätt den mottagande eleven tilltalas.

    Teori och metod

    Metoden och teorin som används i studien är diskursanalys med en inriktning på identitetskonstruktion. Teorin utgår från att det alltid finns bakomliggande tankar och värderingar i texter. Metoden går ut på att hitta mönster i de två valda läroböckerna genom ekvivalenskedjor och begreppen medborgarskap, makt och perspektiv. De två läroböckerna som analyseras är de två mest använda läroböckerna i SO i en medelstor kommun i Västra Götaland. De signifikanter som hittads i läroböckerna och bildade ekvivalenskedjor bevisas och förklaras med hjälp av citat i uppsatsens resultatdel. Studien redovisar inte sanningar, utan det är tolkningar av forskningsfrågorna i ett specifikt sammanhang som undersöks.

    Resultat

    Studiens resultat visar att det tydligt skrivs fram en ideal elev i båda böckerna. Den ideala eleven skiljer sig något böckerna mellan. De signifikanter som bygger upp den ideala eleven är exempelvis att följa lagar och regler, reflektera och att ha ett moraliskt rätt bemötande. Det framkom också i diskursanalysen att elever inte alltid tilltalas som reflekterande elever, utan mer som tomma kärl redo att fyllas med kunskap som inte alltid motiveras.

  • 115.
    Andersson, Marcus
    et al.
    KTH, School of Engineering Sciences (SCI).
    Femzén, Jimmie
    KTH, School of Engineering Sciences (SCI).
    Global Learning at Ericsson: how to improve knowledge management and competence build-up2007Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis is organized in three different parts. In the first part Ericsson’s methods fordeveloping and deploying the existing knowledge are analyzed. In the second part we analyzethe competence build-up for consultants within a technical domain that is constantly evolving.The third part is an evaluation, on an overview level, of a new organizational concept thatEricsson launched. The concept is a way to globally manage knowledge and competencewithin different technical domains. The concept is called Global Competence Center.The method applied was interviews, as a first step to learn about the subject and also forourselves to get to know the organization in which we conducted our research. Interviewswere also used in order to answer our research questions. The employees gave their view onwhat makes learning more efficient. Examples are hands-on, reality based and problemoriented tasks. This was combined with studies of literature and our own experiences oflearning.Our study shows that a combination of different methods for developing and deployingknowledge and building competence seems to be most suitable. This is based on theinterviewees’ experiences and the principles of a theory about adult learning called andragogy.From the interviews, we also received suggestions about work improvements for theconsultants’ work roles. A competence program was developed for the building ofcompetence amongst consultants. The program uses case studies and mentorship as two of themethods, which both apply to the theory of andragogy.

  • 116. Andersson, Maria
    et al.
    Cedervall, Disa
    "Att vara rastvärd är ju inget skitjobb direkt": Tio fritidslärares beskrivningar av yrkesrollen inom den obligatoriska delen av skolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 117.
    Andersson, Mats
    et al.
    KTH.
    Persson, Christian
    Høgskolen i Gjøvik, Norway.
    Meeting the users’ need for knowledge:  A concept of a learning domain2005In: Allestädes närvarande kunskap: Doktorsavhandling i Medieteknik och grafisk produktion, Stockholm: KTH Datavetenskap och kommunikation , 2005, p. 185-200Chapter in book (Refereed)
    Abstract [en]

    In everyday life, many people use the web as a resource for knowledge. In this paper we are investigating the preconditions for a web resource called learning domain. The characteristics of the web resource learning domain can contribute to a reduction of well-known problems with structuring the content in a communicative way and also to contribute to an increased trust of the presented information. In the paper the characteristics of learning domains are described and some examples of web sites with characteristics contiguous to that of a learning domain are discussed. Our conclusions are that web resources with learning domain characteristics can contribute as a knowledge support. The challenge related to learning domains is not a technological one but instead how to arrange the information in such a way that it makes sense for the users.

  • 118.
    Andersson, Michaela
    et al.
    Jönköping University, School of Education and Communication.
    Forssblad, Jennifer
    Jönköping University, School of Education and Communication.
    Fritidshemmets systematiska kvalitetsarbete med fokus på nyanlända elever2018Independent thesis Basic level (university diploma), 180 HE creditsStudent thesis
  • 119.
    Andersson, Mikaela
    KTH, School of Engineering Sciences (SCI).
    Fyra uppdrag om människokroppen för grundskolans senare år2011Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Recent studies show that the knowledge in and understanding of science, technology andmathematics of Swedish junior high school and high school students is decreasing. As a resultof this the Swedish government has initialized several studies, research and reforms. One ofthe theories for teaching that today is seen as effective is the socio-cultural perspective and itsdescendants, including scientific inquiry. Using the pedagogy of the socio-cultural perspectivefour assignments regarding the human body was constructed for junior high school studentsattending summer research school in the summer of 2008, hosted by AstraZeneca. Theassignments follow a structure (goal of assignment, preparations, experiment and follow-up)inspired by the concept of NTA – Naturvetenskap och Teknik för Alla (Science andTechnology for everyone). The assignments can be found (in Swedish) as an appendix to thispaper. The assignments were evaluated and assessed through the observations made by theteacher and two questionnaires separated by six months. Results showed that three of the fourassignments had fulfilled the aim of making the students interested and engaged in scientificquestions. The forth had only partially achieved this, mostly due to a silent, built-in structureexpecting to generate certain knowledge in the students. This contradicts the socio-culturalperspective where new knowledge should be derived from what students already know.Seeing as the socio-cultural perspective was effective when using the other three assignmentsthis study shows that assignments constructed with a socio-cultural perspective are usefulwhen teaching science in junior high school.Nyckelord

  • 120.
    Andersson, Niclas
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science. Linnaeus University, Faculty of Science and Engineering, School of Engineering.
    Förberedelse för internationella studier, praktik och jobb i gymnasieskolan: En studie av hur elever ser på förekomsten av information om möjligheter till internationella utbyten2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how well informed and prepared Swedish students are for international studies, work or internship. The result shows that 85 percent of the responding students do not think that they receive sufficient information regarding studies, work or internship abroad. In comparison to the 79 percent of the students who are interested in international experience, the unsatisfied need for information is clear.

  • 121.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: A developing journal2016In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 6, no 2, p. 3-4Article in journal (Other academic)
  • 122.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Värdet av reell och formell kompetens2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2014, p. 8-19Chapter in book (Other academic)
    Abstract [sv]

    i detta kapitel diskuteras begreppen reell och formell kompetens och hur dessa är relaterade till varandra. Speciellt läggs fokus på hur den reella, faktiska, kompetens som utvecklas i olika sammanhang ges erkännande och värde på varierande sätt, och hur den reella kompetensen även kan ”omvandlas” till formell kompetens genom sådana processer som ofta kallas för validering. I detta sammanhang lyfts även begreppen bruksvärde och bytesvärde upp för att ringa in vad det är för slags värde som kunskap och kompetens har och tilldelas. Kompetensens värde relateras även till det som brukar betecknas kvalifikationer i arbetslivssammanhanget. Kapitlet tar därmed bland annat sin utgångspunkt i den modell för yrkeskunnande som Per-Erik Ellström beskrev 1992, och som fortfarande är värdefull för att förstå värdet av reell och formell kompetens.

  • 123.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Sandberg, FredrikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Recognition of Prior Learning: Research from around the globe2015Collection (editor) (Refereed)
    Abstract [en]

    Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, concepts and conceptions. However, there is a basic idea about giving recognition to prior learning wherever and whenever learning has taken place. Such ideas can be ‘materialised’ in formal assessment systems providing the basis for recognition, as well as in informal processes where prior learning is made visible and gets recognition.

    This book provides a range of empirically and theoretically based contributions from different parts of the world where RPL, or an equivalent, is mobilised as part of educational practices for adults. Discussion in this area often takes place locally. This volume compiles different kinds of contributions to create a broader dialogue among scholars and practitioners, not only on the specific topic of RPL, but also on more general issues faced in educational research. It was originally published as a special issue of the International Journal of Lifelong Education.

  • 124.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    VET teachers between school and working life: boundary processes enabling continuing professional development2019In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, p. 1-15Article in journal (Refereed)
    Abstract [en]

    Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.

  • 125.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aakre, Bjørn Magne
    Nord University, Norway.
    Editorial: The first issue of NJVET in a new shape2016In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 6, no 1, p. i-iiArticle in journal (Other academic)
    Abstract [en]

    Welcome to the Nordic Journal of Vocational Education and Training (NJVET). With this journal, we want to create a forum for research on vocational and professional education and training, with a particular focus on issues at stake for vocational education and training (VET) in the Nordic countries. The journal is published online and open access, and there are no submission or article processing charges.

    This is the first issue of NJVET in its new shape. We have put effort into the renewal of our website, submission and publishing system, guidelines for contributions etc. Altogether we hope that this will contribute to strengthening the quality of our journal, and also of Nordic VET research in general.

    In this first issue we can present contributions from four Nordic countries – Denmark, Finland, Norway, and Sweden. Nevertheless, relevant contributions from outside the Nordic countries are most welcome! We encourage publication of articles in English, which makes the audience of our research results much broader, but we also offer the opportunity to publish in the Nordic languages. In this issue, articles are published in English, Danish, and Norwegian. You should also note that we make a difference between research articles, which have undergone a double-blind peer-review by at least two anonym viewers, and magazine articles that contain other types of materials, discussions, minor studies of VET etc. The magazine articles are not subject to double-blind peer review, but are reviewed by the editors. We also welcome relevant book reviews. However, this issue does not include any book review.

  • 126.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Region Östergötland, Center for Diagnostics, Department of Clinical Immunology and Transfusion Medicine.
    Editorial: Nordic research on vocational education and training2017In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, p. iii-vArticle in journal (Other academic)
    Abstract [en]

    Welcome to a new issue of the Nordic Journal of Vocational Education and Training. We continue to develop an open forum for research on vocational and professional education and training, with a particular focuson the Nordic con-texts. Our journal is published online, open access, and there are no submission or article processing charges, which means that anyone with access to the Inter-net also has access to the research findings we present.

  • 127.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet - Oslo Metropolitan University, Norway.
    Editorial: Spring 20182018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. iii-vArticle in journal (Other academic)
    Abstract [en]

    Welcome to a new volume of the Nordic Journal of Vocational Education and Training. In this first issue of 2018 we are proud to present a new associate editor of our journal. Associate professor Hedvig Skonhoft Johannesen from OsloMet - Oslo Metropolitan University in Norway has joined the editorial group, and we look forward to fruitful cooperation with the journal. In this issue of NJVET we have seven contributions ᅵ six peer-reviewed research articles and one magazine article ᅵ from Sweden, Norway, and Denmark. The topics of the articles address assessment in empirical and analytical approaches, VET studentsᅵ as well as teachersᅵ boundary learning, digital storytelling as an approach to vocational didactics, drop out from vocational education, and finally the quality of vocational education.

  • 128.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Autumn 20182018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 2, p. iii-vArticle in journal (Other academic)
  • 129.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    Fakultet for lærerutdanning og internasjonale studier, OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Spring 20192019In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 9, no 2, p. iii-viArticle in journal (Other academic)
  • 130.
    Andersson, Per
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    “One day, one problem”: applying SOTL on a course about teaching in higher education2015Conference paper (Other academic)
    Abstract [en]

    At the Centre for Teaching and Learning at Umeå University, we are responsible for the development of university teachers’ pedagogical competence. One of the main purposes of our courses is to help teachers develop an array of teaching methods – including a sound basis for their decisions about which method to use. We work with teaching methods for student active learning that develop sustainable knowledge (Hattie, 2009), for example Problem Based Learning, PBL. Our problem is that this usually takes a lot of time on our short courses. So we asked ourselves: How can we use SoTL to describe, develop and evaluate a method that gives key transitions in the university teachers’ journey towards pedagogical competence, both theoretically and practically (Dietz-Uhler and Bishop-Clark, 2012)? We wanted a group of teachers on one of our courses to learn more about PBL and to be active while doing this. We also wanted a meta-didactic discussion about it afterwards. We found a method called “One day, one problem” (O’Grady, 2012) that we wanted to try. We had to redesign the method slightly to fit our context, by writing a relevant scenario in line with our expected learning outcomes. Apart from this we followed the suggested process in the article. We carried out formative and summative evaluations, and we as teachers documented the activity. Our preliminary analysis shows that this method gave us what we wanted since the learners were positive towards working this way, and the self- evaluated learning process and product was given high grades. Our preliminary results and conclusion is that this method is a useful way to both teach about the PBL process and to work with course content. We also saw that SoTL, systematically searching, finding, developing and evaluating a new teaching method is a good way to develop both our own and our students’ pedagogical competence. 

  • 131.
    Andersson, Petra Lilja
    et al.
    Lund Univ, Dept Hlth Sci, Lund, Sweden..
    Ahlner-Elmqvist, Marianne
    Lund Univ, Dept Hlth Sci, Lund, Sweden..
    Johansson, Unn-Britt
    Sophiahemmet Univ Coll, Stockholm, Sweden.;Karolinska Inst, Dept Clin Sci, Danderyd Hosp, Div Med, Stockholm, Sweden..
    Larsson, Maria
    Karlstad Univ, Dept Nursing, Karlstad, Sweden..
    Ziegert, Kristina
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Nursing students' experiences of assessment by the Swedish National Clinical Final Examination2013In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 33, no 5, p. 536-540Article in journal (Refereed)
    Abstract [en]

    The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.

  • 132.
    Andersson, Rebecca
    Halmstad University, School of Education, Humanities and Social Science.
    Elevers interaktion i matematiksamtal: En observationsstudie om hur mellanstadieelever stöttar varandra i matematiska resonemang2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 133.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Jakobsson, Tobias
    Uppsala University, Disciplinary Domain of Science and Technology, Biology, Biology Education Centre.
    Larsson, Johan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Sjöström, Håkan
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Solid Earth Geology.
    Koyi, Hemin
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Solid Earth Geology.
    Eriksson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Materials Chemistry, Structural Chemistry.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry.
    Rangordningsövningar i naturvetenskap2011Book (Other academic)
  • 134.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Förändring av ingenjörsstudenters lärstrategier under första studieterminen2014Conference paper (Refereed)
    Abstract [sv]

    Postern beskriver hur förhållningssätt till lärande förändras för studenter på tre civilingenjörsprogram vid ett svensk universitet under första studieterminen. Utifrån analys av fritextsvar diskuteras också drivkrafterna bakom observerade förändringar.

    Undersökningen bygger på en reviderad version av Study Process Questionnaire (Biggs, Kember & Leung, 2001) som kartlägger ytinriktade och djupinriktade lärstrategier. Enkäten har tidigare översatts till svenska och använts vid Lunds Tekniska Högskola (Malm, Alveteg & Roxå, 2009). 663 nybörjarstudenter inom teknik och naturvetenskap vid Uppsala universitet besvarade en första enkät.. De startvärden som mättes för ytinriktade och djupinriktade strategier för nybörjarstudenterna var mycket snarlika de som observerades i studien från Lund.

    Förändringar under första studieperioden undersöktes genom en uppföljningsenkät på tre ingenjörsprogram. Jämförelse av svaren visade statistiskt signifikanta förändringar från djupinriktade och mot ytinriktade lärstrategier. Analys av fritextsvar visar att studenterna upplever att det främst är behovet av att finna strategier att hantera stora mängder information snabbt som leder till förändringen. Studiens resultat öppnar för diskussioner kring vad som sker under den första studietiden.

    Referenser

    Biggs, J. B., Kember, D., and Leung, D. Y. P. (2001). The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. Br. J. Educ. Psychol. 71: 133–149.

    Malm, J., Alveteg, M. & Roxå, T. (2011) Are We Promoting a Surface Approach to Learning During the First Year of Engineering Educations? 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Norrköping, 30 november - 1 december.

  • 135.
    Andersson, Stina
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Sörman, Sara
    Halmstad University, School of Education, Humanities and Social Science.
    Ser du vad jag ser?: En kunskapsöversikt om bildens betydelse för läsförståelse med hjälp av stöttning.2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Kunskapsöversikten berör bildens betydelse för läsförståelse med hjälp av stöttning och samspel. Artiklar och avhandlingar har sökts genom olika databaser med hjälp av olika sökord. De artiklar som har varit relevanta för att ge svar på kunskapsöversiktens syfte har analyserats och skrivits fram i bakgrunden och framförallt i resultatdelen. Merparten av resultaten visar på bildens betydelse för läsförståelse och att lärarens insats är betydande då det krävs olika strategier för att lära sig att läsa en bild men för en del elever är bilden ett hinder för läsning. Flertalet elever genomför läsningen av bilder på ett självklart vis men för andra krävs det ett regelbundet arbetssätt och stöttning för att öka läsförståelsen. I dagens högteknologiska samhälle är begreppet literacy ständigt aktuellt då symboler med eller utan text finns i omgivningen. Vidare forskning kan utföras genom en etnografisk studie där bildens betydelse för läsförståelse undersöks. Med en önskan och ett hopp om en vidare aktionsforskning där bilden införlivas och den auditiva delen lyfts fram. Sammanfattningsvis är bildens betydelse i samspel med stöttning och digitala verktyg av stor vikt för att möjliggöra inkludering då vi alla är, lär och utvecklas olika.

  • 136.
    Andersson, Susanne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kollektivt lärande på genusvetenskaplig grund2016In: Kollektivt lärande i arbetslivet / [ed] Otto Granberg, Jon Ohlsson, Lund: Studentlitteratur AB, 2016, p. 101-122Chapter in book (Refereed)
  • 137.
    Andersson, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sjöberg Forssberg, Karin
    Lärande organisation med mottaglighet för innovation2018In: Den lärande organisationen 2.0 / [ed] Otto Granberg, Jon Ohlsson, Lund: Studentlitteratur AB, 2018Chapter in book (Other academic)
  • 138.
    Andersson, Therese
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Eriksson, Michaela
    Örebro University, School of Humanities, Education and Social Sciences.
    Fysisk aktivitet: - En kvalitativ studie om pedagogers upplevelser av elevers påverkan av daglig  träning2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie avser till att ta reda på vilka upplevelser pedagoger har av elevers medverkan i ett projekt gällande daglig fysisk aktivitet som genomförs på en skola i mellersta Sverige. Två elevgrupper och fyra pedagoger är eller har varit involverade i projektet. Första gruppen som deltog i projektet genomförde det läsåret 15/16 och den andra gruppen läsåret 16/17. Pedagogen som ansvarar för projektet har arbetat med båda grupperna och i grupperna har det funnits en respektive två klassrumspedagoger. De fyra pedagogerna har intervjuats och det insamlade materialet från intervjuerna har transkriberats och analyserats utifrån en fenomenografisk analysmodell. Resultatet visar att pedagogerna upplever att den dagliga fysiska aktiviteten förbättrar/påverkar elevernas välmående och att sammanhållningen i de båda grupperna har stärkts genom projektet. Pedagogerna upplever även att elevernas koncentrationsförmåga har förbättrats, vilket i sin tur leder till att de kan utföra ett bättre skolarbete.

  • 139.
    Andersson, Veronica
    et al.
    Jönköping University, School of Education and Communication.
    Elfström, Charlott
    Jönköping University, School of Education and Communication.
    Svensson, Birgitta
    Jönköping University, School of Education and Communication.
    Förskolegården en plats för lek och lärande: En studie om hur förskollärare använder utemiljön som verktyg för barns lek och lärande2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I Läroplanen för förskolan (Lpfö-98) kan vi läsa att "utomhusvistelsen bör ge möjlighet till lek och andra aktiviteter både i planerad miljö och i naturmiljö" (Skolverket, 1998/2010, s. 7). Syftet med studien är att undersöka hur nio förskollärare i södra Sverige uttrycker att de använder sig av förskolegården i den dagliga verksamheten och vilken betydelse utemiljön har för barnens lek och lärande.

    Våra frågeställningar är följande:

     Hur anväder föskolläarna föskolegåden i den dagliga verksamheten?

     Hur tar förskollärarna tillvara på barnens intresse på förskolegården?

     Hur ser föskolläarna påsin delaktighet i möet med barnen?

    Resultatet visar att samtliga förskollärare i studien anser att det sociala samspelet är viktigt. Flera av förskollärarna uttrycker att deras lyhördhet och engagemang är av stor betydelse i barnens lek. Samtliga betonar vikten av gårdens utformning, att den ska erbjuda barnen en varierad miljö med föränderligt material. Intervjuerna har varit kvalitativa och har utförts med nio förskollärare i tre olika kommuner i södra Sverige. I diskussionen reflekteras det kring hur förskollärarna ser på sin gård som ett pedagogiskt verktyg men också hur förskollärarna ser på sin roll i arbetet med barnen.

  • 140.
    Andersson, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Undervisning av elever i läs- och skrivsvårigheter i årskurs 1 - 6: En intervjustudie med sju grundskollärare2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study is a qualitative study using semi-structured interviews carried out with seven primary school teachers. The main questions focus on how these teachers view own education, their teaching when working with students with reading- and writing disabilities, scaffolding as a method and which factors they find important to create a successful classroom. The theoretical conception is the sociocultural perspective, using the three concepts scaffolding, artefacts and the zone of proximal development. The result is presented in different themes.

     

    The result shows that the primary school teachers leave their teacher education with varied knowledge on both how to teach reading and writing, as well as reading and writing difficulties. They claim to lack knowledge after finishing their teacher education. The primary school teachers explicit express that they want skills development in this area. The result shows there is a difference in how the primary school teachers plan their lessons and which methods they use, depending on whether they work as a class teacher or as a support teacher. The interviewed teachers imply that the development of compensatory tools is a great asset for students with these difficulties. The result shows that early special educational efforts are important to support students with reading and writing difficulties. At all schools where these primary school teachers work they have clear routines and an organisation with resource teams to assist the teacher teams. They also describe that clarity, a good structure and well-prepared lessons are keys to success in teaching. In a wishful scenario the primary school teachers would like to have the opportunity to teach with more than one trained teacher in the classroom during lessons.

     

    Keywords

    Reading and writing difficulties, teachers’ experiences, scaffolding, artefact, the zone of

    proximal development

  • 141.
    Andreasson, Josefin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Kårehed, Ulrika
    Mälardalen University, School of Education, Culture and Communication.
    ”Jag är bra på att rita, du är bra på att skriva och ja, vi kompar ihop": En intervjustudie om lärares attityder till barns samlärande2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att undersöka lärares attityder till barns samlärande. Hur förhåller de sig till detta fenomen, hur beskriver de att de använder sig av samlärande och hur tycker de att det fungerar? Som metod i denna kvalitativa studie har intervjuer använts. Tio lärare har deltagit i studien. I resultatet framkom att lärarna har en positiv attityd till samlärande, men att det finns flera utmaningar som försvårar användandet i den praktiska verksamheten. Vi har kommit fram till att samlärandets utrymme till stor del styrs av lärarens attityder, vilket ofta formats av deras tidigare erfarenheter. Samlärande har stora vinster men är något som kräver träning för att kunna användas på ett givande sätt.

  • 142.
    Andreasson, Lovisa
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Skogström, Caroline
    Halmstad University, School of Education, Humanities and Social Science.
    Läs- och skrivutveckling med hjälp av digitalaverktyg: En kunskapsöversikt2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I läraryrket är det av stor vikt att en väl fungerande läs- och skrivutveckling upprätthålls. Inlärningen sker på olika vis och därför är det positivt att lärare hittar olika verktyg och metoder för att utmana eleverna att utveckla sin läs- och skrivning. Lärares engagemang och kompetens inom området skiljer sig dock. Kunskapsöversikten problematiserar om det finns forskningsresultat som talar för att använda digitala metoder vid läs- och skrivutveckling. Därmed är syftet att ta reda på hur läs- och skrivutveckling ser ut idag. Metoden som används i arbetet för att framställa kunskapsöversikten är systematisk litteraturstudie. Viktiga resultat i kunskapsöversikten visar att ett sporadiskt användande av digitala verktyg i undervisningen inte gynnar elevers läs- och skrivutveckling. Däremot finner elever inspiration och motivation till skrivning när digitala verktyg har ett tydligt syfte i undervisningen. Forskningsresultaten har inte belyst hur digitala verktyg kan underlätta elevers läs- och skrivinlärning, utan fokuserat på utvecklingen. För framtida forskning vore det intressant att i en studie se hur läs- och skrivinlärning kan ske från grunden med hjälp av digitala verktyg.

  • 143.
    André, Jonas
    KTH, School of Education and Communication in Engineering Science (ECE).
    Programvaruutveckling för en elektromagnetisk skanner med fokus på användaren, användarstudier och inlärning2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The project was based on a request to improve an already existing program and hardware at the electrical engineering department at the royal institute of technology. For maximum ease of use, tests have been done on students to properly design the program for what it is meant to be used for. These tests have been transcribed and analysed, then brought back to the group in a discussion and then transcribed and analysed again, I call this process the ‘four step process’ (this process is presented and explained in chapter 6.4.). A part of this master thesis was also to analyse the four step process to enhance validity of this research.

    The project resulted in a new program with a new graphical view and features to help students and researchers to work with the technical tool for electromagnetic readings of planar objects. Because users of the program have been a big part of the development of the program, the finished product has been designed according to their requirements and to facilitate their work.

  • 144.
    André, Kristina
    KTH, School of Engineering Sciences (SCI).
    En undersökning av naturligt förekommande radioaktiva ämnen och metaller i dricksvattnet från enskilda bergborrade brunnar runt Siljansringen iDalarna2011Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
  • 145.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Developing Inquiry Literacy: Exploring Conditions for Students’ Learning about Inquiry in Primary School from a CHAT Perspective2012Conference paper (Refereed)
    Abstract [en]

    Introduction

    There is a current debate in science education on what it might mean to educate scientifically literate citizens and the possibilities of actually educating students to become “competent outsiders with respect to science” (Feinstein, 2011). One aspect of scientific literacy, which has been underscored but not sufficiently scrutinized in relation to educating “competent outsiders”, concerns the issue of becoming capable “…to evaluate the quality of scientific information on the basis of its source and the methods used to generate it”. (National Science Education Standards, 1996, p. 22). The aim of this study is to explore conditions for promoting students' abilities to engage in critical discussion in relation to science inquiry in primary science education.

    In science education, on a policy level, inquiry has been attributed great promise as an instructional approach. It has been identified as a ‘key-approach’ to primary science education (Harlen, 2009; Lena, 2009), and recommended as the 'renewed pedagogy for the future of Europe' (European commission, 2007). Today, inquiry is found in curricula world-wide (Beeth et al., 2003). As educational practices, IBSE practices are inherently hybrid: products, ideas and methods of science are transformed into educational content and classroom tasks (Andrée, 2007). The aims of inquiry based science education (IBSE) are, multi-facetted involving IBSE as a method for a) making science more interesting, b) illustrating scientific concepts and c) learning about inquiry as a way of doing science. From previous studies of inquiry and practical work in science education at various levels, we know that students' work in classrooms/school laboratories cannot be equated with the work of scientists even when students follow what appears to be similar procedure (e.g. Wickman & Östman, 2002). Studies specifically focusing on learning about inquiry show that an explicit focus on teaching about the characteristics of scientific inquiry is unusual (Lager-Nyqvist, 2003; Gyllenpalm, 2010). Also, teachers do not regard learning about inquiry as equally important as traditional science subject matter (Lederman, 2007). In addition to this, teachers have rarely experienced authentic inquiry themselves (Windshitl, 2002).

    Developing an inquiry literacy involves appropriation of a particular social language for critically analysing, evaluating and judging scientific investigations and conclusions (cf. Lemke, 1993). A challenge in a Cultural-Historical Activity Theory (CHAT) perspective (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) becomes to engage students in an activity that allows them to make use of relevant intellectual tools for discussing scientific investigations. This also relates to the issue of authenticity and how to create some resemblance between what students do in school science and what happens in science laboratories (Roth, Eijck, Reis & Hsu, 2008).

    Method

    The study was conducted as a participant-oriented action research study in collaboration with two teachers teaching science in primary school, grades 1-2 and 3, in one Swedish compulsory school over one school-year. This implies studying educational practice with a view to improving the quality of action within it (cf. Elliot, 1991). Data was collected throughout the school-year by using audio- and video recordings of collaborative teacher-researcher meetings, classroom work and collecting artifacts (e.g. work-plans, lesson plans, and student work). Data also include field-notes from informal meetings. Data is analyzed in terms of how students’ incorporate a language of inquiry in activity. The analytical framework used is Cultural-Historical Activity Theory (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) in combination with Bakhtin’s (1986) notion of speech genres.

    Expected Outcomes

    The initial experiences of collaborating researchers and teachers was that it is difficult to design teaching practices that allow students to engage in open-ended inquiry sharing some resemblance to what happens in science laboratories in terms of the levels of control the students have over their conditions of work. For example, when grade 1 students were given a task to collect and investigate mosses in a nearby forest, the teacher by habit assembled the collected mosses from the students without record of whom had collected what mosses, in view that the class would share the mosses equally the following science lesson. As a consequence, the students were deprived of their own unique collection and lost the context for gathering their mosses. In the next step of inquiry students could not relate to the different milieus of the mosses. In order to push toward more authentic inquiry, researchers and teachers have discussed how to further control over inquiry to the students without loosing the objective of developing students abilities to talk about inquiry work. Further detailed analyses will focus on how students in grades 2 and 3 incorporate a language of inquiry when investigating water phase transitions.

    References

    Bakhtin, M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 60-102). Austin: Univ. of Texas Press.

    Elliot, J. (1991). Action Research for Educational Change. Open University Press, Bristol.

    Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.

    European commission (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Expert Group Community Research Report. Directorate-General for Research Information and Communication Unit. Brussels.

    Feinstein, N. (2011), Salvaging science literacy. Science Education, 95, 168–185.

    Gyllenpalm, J., Wickman, P-O. & Holmgren, S-O. (2009). Teachers’ Language on Scientific Inquiry: Methods of teaching or methods of inquiry? International Journal of Science Education, 32, 1151-1172.

    Harlen, W. (2009). Evaluation of inquiry-based science education pedagogy and programs. Presentation at European Conference on Primary science education Berlin, May 29 2009.

    Lederman, N. (2007). Nature of science: Past, Present and Future. In N. Lederman & S. Abel (Eds.), Handbook of research on science education (pp. 831-879). Mahwah: Lawrence Erlbaum.

    Lemke, J. (1993). Talking science: Language, learning, and values. Norwood: Ablex.

    Lena, P. (2009). A long term model for IBSE in primary schools Lessons from La main à la pâte in France. Presentation at European Conference on Primary Science Education Berlin, May 29.

    Leontiev, A. (1986). Verksamhet, medvetande personlighet. Moskva/Göteborg: Progress/Fram.

    Roth, W-M., Eijck,M. Reis, G. & Hsu, P-L. (2008). Authentic science revisited: In praise of diversity, heterogeneity, hybridity. Rotterdam: Sense Publishers.

    Roth, W-M., Lee, Y.J. & Hsu, P-L. (2009). Cultural-historical activity theory and science education. Studies in Science Education, 45, 131-167.

    Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941-967.

  • 146.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lager-Nyqvist, Lotta
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Spontaneous Play and Imagination in Everyday Science Classroom Practice2013In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, no 5, p. 1735-1750Article in journal (Refereed)
    Abstract [en]

    In science education, students sometimes create and engage in spontaneous science-oriented play where ideas about science and scientists are put to use. However, in previous research, little attention has been given to the role of informal spontaneous play in school science classrooms. We argue that, in order to enhance our understanding of learning processes in school science practices, research that investigates play as an aspect of everyday culture is needed. The aim of this paper is to explore students’ informal play as part of activity in lower secondary school science. The empirical study was conducted in two Swedish compulsory schools in grade 6. Data were collected throughout a teaching unit called ‘The Chemistry of Food’ during a 10-week period using video and audiotape recordings of classroom work. Our analyses show that the play students engage in involves the transformations of given tasks. We find that students’ spontaneous collective play offers opportunities for them to explore the epistemic values and norms of science and different ways of positioning in relation to science. Our findings contribute to the understanding of how learning in the school science classroom is socially and culturally–historically embedded and how individual students’ engagement through play may transform and transcend existing classroom practices.

  • 147.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Remembering as access points for scientific literacy2013In: EARLI 2013 Book of Abstracts, 2013, p. 1053-Conference paper (Refereed)
    Abstract [en]

    A central issue for educational research is how education may contribute to the personal development of children. A condition for developing such classroom practices is that access points to shared experiences are established in the classroom. The aim of this contribution is to illustrate how remembering can be understood as a situated and transformational activity shared by students and teachers in finding access points to scientific literacy. We ask how shared remembering functions as a pedagogical arrangement to make teaching experiences in science available for students’ continued reflection. Memories are often treated in education as entities being stored in the brain and which can be retrieved on demand. When approached from a sociocultural, situative and pragmatic perspective, memory does not come ready-made. Here, we draw on a six-week Chemistry project in primary school. We analyse one episode from a teacher-led group conversation where students report their ‘inquiry-home-work’ on the water-solubility of different food. This pedagogical sequence is an example of an arrangement with a purpose to make inquiry aspects of scientific literacy available to students through remembering. We find that the teacher draws on a broad repertoire of ways to construct a collective narrative of inquiry. The remembering requires joint negotiation of what is to be remembered. This joint negotiation has conceptual consequences in that it is simultaneously a negotiation of what instances qualify as examples of the phenomena of solubility and of what is necessary to make explicit in order to reflect upon the qualities of inquiry work.

  • 148.
    Andrén, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Litteratur i förskolans verksamhet: Barns inflytande över böcker i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study will examine how books are chosen in preschool and if children´s influence is considered by the teachers. The purpose of this study is to find out how preschool teachers perceive the book choise in preschool but also how they work with the book choice. The method of this study was four qualitative interviews. This survey was conducted in a small municipality with four preschool teachers working in a two different preschools in the same municipality. From the analysis of the results the conclusion is drawn that preschool teachers choose books to contribute to the children’s language development. 

  • 149.
    Angeling, August
    Örebro University, School of Humanities, Education and Social Sciences.
    Summativ bedömning av elevtexter - En kvalitativ studie ur ett lärarperspektiv2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to examine how teachers in the swedish language subject

    perceive and experience summative assesment of students’ essays. A second purpose is to

    investigate how teachers go about doing summative assessments of students’ texts. This

    qualitative study used semi-structured interviews, ranging from 18 to 48 minutes in length,

    with a total of six teachers of the swedish language subject in upper and secondary school..

    The results indicates that the teachers’ found it difficult and complex to make summative

    assesments of students’ essays for a variety of reasons. For exampel teachers must take into

    consideration numerous factors when converting their assessment into a grade. The teachers

    also replied that summative assessment of students’ texts is a very time-consuming and not so

    inspiring part of their professional practice. The teachers answered that they largely assessed

    the students texts on their own, but if they felt uncertain they could request help from a

    colleague. Most teachers agreed that it would be beneficial if all assessments of writing were

    done collaboratively, but that there is no time to co-evaluate. Several teachers also meant that

    the national exams function as help in their own assessment, as it became something to relate

    to.

  • 150. Anjemark, Linda
    et al.
    Lindroth, Anna
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Kollegialt lärande i särskolan: Hur lärare lär av varandra och vilka faktorer som påverkar hur det kollegiala lärandet kan utveckla en verksamhet2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka vilka tankar och erfarenheter lärare i särskolan har av

    att lära av varandra och ta tillvara på varandras kompetenser, som ett verktyg för

    utveckling. Då det handlar om lärares lärande, så är det sociokulturella perspektivet

    intressant. Dess grundtanke är samspelet mellan individen och gruppen och att det är

    genom interaktion och kommunikation med andra som individer tillägnar sig färdigheter

    och kunskap. Studien är baserad på en kvalitativ undersökning med semistrukturerade

    intervjuer av 12 lärare som är verksamma i särskolan och 17 enkäter gjorda av lärare som

    är verksamma i särskolan. Vi tar stöd i Helen Timperleys forskning om professionellt

    lärande, Lisbeth Stedts forskning om samarbete och lärande samt Andy Hargreaves

    forskning om förändringsprocesser. Vår studie visar att lärare i särskolan är positiva till

    att lära av varandra och ta tillvara på varandras kompetenser och att de också har

    erfarenhet av detta på olika sätt. De uttrycker att det gemensamma lärandet är viktigt för

    elevens kunskapsutveckling men att det också finns ett behov av att utveckla det

    kollegiala lärandet som inte alltid fungerar tillfredsställande. I studien framkommer det

    att vissa faktorer är viktiga för att det ska fungera: organisation, struktur, tid, motivation

    och att ha ett förhållningssätt där läraren själv är medveten om det egna ansvaret i det

    kollegiala lärandet. Studiens fokus har legat på lärare som är verksamma i särskolan, men

    vi tror att deras erfarenheter är både relevanta och intressanta för lärare i alla skolformer.

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