Change search
Refine search result
1234567 151 - 200 of 3010
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 151.
    Ankarbranth, Johannes
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Jämställdhet i det fördolda?: En feministisk pragmatisk diskursanalys av Lgy 70,Lpf 94 och Gy 20112015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen syftar till att studera hur begreppet jämställdhet och dess diskurs i gymnasieskolan har förändrats i läroplanerna. Undersökningen går igenom Lgy 70, Lpf 94 och Gy 2011 och även de propositioner som ligger till grund av läroplanerna och analyserar dem utifrån ett feministiskt perspektiv. Detta för att få fram en fördjupad kunskap om hur jämställdhets sätts i uttryck i respektive läroplan. Uppsatsen metod består av en diskursanalys som grundar sig på Bacchis "What’s the problem represented to be?”-approach" modell som har anpassats för att svara mot uppsatsens syfte.

    Undersökningen visar att jämställdhetsarbetet har fått ett större utrymme över tid, men även att jämställdheten fortfarande aktivt ska arbetas för. Gällande representation för de olika könen visar undersökningen att kvinnor har fått en större möjlighet att påverka de senare läroplanerna, därmed har en kvinnlig synvinkel på läroplanen varit underrepresenterat i de första läroplanerna. Även om problematiken om ett icke jämställt samhälle har berörts i de tidigare läroplanerna, har inga konkreta förslag lämnats på hur denna problematik ska lösas.

    Skolan har alltid speglat arbetsmarknadens genom dess normer och antagande hur individen ska vara en god medborgare. Därför är det av stor vikt att skolan synliggör de genusmönster som minskar möjligheterna till jämställdhet i samhället. Slutsatsen är att skolans läroplaner har ändrats i syfte att öka jämställdhet mellan könen och för att motverka stereotypa antagande som kränker individen. Normen ska vara att respektera individen beslut, även om det bryter könsmönster och uppmuntra till val som inte enbart bekräftar stereotyper.

  • 152.
    Ansheden, Sandra
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Bengtsson, Sandra
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Hur lärare interagerar med sina elever ur ett könsperspektiv2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete är att få en uppfattning om huruvida pedagoger interagerar lika eller olika med sina elever utifrån ett könsperspektiv. För att uppnå denna fördjupade förståelse observeras tre pedagogers beteende i olika lärandesituationer, men med samma barngrupp.  Med andra ord är det de berörda pedagogernas beteende och bemötande gentemot eleverna som undersöks och inget fokus läggs på eleverna. De metoder som används under studiens gång är av etnografisk karaktär då dessa är de bäst lämpade metoderna för att ta reda på hur verkligheten, i detta fall skolan där undersökningarna görs, faktiskt ser ut. Detta sker genom observationer samt kompletterande intervjuer för att få en klarare bild av hur pedagogerna i fråga tänker angående jämställdhet. Den kvalitativa aspekten av jämställdhet, som är i fokus under detta arbete, innebär att kvinnor och män ska ha samma rättigheter, skyldigheter och möjligheter när det kommer till saker i vår vardag. Observationerna resulterar i tabeller som visar hur ofta en pedagog gör si eller så gentemot pojkar respektive flickor. Resultatet visar bland annat att pedagogerna själva inte tror att de gör någon skillnad mellan pojkar och flickor men att de gör detta på ett eller annat sätt. Pedagogerna ger till exempel pojkarna fler verbala tillsägelser i jämförelse med flickorna och resultatet visar även att det sker fler dialoger mellan pojkarna och lärarna. Flickorna i sin tur får  höra sitt namn sägas från pedagogen färre gånger än pojkarna och de får inte heller lika mycket uppmuntran om att ta egna initiativ.

  • 153.
    Antonson, Sivert
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Arts and Sciences.
    Hörselskadade i högskolestudier: möjligheter och hinder1998Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The focus of this thesis is on hearing-impaired students in higher education. The following problem are formulated: How can one understand the interaction between hearing-impaired students and the academic and social environment of higher education, including the individual student's prerequisites and possibilities as regards higher education, and in what forms? The thesis consists of a study based on the perspective of 11 hearing-impaired students. A combination of several data sources were used. Verbatim transcribed thematized interviews were analysed. In order to understand the action itself, participant observation, video recordings and stimulated recall were used in addition to text interpretations.

    The results shows that the impairment in itself was not a determining factor as regards success in University studies. Nor was it possible to discern any connection between communication ability and the results achieved in University studies. It was also not possible to determine whether a person with a congenital hearing-impairment would be less successful in University studies than persons whose hearing was impaired later in childhood. There existed a complex integration problem which meant that considerable effort was often needed to conform to the hearing University world. The study shows how the problem of hearing is both situationally and culturally related as well as being determined by the goals of the hearing-impaired person. A number of obstacles to success were identified. These could arise as an effect of (i) independent study coupled to lectures, (ii) integration problems in conjunction with different types of group activities, (iii) time coupled to pace and efficiency and (iv) marginal contact with teachers/lecturers in many disciplines. The hearing-impaired students had conceptions of what was regarded as a problem, what was seen as a legitimate demand and what were fundamental values in the worlds of persons with and without impaired hearing, respectively. A comparison of the different conceptions of these worlds revealed underlying explanations of why obstacles arose in the encounters between hearing-impaired students and the hearing world of higher education

  • 154.
    Anundi, Ingrid
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Petersson, Camilla
    Mälardalen University, School of Education, Culture and Communication.
    Pojkars och flickors matematiska mindset: En kvalitativ studie med elever i årskurserna 2 och 32019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to describe and compare the mathematical mindset of boys and girls in grades 2 and 3. This is done by describing what the boys and girls think distinguish people who are mathematically proficient, what they think one needs to do to become mathematically proficient, and their beliefs about their own mathematical ability. To receive answers on these research questions semi-structured interviews were conducted with twelve students, six boys and six girls. The result indicates that the students have a consistent view of how mathematical knowledge can be improved and meant that this is done through practice. The girls thought they were good at mathematics, but the boys did not have the same confidence in their own mathematical ability. Other conclusions drawn are that the boys seem to have a more stereotypical approach than the girls as they considered that men are more mathematical than women. This view was not found for the girls.

  • 155.
    Aras, Elizabet
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Early Opportunities for Quality Learning: A Comparative Study of Swedish Preschools' Language Practice2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The Swedish preschool is internationally known for its high quality. Children in Sweden are given early educational opportunities to learn and develop prior to their school start. The Swedish preschool activity should include an overall language developmental approach; however, studies show that the children's conditions for language instruction vary intra-nationally. While the Swedish preschool curriculum reflects on children's desire to learn, the preschool staff should be aware of their own practical theory in order to arrange for learning. Research show that early childhood education of high quality benefits children's future school results. Thus, this research aims at studying children's opportunities for quality learning and development in the Swedish preschool, by exploring the content of preschool teaching. The role of the preschool is to provide all children with an education of high quality. This study aims at investigating what quality can mean in terms of preschool language instruction. To generate an understanding of quality, the study focuses on the structure and process inputs in six public preschools and two municipalities. To provide insights about the preschools' practices, a qualitative approach has been used to conduct interviews with preschool heads and employees from education administrations, as well as questionnaires with preschool staff and observations of learning environments. As the quality inputs vary between the preschools and municipalities it affects the outputs of the children's language development. This research makes it evident that the outcomes are mainly dependent on the preschool staff's abilities and competences of implementing development.

  • 156.
    Arbin, Lisa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Literature. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Älvdalsmålet under förändring: En studie genom tre generationer2013Student paper other, 10 credits / 15 HE creditsStudent thesis
  • 157.
    Arborgh, John
    University College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Error Syntax: Tre bilduppgifter2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med mitt arbete är att undersöka hur jag som bildlärare kan skapa förutsättningar för lärandet av programmering i bildämnet. Detta undersöker jag genom att designa tre bilduppgifter som har med programmering att göra. Min frågeställning är: Hur kan jag som bildlärare skapa förutsättningar för lärandet av programmering i bildämnet? För att undersöka denna fråga kommer jag att fokusera på dessa underfrågor: Vilka är mina intentioner kring förutsättningar för lärandet av programmering i bildämnet? Hur kan jag iscensätta mina intentioner? Hur upplevs mina iscensättningar?Min designprocess består av tre steg. Först identifierar jag problem inom lärandet av programmering i skolan. Detta gör jag med hjälp av tidigare forskning i form av två avhandlingar. Ett problem som beskrivs är att många lärare anser att inte alla elever kan uppnå godkänt betyg och att en förändring i pedagogiken inte hjälper.2 I våra skolor är det även vanligt med ett fokus på lärandet av syntax samtidigt som lärandet av problemlösning hamnar i baksätet.3 Att kunna programmera handlar allt för ofta om att bara kunna skriva kod. De problem som jag vill lyfta fram i mitt arbete är: 1. Ordet programmering betyder olika saker för olika personer. 2. När vi lär oss programmering ligger fokus på syntax istället för problemlösning. För att undersöka dessa problem så vill jag: 1. Synliggöra vad programmering betyder för mig.2. Lägga fokus på problemlösning och ett undersökande av programmering.1Bild 1. 2Rolandsson, Lennart (2015), Programmed or not, Stockholm: KTH, s. 57 ff. 3Winslow, Leon E (1996), Programming pedagogy – A psychological Overview, New York: ACM, s. 21.3I nästa steg designar jag tre bilduppgifter. De är inspirerade av lärare, konstnärer och min egen konstnärliga utbildning. De programmeringsverktyg som bilduppgifterna låter oss undersöka är: Instruering, slinga och selektion. I sista steget av min designprocess så testar jag bilduppgifterna med tre elever. Tillsammans undersöker vi hur uppgifterna fungerar och kommer på förslag på förbättringar eller vidareutvecklingar. Vi diskuterar vad programmering är och vad dessa bilduppgifter berättar om programmering. Samtidigt som jag har utfört denna undersökning så har jag arbetat med en gestaltning som har med programmering att göra. Jag har programmerat en robotarm som ritar en slumpmässig linje vid ett tryck på en knapp. I denna gestaltning så är problemlösning i fokus och jag har programmerat armen utan kunskap om programspråkets syntax. Jag har undersökt samma programmeringsverktyg som bilduppgifterna handlar om. Error Syntax är titeln på detta arbete och min gestaltning. Det är en ordlek där jag vänder på felmeddelandet syntax error. Jag vill flytta felet från människan till syntaxen. Med detta perspektiv vill jag påstå att det vi behöver för att kunna programmera är bara lite nyfikenhet och kreativitet.

  • 158.
    Arif, Hatixhe
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Fawaz, Randa
    Örebro University, School of Humanities, Education and Social Sciences.
    Tvåspråkighet och läs- och skrivsvårigheter2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att sammanställa vad tidigare forskning har visat om de utmaningar som finns med att identifiera och bedöma läs- och skrivsvårigheter och/eller dyslexi hos tvåspråkiga elever. Genom en systematisk litteraturstudie undersöks hur läs- och skrivsvårigheter hos tvåspråkiga elever kan identifieras samt vilka faktorer som är viktiga att ta hänsyn till för att göra en tillförlitlig bedömning av läs- och skrivsvårigheter eller dyslexi hos tvåspråkiga elever. I studien granskas och sammanställs sju vetenskapliga artiklar. Ett av resultaten är att tester som undersöker fonologisk medvetenhet på majoritetsspråket, det vill säga på elevernas andraspråk, kan bidra till att identifiera läs- och skrivsvårigheter hos tvåspråkiga elever. Dock visar det sig att dessa tester endast är tillförlitliga om de tvåspråkiga eleverna har uppnått likvärdiga kunskaper i andraspråket som förstaspråkselever. Ytterligare ett resultat är att det finns flera faktorer som är viktiga att ta hänsyn till vid bedömning av läs- och skrivsvårigheter hos tvåspråkiga elever. Det är viktigt att läraren tar hänsyn till elevens hela sociala och språkliga bakgrund, samt hur nära elevens språk ligger varandra med avseende på språkens skriftsystem. När det gäller tester är det viktigt att ta hänsyn till vilka förutsättningar eleven har för att genomföra testet samt hur elevens exponering för det språk som testet genomförs på ser ut.

  • 159.
    Arifi, Hatixhe
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Mujnovic, Sabina
    Örebro University, School of Humanities, Education and Social Sciences.
    Det mångkulturella klassrummet: En studie om några lärares förhållningssätt till mångkulturalitet i klassrummet2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att undersöka hur en grupp utvalda lärare förhåller sig till mångkulturalitet i klassrummet, samt vilka möjligheter och svårigheter de upplever genom att undervisa i klassrum präglade av mångkulturalitet. Vi använde oss av en kvalitativ metod i form av halvstrukturerade intervjuer, vilka genomfördes på fyra verksamma lärare inom årskurserna F-3. Det framkommer i studien att samtliga lärare visar att begreppet mångkulturalitet är komplext och inrymmer flera olika aspekter. Trots detta associerar de personligen oftast begreppet till etnicitet. Utifrån intervjuerna kunde vi urskilja att när respondenterna talar om hur dem arbetar med mångkulturalitet i klassrummet relaterar samtliga arbetet till elever med utländsk bakgrund. Samtliga lärare är medvetna om att de egna stereotypa uppfattningarna om andra människor kan påverka synen på och bemötandet av eleverna i klassrummet, vilket ger uttryck för ett interkulturellt förhållningssätt. Studien har visat att lärarna till övervägande del talar positivt om mångkulturalitet i klassrummet, där möjligheterna tar mer utrymme än svårigheterna i intervjuerna. De svårigheter som lyfts fram i intervjuerna relaterar mycket till lärarnas arbetssätt, till skillnad från tidigare forskning som relaterar svårigheter till elever och föräldrar med utländsk bakgrund. Möjligheterna som framkommer i intervjuerna handlar om att undervisningen i ett mångkulturellt klassrum skapar möjligheter för lärarna att följa läroplanens skrivningar om att fostra eleverna till framtida demokratiska medborgare.

  • 160.
    Armér, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindh, Anne-Lie
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    "Och sen tryck!": Kommunikation och lärande i samspel genom förskolebarns användning av surfplattor,2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 161.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Bergh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences.
    Tryggvason, Ásgeir
    Örebro University, School of Humanities, Education and Social Sciences.
    Help, my colleague expresses racism!: On professional ambivalence and moral responsibility2017Conference paper (Refereed)
    Abstract [en]

    This contribution is based on an ongoing study on teachers' anti-racist actions. The project is based on John Dewey's moral philosophy with an interest in teachers' experiences of racism and anti-racism in education. In the 25 teacher interviews conducted so far, teachers express that they have a moral responsibility to counteract racism among the pupils. But what should they do when a colleague expresses racism?

    Our study shows that this is a common experience among the informants, visible in colleagues’ racist jokes, speech and actions. In situation like this, there seems to be an uncertainty about their moral responsibility leading to professional ambivalence. On the one hand, the teachers feel that they are obligated to the values in the curriculum, on the other hand, they are uncertain about whether the moral responsibility could be applied in relation to colleagues.

    The interviewed teachers act in relate to this ambivalence in different ways. Some describe their moral responsibility as general and choose to counteract all kinds of racism in school, even among colleagues. Other states that this is beyond their moral responsibility as a teacher, and choose not to act or to inform the principal. The choice not to act has in previous research also been explained in terms of loyalty between colleagues. The uncertainty that occurs among the informants shows how the boundaries of moral responsibility becomes erased when moving from classroom to staff room.

  • 162.
    Arnesson, Kerstin
    et al.
    Blekinge Institute of Technology.
    Albinsson, Gunilla
    Blekinge Institute of Technology.
    Lärande seminariet, en metod för hållbart lärande2012In: NU2012, Göteborg, 2012Conference paper (Refereed)
    Abstract [sv]

    Syftet med rundabordssamtalet är att diskutera hur lärandeseminariet som metod, där observation, reflektion, analys och dialog är det centrala, kan bidra till att utveckla både praktisk användbar och teoretiskt förankrad kunskap inom högre utbildning.

    Lärandeseminariet har använts av oss, som en metod inom olika EU-projekt för att skapa en medveten strategi för hållbart lärande. Syftet var att vi även inom en specifik kurs, ville pröva och utveckla lärandeseminariet som metod för att integrera teori och praktik. Kursen benämndes ”Hållbar jämställdhet” och genomfördes som en obligatorisk programkurs, under femte terminen inom Samhällsvetarprogrammet för organisation och samhällsförvaltning, 180 hp, vid Blekinge Tekniska Högskola.

    Lärandeseminariet som metod vilar på idén att reflexivt lärande sker i en dialektisk process.  Lärprocessen startar när studenten medvetet och kritiskt reflekterar över vad som ska läras och kunskapen fördjupas när gruppen tillsammans analyserar och diskuterar en situation eller fenomen.

    Inför lärandeseminariet genomförde varje student en genusobservation. De valde att observera situationer som de själva varit en del av exempelvis parmiddagen, festen, balen, mötet inom idrottsföreningen, besök hos farfar på äldreboendet och det politiska mötet. Studenterna författade därefter en reflektionsrapport där den konkreta situationen analyseras i flera steg.  Inledningsvis ställdes frågor som: Vad hände? Varför hände detta? Vad betyder det? Att överväga en situation på detta sätt leder till ny förståelse av hur orsak och samband hänger ihop. Nästa steg innefattar abstraktion, generalisering och tolkning utifrån teori och begrepp. Exempel på teoretiska perspektiv som studenterna tillförde var Hirdmans genusteori, Connells genushierarki, över- och underordning, patriarkat, köns-maktordning. Vid lärandeseminariet var vår roll att skapa en struktur för de diskussioner som fördes, samtidigt som det var viktigt att vara tillåtande och lyhörd. Ambitionen var även att problematisera och ”störa” i syfte att främja reflektion och nytänkande hos studenterna.

    Rundabordssamtalet inleds med en presentation av en modell för hållbart lärande, där lärandeseminariet är ett medierande verktyg för ömsesidigt lärande. Därefter ges möjlighet att diskutera om lärandeseminariet som metod kan bidra till att utveckla både praktisk användbar och teoretisk förankrad kunskap inom högre utbildning. Samtalet avslutas med summering och utvärdering.

  • 163.
    Arnetz, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School.
    Use of Knowledge Management in Project Environments: A Cross-Case Analysis of Five Organizations2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This master thesis in project management focuses on the use of knowledge management methods in project management environments, since these two fields of study are important factors for companies whose aim is to gain advantages by continuous learning and improvement.

    For this study, organizations, as well as projects were divided into categories where project management methods and knowledge management methods were highlighted.

    The main questions which are given attendance in this study were if any knowledge management activities were incorporated into the work in projects as well as what dimensions that affect the use of knowledge management in project environments. The dimensions assumed to affect knowledge management in project environments which were studied in this master thesis were the project category, the use of project management methodologies, the organization and the knowledge management methodologies. Belonging to the dimension of knowledge management, conditions concerning the organizations and the projects were also studied.

    This study shows that, among five case organizations, only two actively use knowledge management methodologies to capture what has been learned by the projects.

    The findings from the study further show that, even though no generally applicable model could be formulated, there is a tendency in organizations which has an active approach to information gathering and uses project management methodologies, to use more knowledge management methodologies in projects.

    As a theoretical contribution, this master thesis shows than there is a connection between the organizational mode and the use of knowledge management and project management methodologies.

    As a practical contribution, this study shows the importance of labelling and organizing knowledge before it is stored, since only when knowledge is reused the knowledge management activities brings a value to the organization. As another practical contribution this study presents a model for researching knowledge management in project environment, as well as showing that lessons learned and project auditing are the two most common knowledge management methods in the studied case organizations.

  • 164.
    Aronius, Felicia
    Jönköping University, School of Education and Communication.
    Lärarens roll vid lässvårigheter i årskurs 1-3: En litteraturstudie om god kunskap om läsinlärning och lässvårigheter2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte är att sammanställa vad den didaktiska forskningen kommit fram till angående hur lärare kan upptäcka lässvårigheter hos elever i årskurs 1–3 utifrån ett läsinlärningsperspektiv, samt hur lärarens kunskaper, inställningar och metoder påverkar elever i lässvårigheter.

    Litteraturen som använts i denna studie har hittats genom informationssökning i tre databaser, ERIC, PsycINFO och SWEPUB. Tre doktorsavhandlingar och sex vetenskapliga artiklar har använts för att få fram resultatet.

    Resultatet visar att flera forskare anser att lärare behöver ha kunskap inom de olika problemområden som elever kan uppleva under läsinlärningen. Det betyder att lärare behöver ha kunskap om hur läsinlärning är uppbyggt för att kunna förstå vad det är eleven har svårigheter med. Resultatet visar även att läraren vanligtvis upptäcker lässvårigheter på grund av brister inom fyra områden och därmed är det extra viktigt läraren har kunskap inom de fyra områdena. Utöver det visar forskning att identifiering av elever i lässvårigheter bör ske så tidigt som möjligt, helst innan eleven börjar i årskurs ett. Anledningen till att identifiering bör ske tidigt är för att eleven inte ska hamna efter resten av klassen. Dock visar forskningen att flertalet lärare har en inställning till lässvårigheter som kallas ”vänta-och-se” pedagogik. Det innebär att lärarna väntar med att identifiera lässvårigheter hos eleverna eftersom de tror att svårigheterna beror på elevernas mognad. Den här attityden kan orsaka mer svårigheter för eleverna och därmed minska deras läslust. När läraren har identifierat lässvårigheter hos en elev behöver de har tillräckligt med kunskap om metoder för att stödja eleven. Läraren behöver ha kunskap om olika metoder och kunna vara flexibel i sin undervisning eftersom det kan finnas många olika sorters lässvårigheter som kräver olika metoder i en klass. Därmed behöver bra lärare ha god kunskap om läsinlärning, lässvårigheter och metoder, dessutom behöver läraren ha en inställning att vilja identifiera lässvårigheter så tidigt som möjligt.

  • 165.
    Aronius, Felicia
    Jönköping University, School of Education and Communication.
    Läsmotivation och läsförståelse hos elever i årskurs 1: En studie om elevers lässituation i hemmet och i skolan2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to examine whether reading motivation affects reading comprehension for a selected group of students in grade 1, as well as what their reading situation looks like. The material has been collected through interviews and has been supplemented with a reading comprehension test and a survey. The material has been analysed on the basis of the subjective theories. Respondents consisted of eleven students and their guardians, as well as two class teachers.

     

    It is possible to see from the results that automated reading has some influence on reading comprehension. However, automated reading does not mean that the learner has reading comprehension. The results show that reading motivation can affect reading comprehension, as the majority of students with good reading comprehension have a positive reading motivation. Through the reading comprehension test it is possible to see which part of the linguistic awareness students have difficulties with. Through the results it is possible to read that the model Reading = Decoding x Understanding x Motivation (Taube, 2007) is correct to some extent.

     

    The conclusions that can be drawn from the results show that the entire students' reading situation is important for a good reading development. Both homes and schools need to create an interest in books and reading and give the students a lot of time that they can devote to reading because the development of good reading capacity takes a long time. 

  • 166.
    Arsenic, Marina
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Larsson, Josephine
    Halmstad University, School of Education, Humanities and Social Science.
    En litteraturöversikt om vilka effekter digital- och analogbaserade skrivverktyg har på elevers skrivinlärning i årskurs 1–3.2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Analog- och digitalbaserade skrivverktyg kan ge både främjande och icke främjande effekter på elevers skrivinlärning. I denna litteraturöversikt diskuterar vi vad forskning belyser vara främjande och icke främjande gällande digital och analog skrivinlärning i skolan. Syftet med litteraturöversikten är att ta reda på vad forskning säger om effekter av digitala och analoga skrivverktyg för elevers skrivinlärning i ämnet svenska. Mer precist har vi besvarat frågeställningen: Vilka främjande och icke främjande effekter har digital- och analogbaserade skrivverktyg för elevers skrivinlärning i årskurs 1–3? För att kunna besvara frågeställningen och uppnå litteraturöversiktens syfte har vi systematiskt tagit fram, analyserat och sammanställt vetenskapliga studier inom digital- och analogbaserad skrivning inom ämnet svenska. Vårt resultat visar en stor spridning gällande digitalt och analogt skrivandes inverkan på skrivinlärning. Digitalbaserade skrivverktyg visar främjande och icke främjande effekter på elevers skrivinlärning och likaså analogbaserade skrivverktyg. I utvecklingsarbete är vi intresserade att studera hur digital- och analogbaserade skrivverktyg används kombinerat. För forskningsfältet kan vidare forskning innebära om mönster kan upptäckas på lång sikt mellan tidig skrivinlärning och senare skrivutveckling beroende på om eleverna skriver analogt eller digitalt. 

  • 167.
    Artjomenkov, Nikolai
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Laborativt arbete inom fourieranalys och motivation till matematikinlärning: Utvärdering och vidareutveckling av en laboration inom fourieranalys och ljudbehandling vid Vetenskapens Hus2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis investigates the ability of a lab exercise in House of Science (Vetenskapens Hus),Stockholm, to create bridges between upper-secondary school students’ knowledge, university mathematics and practical application of that knowledge, thus increasing their motivation and interest to learn more mathematics and physics. The topic of the lab exercise is Fourier analysis and its practical application in Digital Sound Processing (DSP). The lab exercise deals with mathematics, physics and IT-technology thus making the activity interdisciplinary.

    An important part of the work is also to improve this lab exercise based on the results of this study. The result is based on qualitative data from interviews, questionnaires filled by students and their teachers and also on literature studies. Some data is also collected through an iterative process of improving the lab exercise.

    This report starts with justification for conducting this work, setting the goals and objectives and formulating main questions. Then the methods, which were used in order to answer these questions, are described. The middle part of the report summarizes literature and research studies in education, interest and motivation of students and also summarizes a scientific basis for the content of the school program in Fourier analysis. Next, the development process of the school program is described. This is followed by a presentationof the results of testing the school program with upper secondary school students with regard to how their interest and motivation are affected by it. The report ends with a discussion of these results and its credibility.

    The result shows that the final version of the lab exercise, that is modified within the framework of this study, wakes students’ interest and motivation towards the topic of the exercise. The result also shows that some complex concepts (both new and those which are learned in school) become clearer for the students after the exercise which could potentiallylead to an increase in their motivation for learning the mathematics and physics in general. The problem is that the lab exercise was tested on too few classes for being able to generalize the result over the whole target group of the upper-secondary school students.

  • 168.
    Artman, Henrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    House, David
    KTH, School of Computer Science and Communication (CSC), Speech, Music and Hearing, TMH.
    Hulten, Magnus
    Linköpings universitet.
    Designed by Engineers: An analysis of interactionaries with engineering students2015In: Designs for Learning, ISSN 1654-7608, Vol. 7, no 2, p. 28-56, article id 10.2478/dfl-2014-0062Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to describe and analyze learning taking place in a collaborative design exercise involving engineering students. The students perform a time-constrained, open-ended, complex interaction design task, an “interactionary”. A multimodal learning perspective is used. We have performed detailed analyses of video recordings of the engineering students, including classifying aspects of interaction. Our results show that the engineering students carry out and articulate their design work using a technology-centred approach and focus more on the function of their designs than on aspects of interaction. The engineering students mainly make use of ephemeral communication strategies (gestures and speech) rather than sketching in physical materials. We conclude that the interactionary may be an educational format that can help engineering students learn the messiness of design work. We further identify several constraints to the engineering students’ design learning and propose useful interventions that a teacher could make during an interactionary. We especially emphasize interventions that help engineering students retain aspects of human-centered design throughout the design process. This study partially replicates a previous study which involved interaction design students.

  • 169.
    Artman, Henrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Ramberg, Robert
    Tholander, Jakob
    Klas, Karlgren
    Rollen hos representationer och agerande inom interaktionsdesign2014In: Resultatdialog, Vetenskapsrådet , 2014, , p. 8p. 156-163Conference paper (Other (popular science, discussion, etc.))
  • 170.
    Arvidsson, Elin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mc Culluogh Nylén, Michelle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utomhuspedagogikens betydelse i förskolan: en intervjustudie om pedagogers förhållningssätt kring utomhusmiljö i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Upprinnelsen till den här studien var ett intresse av att undersöka hur pedagoger tänker om och använder sig av utomhuspedagogik som en resurs i barns lärande. Vad är då utomhuspedagogik? Det finns olika syn på vad utomhuspedagogik egentligen innebär. Enligt Szczepanski och Dahlgrens (1997) studie kan utomhuspedagogik omfatta all verksamhet som förekommer utanför förskolelokalerna. I pedagogiskt arbete utomhus kan man enligt Thulins (2006) avhandling få in flera olika ämnesområden i barns lärande. Exempelvis naturvetenskap, matematik, språk med mera. De teoretiska kunskaperna kan göras mer konkreta för barnen utomhus där de kan använda alla sina sinnen praktiskt. Deras förkunskaper blir dessutom bekräftade med hjälp av utomhuspedagogik. Enligt Engdahls (2014) avhandling har utomhuspedagogiken stor betydelse för barns lärande, de kan där använda sin kreativitet, fantasi och skapa egna lekar som leder till samspel, lärande och utveckling.

    Syfte: Studiens syfte är att undersöka pedagogers förhållningssätt till och uppfattning om utomhuspedagogik.

    Metod: Studien bygger på en kvalitativ metod där vi har valt att intervjua nio stycken pedagoger i tre olika förskoleverksamheter.

    Resultat: Pedagogerna upplever bland annat att utomhuspedagogik är betydelsefullt för barns lärande och de önskar mer tid och kunskap för detta. Utomhusmiljön är språkligt och motoriskt utvecklande samt främjar användandet av olika sorters material. Pedagogerna uttrycker även att samspel och kommunikation ökar medan konflikterna minskar utomhus. Något som framkom specifikt var betydelsen av att kombinera inomhusmiljön med utomhusmiljön för att kunna skapa de bästa förutsättningarna för barns lärande. De hinder som framkommer är brist på kunskap, säkerhet, resurser och pedagogers tid vad gäller planering av utomhusvistelsen.

  • 171.
    Asiimwe, Edgar Napoleon
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems. Örebro university.
    Grönlund, Åke
    Örebro university.
    On mobile learning with Learning Content Management Systems: a contemporary literature review2014In: Mobile as a Mainstream – Towards Future Challenges in Mobile Learning: 13th World Conference on Mobile and Contextual Learning, mLearn 2014, Istanbul, Turkey, November 3-5, 2014, Proceedings / [ed] Marco Kalz, Yasemin Bayyurt & Marcus Specht, 2014, p. 131-145Conference paper (Refereed)
    Abstract [en]

    Learning Content Management Systems (LCMS) are important tools for organizing learning material and communication. Increasingly mobile technologies are used for internet access; particularly important in developing countries where broadband is scarce. Mobile LCMS introduce specific challenges, which are yet not fully addressed. This paper reviews the literature on mobile LCMS for the purpose of identifying current research focus, research gaps, and future research directions regarding how to bridge the gaps and leverage CMS technology to support “mobile learning”. The concept matrix method is used to collect and analyze literature. Five prominent research areas are found; Use, access, design and infrastructure; communication and collaboration; engagement and knowledge development; content and service delivery; and implementation experiences and evaluation. A major gap identified is that research does neither clearly nor thoroughly address the intersection between learning and technology. Adjusting technologies to learning contexts and environments is a key area for future research.

  • 172.
    Ask, Kristine
    et al.
    Norges Teknisk-Naturvitenskapelige Universitet, Department of Interdisciplinary Studies of Culture, Trondheim, Norway.
    Abidin, Crystal
    Jönköping University, Jönköping International Business School, JIBS, Media, Management and Transformation Centre (MMTC). Centre for Culture and Technology (CCAT), Curtin University, Perth, Australia.
    My life is a mess: self-deprecating relatability and collective identities in the memification of student issues2018In: Information, Communication and Society, ISSN 1369-118X, E-ISSN 1468-4462, Vol. 21, no 6, p. 834-850Article in journal (Refereed)
    Abstract [en]

    In this paper, we investigate memes about student issues. We consider the memes as expressions of a new networked student public that contain discourses that may fall outside the mainstream discourse on higher education. The paper is based on content analysis of 179 posts in the public Facebook Group ‘Student Problem Memes’, combined with a nine-month media watch and a discussion workshop with 15 students. Through self-deprecating humour, students create an inverse attention economy of competitive one-downmanship, where the goal is to display humorous failure instead of perfect appearance. Our analysis shows that students use humour to express, share, and commiserate over daily struggles, but also that the problems related to work/study balance and mental health, are experienced as a persistent feature of student living. We also analyse limitations of meme-based publics, emphasizing processes of inclusion and exclusion through specific vernaculars of visual and discursive humour where issues related to gender, race, orientation, class, and ability are sidelined in favour of relatable humour. 

  • 173.
    Askeblad, Lina
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Larsson, Madeléne
    Örebro University, School of Humanities, Education and Social Sciences.
    Utbildning för hållbar utveckling                   : Faktabaserad-­‐, normerande-­‐ och pluralistisk miljöundervisning i forskning och Lgr 11 2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 174.
    Asklund, Helen
    et al.
    Mid Sweden University.
    Näsström, Linda
    Mid Sweden University.
    Brander, Laura
    Mid Sweden University.
    Implementing New Educational Strategies: Synergetic effects from a university overarching project2018In: Exploring the Micro, Meso and Macro: Navigating between dimensions in the digital learning landscape / [ed] Airina Volungeviciene, András Szűcs, 2018, p. 87-92Conference paper (Refereed)
    Abstract [en]

    In 2011 Mid Sweden University launched an educational strategy, which focused on creating active learning environments for the students, on increasing and improving the technical support for teaching and learning and on enhancing the teachers’ professional competence (Dnr MIUN 2011/277, 2009/1671). Several educational development projects were initiated. One of these, called Teaching and learning resources, was based on the idea that cooperation and shared experiences between teachers from different faculties and departments in different ways can promote educational development at the university. Our aim is to describe this university overarching project, and to discuss experiences and synergetic effects that have arisen from it. What happens when teachers from various faculties, departments and subjects come together and are assigned to work with educational development? What effects have we noticed and what would be our recommendations for future projects?

    An invitation to participate in the project was sent to all departments of both the Faculty of Human Science and the Faculty of Science, Technology and Media. In the end, seventeen out of twenty departments joined the project with altogether thirty teachers. Each participant focused on one or several subprojects, all with their own purposes and contents, but with the joint intention to develop new educational traits and methods of teaching and learning. The subprojects dealt with issues such as academic writing, constructing a guide for new teachers, and forming teaching and learning fora. These subprojects are useful examples of how teachers can develop teaching methods that can be shared across department and subject boundaries.

    According to our experience, the project has been successful due to several factors concerning strategical enhancement. The project has focused on exchanging knowledge and advancing the learning-teaching engagement, the subprojects were started by enquiring the departments’ needs, and we have wished to engage the management in forming strategies for a continual teaching and learning enhancement. Above all, this project has worked as a means for surfacing and sharing good practices.

    As a result, we would like to stress the importance of interdisciplinary collaboration, since this can give valuable synergy effects within an organization. Firstly, interdisciplinary collaboration is a way of bringing together the different subcultures that are always at work at different levels in a large organization, such as in various departments and within groups of fellow-teachers. When working on forming a university overarching educational/academic culture, it is vital to bring these subcultures together in order to find out what shared values and norms there are to build on in the organization. Secondly, when working with interdisciplinary projects, the risk of tunnel vision thinking and duplication of work is minimized. This kind of collaboration could thus save resources. Thirdly, at a university like ours, where many teachers are struggling with a heavy workload and symptoms of fatigue and burnout, collaboration and shared experiences might work as tools not only for individual empowerment, but also for group empowerment and job satisfaction. Therefore, in order to achieve a creative and supportive environment we need to continue encouraging staff collaboration.

    In sum, the project Teaching and learning resources has contributed, in our experience, to not only individual professional development of the teachers that participated in the project, but also to educational development and enhancement at group and organizational level. The unexpected forms of collaboration and united action across department and faculty borders has given us an understanding of the importance of structured forms of teaching and learning dialogue and fora. Learning on micro and meso level is broadened to macro level. It is surely worth the effort to give teachers time to participate in this type of activity, due to the synergetic effects that are discussed above. Our strong belief is that our university would greatly benefit from continually providing the prerequisites for the kind of cooperative teaching and learning environment of which our project is an example. For that, we need leaders on all levels who prioritize this sort of activity.

  • 175.
    Asmar, Rabi
    KTH, School of Engineering Sciences (SCI).
    Elmontörernas syn på elsäkerhet: En studie om att öka elsäkerheten i Telge Nät AB2011Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In today’s society, safety in a workplace is an important factor to any organization. Focus on improving the working conditions by making them safer through technology is taking us into a time where we rely on technology to keep us safe. How well developed the technology may be, it is still not enough to keep us entirely from harm. Human error will always be a factor in the human interaction with a workplace. This thesis is built upon existing theoretical perspectives and with empirical data collected by methods such as interviews and field observations, with the aim to shed light upon the view and attitude towards electrical safety in Telge Nät AB. My main target group is the electrical installers who develop and maintain the power distribution grid. With interventions in this targeted group I hope to start a wind of change in the organization and its view on electrical safety.This study hopes to answer questions about the electrical installers view on electrical safety and the view of the organization as a whole, this is later used to map needed measures to change and improve the safety in the organization. The result of this thesis point in the direction of the literature, where safety environment is improved by empowering the worker in the task at hand. Empowerment is a time consuming process in which the entire company needs to pull its weight, so it may be a reality and not just spoken words.

  • 176.
    Asp, Ellika
    Karlstad University.
    Gymnasieelevers motivation och ansvarstagande för studier inom ämnet svenska2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 177.
    Aspgren, Peter
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities.
    Svenssons vilja att söka kunskap: En studie om ABF-Sandviken mellan 1939-19682012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen syftar till att skapa en bild om hur folkbildningsarbetet har pågått i Sandviken samt hur kvinnorna tar större plats i samhället. Det är ABF-Sandviken som folkbildare som står i centrum för undersökningen under perioden 1939-1968. Källmaterialet är studieprogram tryckta av ABF-Sandviken samt deras avrapporteringskort under tidsperioden.

    Frågeställningar som besvaras i uppsatsen är:

    • Vilket folkbildningsarbete gjorde ABF-Sandviken?

      • Fanns det någon ökning i antalet studiecirklar mellan åren 1939-1968?

        • Hur står sig resultatet i förhållande till den skedda invånarökning i Sandviken vid samma tidsperiod?

      • Hur såg könsfördelningen ut vid val av studiecirklar?

        • Vid ett eventuellt överslag åt ett av könen, är det då nya studiecirkelämnen som har gjort överslaget möjligt?

      • Hade studiecirklarna vid ABF-Sandviken någon koppling till samtiden?

    För att besvara dessa frågeställningar har jag använt mig av samtliga studieprogram och närvarolistor från ABF-Sandviken mellan 1939-1968. Jag har genom detta kommit fram till resultatet att det skedde en ökning av antalet studerande vid ABF-Sandviken på slutet av 1940-talet. Med ökningen av studerande så är en logisk förklaring att det även ökade antalet studiecirklar kopplade till ABF-Sandviken. Fördelningen mellan de olika könens val av studieämnen skiftar även under tidsperioden 1939-1968. Det börjar med ett överslag åt det manliga könet för att sedan under 1950- och 1960-talet göra en växling mot ett mer jämställt sökande.

    Dessa resultat har en grund i folkbildningsreformen år 1947 samt en jämställdhetsdebatt som blossade upp på 1950-talet. Folkbildningsreformen gjorde det möjligt att lättare få bidrag för studiecirklar och det gjorde en ökning in på 1950-talet och toppar på 1960-talet möjliga. Sedan med att fler kvinnor tog sig från den fasta positionen i hemmet och deltog mer i samhället blev deltagandet mellan könen mer jämställt.

    Studiecirkelämnen var påverkade av händelser i samtiden. Till exempel diskuterades andra världskriget och på en mer lokalnivå hur kommunen fungerade, och vart skulle man vända sig?

  • 178.
    Atif, Yacine
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Chou, Chien
    Institute of Education, National Chiao Tung University, Taiwan.
    Digital Citizenship: Innovations in Education, Practice, and Pedagogy2018In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 21, no 1, p. 3p. 152-154Article in journal (Refereed)
    Abstract [en]

    There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. 

  • 179.
    Atif, Yacine
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Stylianos, Sergis
    University of Piraeus, Athens, Greece.
    Demetrios, Sampson
    Curtin University, Perth, Australia.
    Mathiason, Gunnar
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    A Cyberphysical Learning Approach for Digital Smart Citizenship Competence Development2017In: WWW '17: Proceedings of the 26th International Conference on World Wide Web Companion, ACM Digital Library, 2017, p. 397-405Conference paper (Refereed)
    Abstract [en]

    Smart Cities have emerged as a global concept that argues for the effective exploitation of digital technologies to drive sustainable innovation and well-being for citizens. Despite the large investments being placed on Smart City infrastructure, however, there is still very scarce attention on the new learning approaches that will be needed for cultivating Digital Smart Citizenship competences, namely the competences which will be needed by the citizens and workforce of such cities for exploiting the digital technologies in creative and innovative ways for driving financial and societal sustainability. In this context, this paper introduces cyberphysical learning as an overarching model of cultivating Digital Smart Citizenship competences by exploiting the potential of Internet of Things technologies and social media, in order to create authentic blended and augmented learning experiences.

  • 180.
    Atthem, Björn
    Örebro University, School of Humanities, Education and Social Sciences.
    Kulturmöten i historieläroböcker - en diskursanalys av historieläroböcker för grundskolans senare år, skrivna utifrån Lgr112018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 181.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Nordlander, Edvard
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Electronics.
    Nordström, Göran
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Physics.
    MST education in Swedish preschool2013Conference paper (Refereed)
    Abstract [en]

    The present study is part of the EU-Fp7 project SECURE. The research question in the present study is: How is the current Swedish MST curriculum for preschool implemented by the teachers, and perceived by the 5-year old learners?

    The introduction of a revised preschool curriculum in 2011 has given MST a prominent place in Swedish preschool, and may be intended by the authorities to change the weak positions and declining trends in the PISA and TIMSS surveys for Swedish school children. The new teaching task seems to be highly appreciated by the preschool teachers. However, the curriculum is quite ambitious, and a major concern is how the implementation will be done. The concept of ”emergent science” is discussed in order to induce positive attitudes towards MST.

    In this study, semi-structured interviews with teachers in 15 Swedish preschools are the main source of information combined with some interviews with learners and photographic materials. The method for the analysis uses a category system of which results from some of the categories are reported.

    The preschool teachers are aware of the new role as teachers rather than just child minders. The revised curriculum seems to increase the self-confidence for MST of the learners as well as the teachers. The teachers say that the learners are interested in MST and that it is a case of catching opportunities, which may lead to emergent science. The 5-year old learners confirm that they like the activities related to MST.

    Working with hypotheses and storyline activities is shown as an example how emergent science can be promoted in 5-year old children. Activities connected to ”emerging science” have been common in Swedish preschools for some time, but after the implementation of the revised curriculum teachers also verbalize this for themselves and the learners.

  • 182.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Nordlander, Edvard
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Electronics.
    Nordström, Göran
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Physics.
    MST-utbildning i den svenska förskolan2013Conference paper (Refereed)
    Abstract [sv]

    Svenska elever hamnar efter i PISA- och TIMSS-undersökningarna. I matematik har matningarna visat på sjunkande kunskaper sedan början av 2000-talet och i naturvetenskap ligger de svenska eleverna ständigt under det internationella genomsnittet. Detta är alarmerande för landet och skälen bör utredas.Som en del i EU-projektet SECURE inom ramprogrammet Fp7 presenteras resultat från lokal forskning om genomförandet av MST-kursplanerna och attityder till ämnena bland lärare och elever. Med MST avser vi matematik, naturvetenskap och teknik. Intervjuer och enkäter har utförts bland lärare och elever i 47 klasser i 15 skolenheter i några mellansvenska kommuner. De åldersgrupper som studerats är elever från åldersgrupperna 5, 8, 11 resp. 13 år. Vi fokuserar här på förskolans verksamhet, d.v.s. arbetet med 5-åringar.Som en följd av införandet 2011 av en reviderad läroplan för förskolan, kan vi se att MST har fått en framträdande plats i den svenska förskolan som verkar vara mycket uppskattad av förskollärarna. I den reviderade läroplanen framgår att förskollärare ska ansvara för att arbetet i barngruppen genomförs så att barnen stimuleras och utmanas i sin matematiska utveckling, samt stimuleras och utmanas i sitt intresse för naturvetenskap och teknik. Exempel på hur de skall gå tillväga finns också i läroplanen. Detta kan i praktiken uppfattas som en informell tidigareläggning av den obligatoriska skolan i Sverige, eftersom förskolan inte är obligatorisk men utnyttjas av de allra flesta. Det skulle därmed kunna innebära en vändpunkt för resultaten i grundskolan och förhoppningsvis ge avtryck i kommande PISA- och TIMSS-undersökningar.De förskollärare som intervjuats är medvetna om vikten av att undervisa MST i förskolan. Detta tydliggörs av några uttalanden från intervjuade förskollärare. 'Det som är nytt nu är att man pratar om lärare och att vi utbildar barnen.' 'Det här lärandet är för livet. Det är inte bara för individen. Verksamheten på förskolan bidrar till hela samhällsutvecklingen.' Även föräldrarnas förväntningar på förskolan har förändrats. 'Föräldrarna uppskattar resultaten i matematik och ser förskolan som en skolform snarare än förvaring av barn.'I denna presentation ges exempel på hur MST-ämnena undervisas på ett integrerat sätt i förhållande till den praxis som råder i svenska förskolan, samt i förhållande till ålder och mognad hos barnen.

  • 183.
    Attorps, Simon
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Eng, Johanna
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Att undervisa om och för hållbar utveckling: Utveckling av ett ämnesövergripande övningsmaterial till gymnasiet om plast och intressekonflikter2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In Sweden, the development has gone from a fact-based environmental education to teachingon sustainable development that will not only deal with facts, but also values, feelings and the challenges facing the world. The complexity of teaching about sustainable development combined with what teachers are expected to include in their subjects puts great pressure on them, because many lack or believe they lack knowledge about sustainable development and how to teach about it. This contributes to teachers teaching about sustainable development to a lesser extent than expected from the global goals and curriculum.

    With that as a basis, this study aims to reduce that gap by developing an education material that can be used across subjects in high school. Important didactic aspects and knowledge aspects derived from interviews with active high school teachers and researchers in polymer technology. From the interviews with the teachers, it emerged that the students should be given the opportunity to discuss, see different perspectives, and that the teachers should include areas that the students care about and can relate to. The most central that emerged in the interviews with the researchers were the conflicts that revolves around plastic, such as how waste management is to be handled, distribution of land use and how responsibility for littering should be distributed. This, together with didactic research and current science onplastic, resulted in three exercises with conflicts of interest as a pervasive theme where students are given the opportunity to develop several important skills needed to achieve theglobal goals.

  • 184.
    Aue Andersson, Gabriela
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hjortsberg, Tobias
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Genusperspektiv på två av grundskolans teknikböcker: Två textanalyser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Gender equality is a central topic and it is regulated through the Swedish parliament regulations, laws against discrimination and equality laws. Swedish parliament adopted goals for Swedish language policy, which says that language usage that conserves gender roles and obscuring women in, for example, the authorities' texts and in the language used in media, workplaces and schools should be counteracted. Gender equality is also found in the in the curriculum of the elementary school and it should permeate all of the school’s activities. According to Skolverket curriculum the school also has a responsibility to prevent traditional gender patterns. The purpose of this study is to determine whether two textbooks written for the course Technology in elementary school lives up to the requirements of gender equality as stipulated in the curriculum and by the Swedish law regulations. Based on gender and sociology theory, two textbooks have been analysed. The method used in the analysis of the two selected textbooks is text analysis, in the form of a quantitative content analysis and a qualitative discourse analysis, to distinguish and look at different parts of the text and examine different phenomena such as interpretation of messages, intentions or meaning structures. The textbooks are analysed both by means of comparing how often women and men are mentioned in the texts, as well as by evaluating the adjectives and participles by which women and men are described.

    The analysis shows that men are more frequently mentioned in the texts than women are. Moreover, positive adjectives and participles are more commonly associated with the male gender. The analysis also shows that men are usually linked to the public sector by association to their professional titles, where the personal names were mostly associated with well-known scientists and inventors, who historically were mostly men. Since the men were represented more in the texts more active participles were also found associated with men. In some cases, the women in the books are much more associated to their home and family roles than their professional titles. This study concludes that the reviewed textbooks cannot be said to meet the gender equality requirements in the curriculum for the elementary school. Men are in focus and the books confirm prejudice that exists in the society against women and men. However, these books do not need to be dismissed. Teachers can use these to show and discuss the relationship between women and men in today’s society with their students. This way norms can become more developed and contribute to a more permissive climate in the future.

  • 185.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    The client company marginally utilises the knowledge of highly skilled temporary staff2016In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 29, no 5, p. 519-539Article in journal (Refereed)
    Abstract [en]

    This study is based on the presumption that there is often an underuse of temporary staff in client companies (CC) with highly skilled professionals. The study combines theories of the flexible organisation and a sociocultural perspective on learning within the framework of an inter-organisational context. The data are based partly on 17 transcribed, semi-structured interviews with individuals in various types of health care and social services. The data are also based on two semi-structured focus group interviews with managers responsible for hiring social workers, nurses and doctors in two different temporary work agencies (TWA) as well as semi-structured focus group interviews with eight managers from a large health care organisation. The results show that CCs only use a limited amount of the highly skilled personnel’s capacity and exclude preconditions for taking over and absorbing knowledge from temporary workers. This contradicts the idea that staffing allows temps to increase their skills and enhance their employability. In addition, both TWA and the CC pronounce an interest in and readiness for deepening the business relationships between them, but they claim the other is responsible for initiation. The results reflect information not only about temporary workers with higher education but also the new business relationship between TWA and CC in the form of combined skills and workplace validation.

  • 186.
    Augustsson, Gunnar
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Regular and Temporary Employees in Project Organized Business Pay Different Attention to Preconditions for Learning2018In: Organizacija, ISSN 1318-5454, E-ISSN 1581-1832, Vol. 51, no 2, p. 97-111Article in journal (Refereed)
    Abstract [en]

    Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their per- ceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews.

    Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good.

    Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from an- other, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphor- ical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.

  • 187.
    Augustsson, Gunnar
    et al.
    Mittuniversitetet, Avdelningen för utbildningsvetenskap.
    Rasmusson, Maria
    Mittuniversitetet, Avdelningen för utbildningsvetenskap.
    Regular and Temporary Employees in Project Organized Business Pay Different Attention to Preconditions for Learning2018In: Organizacija, ISSN 1318-5454, E-ISSN 1581-1832, Vol. 51, no 2, p. 97-111Article in journal (Refereed)
    Abstract [en]

    Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their per- ceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews.

    Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good.

    Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from an- other, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphor- ical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.

  • 188.
    Augustsson, Gunnar
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Unstructured skills transfer between regular and temporary staff in project organized business2015Conference paper (Refereed)
    Abstract [en]

    This study analyzes regular and temporary staff’s (temps’) perception of opportunities for learning in an inter-organizational project organization. Theoretically, aspects of organizational culture and dimensions of learning are combined. Data consist of a case study with mixed methods in terms of an online survey and individual interviews. The results show that male temps and female regulars are more aware of the learning preconditions than male regulars. On an organizational level, it appears to be misleading to assume that the project owner who hires staff strives for competence transfer between regulars and temps. Similarly, it is misleading to assume that the project owner takes responsibility for transferring competences between different groups of staff. At the individual level, temps tend to be more focused on their specific task compared to regulars.

  • 189.
    Augustsson, Martin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Gjörloff, Alexandra
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Hyschandets praktik - En Bra Pedagogik?: En kvalitativ studie med inriktning mot kommunikation, budskap och makt2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study focus on the act of shushing from the perspective of preschool teachers, exploring their attitude towards using shushing as a method for educational, including, fostering, attentional purpose och as a use of power. A secondary purpose was to explore alternative strategies used by preschool teachers instead of shushing.

  • 190.
    Avby, Gunilla
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Organizing for deliberate practice through workplace reflection2016In: Supporting learning across working life: Models, processes and practices / [ed] Billett, Stephen; Dymock, Darryl; Choy, Sarojni, Springer, 2016, p. 75-90Chapter in book (Refereed)
  • 191.
    Avered, Chris
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Varför krypa när man kan gå?: - en studie om motorik i ämnet idrott och hälsa2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Motoriken präglar ämnet idrott och hälsas alla vrår. Från skeppsbrott till dans, allt präglas av motorik. Min studie har som syfte att undersöka hur den motoriska träningen ser ut i skolan och hur metoder används genom två frågeställningar; vad använder sig lärare i idrott och hälsa av för innehåll vid träning i att utveckla elevers motorik och hur förklarar lärare i idrott och hälsa syftet med innehållet.

    Två metoder användes vid datainsamlingen; observationer och intervjuer. Observationerna gjordes med årskurs 2, årskurs 5 och årskurs 6 vid fyra tillfällen per årskurs. Intervjuerna gjordes på årskursernas lärare efter varje avslutad lektion eller dag med frågor som berörde de just observerade lektionerna. Detta skedde under totalt tio dagar.

    De resultat som jag genom observationer kom fram till i min studie var att praktiken lek och rekreation är den mest frekventa innehållet när motorik tränas följt av färdighetsinlärning och tävling och rangordning. Intervjuernas resulterade i svar där lärarens syfte återspeglade innehållet som iakttogs under observationerna, det vill säga att lek och rekreation framhålls som en stor del vid motorisk träning. 

    Slutsatsen är att den motoriska träningen i skolan präglades av praktiken lek och rekreation när denna studie genomfördes.

  • 192.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Langdon Winner: A Call for a Critical Philosophy of Technology2019In: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] John R. Dakers, Jonas Hallström and Marc J. de Vries, Brill Academic Publishers, 2019, p. 131-146Chapter in book (Refereed)
  • 193.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology Education in a Sámi School: Using Cultural Artefacts as a Learning Tool2019In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Msida: Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 25-38Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to explore the nature of technology education in a Sámi school, in order to identify the potential of indigenous Sámi knowledge for broadening the horizons of technological literacy. This paper presents the findings from the initial analysis of the empirical material. The purpose was to identify which specific artefacts play a central role in technology education in a Sámi school, and how the artefacts are implemented in technology education to convey technological knowledge. The participants (teachers and pupils) were all from the same Sámi School in Northern Sweden. The method employed was participatory observation and empirical material consists of field notes, recorded conversations, photographs and children’s drawings. The findings show that technology education is strongly connected to specific artefacts that are important in Sámi culture. Technology Education is grounded in a holistic view of knowledge and to a large extent integrated with other school subjects. The knowledge system embedded in technology teaching is collective and related to both artefacts and activities. Myths and storytelling are frequently used to contextualise the technological content, and the historical aspect of technology is largely present since connections between older and newer technological solutions are made. Technological knowledge, activities and specific artefacts are not only attributed a practical value, but also given a symbolic value, since a common knowledge base in Technology contributes to strengthening the children’s cultural identity.

  • 194.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Boström, Johan
    Department of Physics and Electrical Engineering, Linnaeus University, Växjö, Sweden.
    Technology in children’s picture books as an agent for reinforcing or challenging traditional gender stereotypes2019In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-13Article in journal (Refereed)
    Abstract [en]

    Technology is a field with strong connections to the female/male dichotomy. Children start to stereotype everyday life regarding this dichotomy as early as the age of two. The preschool, through its activities—among them reading aloud from picture books—is an arena where societal norms can be either preserved or challenged. Books about different artefacts, e.g. cars, airplanes and boats, often serve as an introduction for children about the human application of technology and may influence how they identify and categorise the technology they encounter in everyday life. The aim of this study was to investigate the technological content in a selection of picture books from a gender perspective. Since preschools in Sweden often use books from libraries in their daily activities, the empirical material was derived from the library sections Facts for youngsters and Technology for youngsters, aimed at children aged 1–3 and 3–6. A thematic analysis was used to discover the dominant themes within the books. The results show that there is a focus on how separate artefacts function but no detailed explanation of how these artefacts are connected or what kind of implications they have in a societal context. There also seems to be an emphasis on traditionally masculine coded technology.

  • 195.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Barnlitteratur och bokpraktiker i fritidshem2019In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Maria Simonsson och Lina Söderman Lago, Lund: Studentlitteratur AB, 2019, p. 185-214Chapter in book (Other academic)
  • 196.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Stolpe, Karin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?2019In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 39-47Conference paper (Refereed)
    Abstract [en]

    In 2017, the Swedish government decided on a new national strategy for digitalisation of the school system. The strategy resulted in a revision of the curricula for Swedish preschool in order to strengthen digitalisation. Although programming is not explicitly mentioned in the curriculum, programming and robots have become a more common feature of preschool teaching. There are intervention studies showing that children can develop programming skills and conceptions. However, studies of programming from a technology education perspective are rare, and there is a need for further research. This study aims to investigate how programming in a preschool context and what the teachers and children do. This study focuses on the interaction between children, teachers and technology. The programming activities in preschool are not a separate activity, but part of a wider context, hence we adapt a sociocultural perspective. The empirical data consist of two group interviews with preschool teachers and one video-recorded programming activity with children aged 4-5 years and their teachers. The data material was analysed using a thematic content analysis to inductively search for patterns in the actions and methods used by teachers and children. This study shows that four aspects of programming were communicated: instructions, sequences, bugs, and language. Moreover, the relationship between humans and the technological artefacts was characterized in three different ways: technology as I) anthropomorphic, II) gender coded, and III) autonomous or non-autonomous. Thus, the programming activities and robot were incorporated in a wider context. Technology (the robot) became a tool to achieve several learning objectives. The technology was not the main focus; the overall message constructed in this teaching setting is that the human controls and uses the technology to achieve specific purposes.

  • 197.
    Axelsdottir, Frida
    Södertörn University, Teacher Education.
    "Det är min kropp och jag säger faktiskt stopp!": En kvalitativ studie om pedagogers beskrivning av sitt arbete och betydelse med barns integritet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how pre-school educators relate to the work on children’s integrity and how educators describe their didactic work on the integrity of children in pre-school. The purpose of the study is to get a better understanding of how educators teach children integrity in pre-school.

    Through interviews with educators who work actively with the children in preschool, it showed how the educators described their work with children's integrity. The result showed that the educators work to teach children the integrity but in different ways. Educators are aware that children need to learn integrity but the knowledge about how to teach the children integrity is not there yet. 

    With good communication and interaction with the children, educators can show the children how to show respect towards themselves and each other and how to be a good friend in pre-school.

    With this study, the idea is to contribute knowledge and awareness about how teachers in pre-school can work with children´s integrity and for the children to learn to respect their body and other bodies.

     

  • 198.
    Axelsson, Anton
    et al.
    Lund University Cognitive Science.
    Anderberg, Erik
    Lund University Cognitive Science.
    Haake, Magnus
    Lund University Cognitive Science.
    Can preschoolers profit from a teachable agent based play-and-learn game in mathematics?2013In: Artificial Intelligence in Education: 16th International Conference, AIED 2013, Memphis, TN, USA, July 9-13, 2013. Proceedings / [ed] H. C. Lane, K. Yacef, J. Mostow & P. Pavlik, Springer Berlin/Heidelberg, 2013, Vol. 7926 LNAI, p. 289-298Conference paper (Refereed)
    Abstract [en]

    A large number of studies carried out on pupils aged 8-14 have shown that teachable agent (TA) based games are beneficial for learning. The present pioneering study aimed to initiate research looking at whether TA based games can be used as far down as preschool age. Around the age of four, theory of mind (ToM) is under development and it is not unlikely that a fully developed ToM is necessary to benefit from a TA’s socially engaging characteristics. 10 preschool children participated in an experiment of playing a mathematics game. The participants playing a TA-version of the game engaged socially with the TA and were not disturbed by his presence. Thus, this study unveils exciting possibilities for further research of the hypothesised educational benefits in store for preschoolers with regard to play-and-learn games employing TAs. 

  • 199.
    Axelsson, Anton
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Andersson, Richard
    IT Univ Copenhagen, Eye Informat Grp, Copenhagen, Denmark; Lund Univ, Lund Univ Cognit Sci, S-22100 Lund, Sweden.
    Gulz, Agneta
    Lund Univ, Lund Univ Cognit Sci, S-22100 Lund, Sweden; Linkoping Univ, Dept Comp & Informat Sci, Cognit & Interact Res Grp, S-58183 Linkoping, Sweden.
    Scaffolding executive function capabilities via play-&-learn software for preschoolers2016In: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 108, no 7, p. 969-981Article in journal (Refereed)
    Abstract [en]

    Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present article investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children. The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9-6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pretest, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a noncontextual standardized test. The results further indicate gender differences in the development of these capabilities.

  • 200.
    Axelsson, Christer
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Herrera, Maria Jimenez
    Bång, Angela
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    How the context of ambulance care influences learning to become a specialist ambulance nurse a Swedish perspective.2015In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793Article in journal (Refereed)
    Abstract [en]

    OBJECTIVES: Ambulance emergency care is multifaceted with extraordinary challenges to implement accurate assessment and care. A clinical learning environment providing opportunities for mastering these essential skills is a key component in ensuring that prehospital emergency nurse (PEN) students acquire the necessary clinical competence.

    AIM: The aim is to understand how PEN students experience their clinically based training, focusing on their learning process.

    METHOD: We applied content analysis with its qualitative method to our material that consisted of three reflections each by 28 PEN students over their learning process during their 8weeks of clinical ambulance practice. The research was carried out at the Center for Prehospital Care, University of Borås, Sweden.

    RESULTS: The broad spectrum of ambulance assignments seems to awaken great uncertainty and excessive respect in the students. Student vulnerability appears to decrease when the clinical supervisor behaves calmly, knowledgeably, confidently and reflectively. Early traumatic incidents on the other hand may increase the students' anxiety. Each student is offered a unique opportunity to learn how to approach patients and relatives in their own environments, and likewise an opportunity to gather information for assessment. Infrequency of missions seems to make PEN students less active in their student role, thereby preventing them from availing themselves of potential learning situations. Fatigue and hunger due to lack of breaks or long periods of transportation also inhibit learning mode.

    CONCLUSION: Our findings suggest the need for appraisal of the significance of the clinical supervisor, the ambulance environment, and student vulnerability. The broad spectrum of conditions in combination with infrequent assignments make simulation necessary. However, the unique possibilities provided for meeting patients and relatives in their own environments offer the PEN student excellent opportunities for learning how to make assessments.

1234567 151 - 200 of 3010
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf