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  • 8201.
    Wibaeus, Ylva
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Blivande historielärares förståelse av mångfaldsfrågor i ett historiedidaktiskt perspektiv2008In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 27-54Article in journal (Refereed)
    Abstract [en]

    Since the mid-1990’s Sweden is officially spoken of as a multicultural society where diversity should be accepted as a natural part of everyday life. Gender, class and ethnicity are important aspects of this diversity within different contexts of society, where the national framework and its goals are transformed into local practice. One of these local practices is the classroom in which the teacher interacts with the pupils from a specific school subject/content. Within teacher education it is stressed that teacher students should be prepared for work in a multicultural school, and be able to prepare their pupils for life in a diverse and plural society. But it is not obvious how these competences can be transformed into teaching. One of the things emphasized in the syllabus of history as a school subject, is that history should contribute to educate pupils into democratic, solidary and tolerant citizens, abilities that are assumed to be of importance in a society characterized by diversity. How this should be done is not expressed, but being a history teacher implies interpreting the syllabus and realizing its goals. One can assume that this is one of the things discussed in teacher education with the teacher students in history. In this study I investigate, if and how, aspects of diversity (gender, class and ethnicity) are understood by history teacher students. This includes both which aspects that are stressed and how they are understood from the perspective of teaching history. A qualitative method with a hermeneutic approach has been applied in analysing the data.

  • 8202.
    Wibaeus, Ylva
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Vems historia för vem?: Ett historiedidaktiskt perspektiv på mångfald2008In: Uppdrag mångfald: Lärarutbildning i omvandling / [ed] Marie Carlson & Annika Rabo, Umeå: Borea , 2008, 1, p. 125-160Chapter in book (Other academic)
  • 8203.
    Wiberg-Bocek, Nicholas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Olsen, Hampus
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Lärares och elevers syn på läroboksarbete och problemlösning i matematikundervisningen2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning är att söka svar på hur lärare och elever ser på läroboksarbete samt problemlösning i matematik i årskurs 4-6. Undersökningen kommer därför att fokusera på vilka för- och nackdelar som lärare och elever i arbete med läroboksarbete samt problemlösning. I kapitlet bakgrund presenteras tidigare forskning vad gäller läroboksarbete och problemlösning. De teorier som tas med där är till hjälp för att definiera denna undersöknings bakgrund. Den data som samlats in har samlats in med hjälp av semistrukturerade intervjuer. Respondenterna var 3 lärare och 7 elever. I metodkapitlet redogörs tydligare vilken metod vi valt och hur vår insamling har gått till. Resultatet i vår undersökning visar att det finns för- och nackdelar med både läroboksarbete och problemlösning. Det viktigaste är inte att använda det ena eller det andra, istället visar resultatet att det viktiga är hur man använder arbetssätten. En kombination av de båda, sett till individens bästa, är att föredra.

  • 8204.
    Wiblom, Jonna
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Developing Students’ Critical Reasoning About Online Health Information‬: a Capabilities Approach‬2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed)
    Abstract [en]

    The internet has become a main source for health-related information retrieval. In addition to information published by medical experts, individuals share their personal experiences and narratives on blogs and social media platforms. Our increasing need to confront and make meaning of various sources and conflicting health information has challenged the way critical reasoning has become relevant in science education. This study addresses how the opportunities for students to develop and practice their capabilities to critically approach online health information can be created in science education. Together with two upper secondary biology teachers, we carried out a design-based study. The participating students were given an online retrieval task that included a search and evaluation of health-related online sources. After a few lessons, the students were introduced to an evaluation tool designed to support critical evaluation of health information online. Using qualitative content analysis, four themes could be discerned in the audio and video recordings of student interactions when engaging with the task. Each theme illustrates the different ways in which critical reasoning became practiced in the student groups. Without using the evaluation tool, the students struggled to overview the vast amount of information and negotiate trustworthiness. Guided by the evaluation tool, critical reasoning was practiced to handle source subjectivity and to sift out scientific information only. Rather than a generic skill and transferable across contexts, students’ critical reasoning became conditioned by the multi-dimensional nature of health issues, the blend of various contexts and the shift of purpose constituted by the students.

  • 8205.
    Wiblom, Jonna
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Exploring web design principles for joint meaning-making in health-related issues2014Conference paper (Refereed)
    Abstract [en]

    Beginning with an overview of different aspects of scientific literacy in relation to an expanding media landscape, this poster proposes a broader definition of the concept of scientific literacy, also including scientific media literacy. The aim of the poster is to formulate and test a number of design principles for creating meaningful online learning situations in science education relating to health-related issues. The principles are characterized by collaborative problem-solving, informal mentorship, online interactions and working with as authentic and up to date topics as possible, e.g. socio-scientific issues. Through the joint creation of a web-based platform for participation in health-related reasoning, both Swedish upper secondary students and their science teachers are involved in the meaning-making process. Data will consist of audio recordings of students’ reasoning during media production, uploads on the website (e.g. texts, images and wiki-threads) dealing with health-related dilemmas. The results from a pilot study will be presented and discussed, focusing on an evaluation of the design principles.  

  • 8206.
    Wickenberg, Per
    Lunds universitet.
    En ny och stor utmaning för högskolorna: skall främja en hållbar utveckling2007In: Eskilsson, Olle, Redfors, Andreas (red.), Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, p. 67-73Conference paper (Other academic)
  • 8207.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    A comparison between practical epistemology analysis and some schools in French didactics2012In: Education & Didactique, ISSN 1956-3485, Vol. 6, no 2, p. 145-159Article in journal (Refereed)
  • 8208.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action2007Conference paper (Refereed)
  • 8209.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Aesthetic learning2012In: Encyclopedia of the Sciences of Learning / [ed] Seel, N.M., New York: Springer, 2012, p. 160-163Chapter in book (Refereed)
  • 8210.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Back to the Drawing Board: Examining the Philosophical Foundations of Educational Research on Aesthetics and Emotions2017In: Exploring Emotions, Aesthetics and Wellbeing in Science Education Research / [ed] Alberto Bellocchi, Cassie Quigley, Kathrin Otrel-Cass, Cham: Springer, 2017, p. 9-37Chapter in book (Refereed)
    Abstract [en]

    This chapter examines assumptions about emotions and aesthetics in science education research as well as in psychology and neurophysiology more generally. I demonstrate how certain conceptual distinctions typically are taken for granted, outlining the consequences these distinctions have for methodologies, and consider what can be discerned through research in these fields. Much of this research relies on a conception of emotion and aesthetics as mental states and as part of inner causal law-bound processes. The origin of these notions is traced to Western analytic philosophy and its historical roots of approaching meaning as objective certainty. Analytic assumptions are contrasted to alternative more synthetic philosophical schools, which have a more empirical approach to examining the continuity and roles of aesthetics and emotions as people proceed with their situated undertakings. The chapter concludes with an exposé of science education research that has begun to adopt synthetic approaches to examine the role of emotion and aesthetics.

  • 8211.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didactics and didactic models in science education2018Conference paper (Other academic)
    Abstract [en]

    Per-Olof Wickman gives a methodological account of a central research field in the European didactics tradition, namely didactic modelling, analysis and design. He will review what didactic models are, how they can be produced through didactic modelling and how didactic models can be used for analysing teaching and learning and for educational designs. He will also explain the importance of mangling models with teachers and the importance of documenting exemplars of model use. Examples of didactics models in science education are given throughout in the presentation.

  • 8212.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didaktik: Lärares professionsvetenskap2015Conference paper (Other (popular science, discussion, etc.))
  • 8213.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didaktik: Lärares vetenskap2015Conference paper (Other academic)
  • 8214.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    En pragmatisk didaktik2014In: Lärande i handling: En pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård och Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, p. 17-24Chapter in book (Other academic)
  • 8215.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    How can conceptual schemes change teaching?2012In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 7, no 1, p. 129-136Article in journal (Refereed)
    Abstract [en]

    Lundqvist, Almqvist and Östman describe a teacher’s manner of teaching and the possible consequences it may have for students’ meaning making. In doing this the article examines a teacher’s classroom practice by systematizing the teacher’s transactions with the students in terms of certain conceptual schemes, namely the epistemological moves, educational philosophies and the selective traditions of this practice. In connection to their study one may ask how conceptual schemes could change teaching. This article examines how the relationship of the conceptual schemes produced by educational researchers to educational praxis has developed from the middle of the last century to today. The relationship is described as having been transformed in three steps: (1) teacher deficit and social engineering, where conceptual schemes are little acknowledged, (2) reflecting practitioners, where conceptual schemes are mangled through teacher practice to aid the choices of already knowledgeable teachers, and (3) the mangling of the conceptual schemes by researchers through practice with the purpose of revising theory.

  • 8216.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Klassrumsdesign: att organisera ett klassrum2018In: Att bli lärare / [ed] Eva Insulander, Staffan Selander, Stockholm: Liber, 2018, 1, p. 46-50Chapter in book (Other (popular science, discussion, etc.))
  • 8217.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    L'expérience esthétique dans l'enseignement des sciences: Apprentissage et production de sens comme discours situé et action2012Book (Other academic)
  • 8218.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    NTA – a Swedish school programme for science and technology2007In: Didactics of Science Today and Tomorrow: Proceedings of International Scientific Conference, 15-16 March, 2007 / [ed] J. Gedrovics, G. Praulite, A. Voitkans, Riga: RPIVA , 2007, p. 206-210Conference paper (Other academic)
  • 8219.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Teaching learning progressions: An international perspective2015Conference paper (Other academic)
  • 8220.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Using pragmatism to develop didactics in Sweden2012In: Zeitschrift für Erziehungswissenschaft, ISSN 1434-663X, E-ISSN 1862-5215, Vol. 15, no 3, p. 483-501Article in journal (Refereed)
    Abstract [en]

    This paper reviews how pragmatism has been adopted as a systematic grounding for didactics in Sweden. The approach is action-oriented and emphasises the communicative activities that occur in educational settings. Four methodological components are described: (1) the empirical method of inquiry, the notions of (2) selective traditions and (3) organising purposes, and (4) practical epistemology analysis. Together, these tools can be employed for planning, assessing and analysing the choices teachers make regarding methods and the content of teaching. They have been purposely developed to support teaching and learning in terms of the interactions encountered by teachers in exercising their profession. The units of analysis concern activities and how they are conducive to the purposes of lessons.

  • 8221.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Anderhag, Per
    How can teachers notice and develop students’ interest in science?2018Conference paper (Other academic)
  • 8222.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didaktik och didaktiska modeller för undervisning i naturvetenskapliga ämnen2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 239-249Article in journal (Refereed)
    Abstract [en]

    Didactics and didactic models in science education

    This article reviews what didactic models are, how they can be produced through didactic modelling and how didactic models can be used for analyses of teaching and learning and for educational designs. The article is as an introduction to this Nordina special issue on didactic models and didactic modelling in science education research.

  • 8223.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Piqueras, Jesús
    Transforming epistemic practices in science education: Contribution to the symposium Teaching and/as epistemic practice2013Conference paper (Refereed)
  • 8224.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Estetiska lärprocesser i naturvetenskap: att behandla en förgiftning.2009In: Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer / [ed] Fredrik Lindstrand och Staffan Selander, Lund: Studentlitteratur , 2009, 1, p. 127-152Chapter in book (Other academic)
  • 8225.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Taste and aesthetics in science education2014Conference paper (Other academic)
    Abstract [en]

    We present the result of more than ten years of research transforming John Dewey’s writings into operational concepts that can be used to study empirically how education influences students’ interest and learning in school. Here we report results from science education on how (1) aesthetic experience and its continuity with learning and participation can be studied in classrooms, (2) such studies can be employed to meliorate school practice, and (3) this conceptual apparatus has been employed to study the formation of taste and interest in classrooms beyond that which students accrued because of their home background. To support the theoretical basis of these studies they also draw on Ludwig Wittgenstein’s philosophical investigations into language and Pierre Bourdieu’s macro-sociological studies of French society. The validity of this perhaps surprising combination of scholars will be supported pragmatically by how their methodological and conceptual developments can be made continuous for the purpose of better coping with (1)–(3).

  • 8226.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Johansson, Annie-Maj
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Organizing purposes to support students' semiosis and science learning2012Conference paper (Other academic)
  • 8227.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Kindenberg, Björn
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Didaktiken är lärarnas egen vetenskap2017In: Skola & samhälle, ISSN 2001-6727, no 9 novemberArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det finns idag inget särskilt språkbruk, som visar att lärares kunskaper vilar på en gemensam vetenskaplig grund. Därför behövs didaktiken – lärarnas egen vetenskap.

  • 8228.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Liberg, Caroline
    Östman, Leif
    Transcending science: Scientific literacy and Bildung for the 21st century2012In: Science Education Research and Practice in Europe / [ed] Jorde, D. & Dillon, J., Rotterdam: Sense Publishers, 2012, p. 39-61Chapter in book (Refereed)
  • 8229.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Molander, Bengt-Olov
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Zhao, Z
    Zhao, R
    Hu, J
    Science curriculum reform in China and Sweden: Comparing implementation of scientific literacy through inquiry based learning2012Book (Other academic)
  • 8230.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Olin, Anette
    How may a teacher's professional discipline be supported? Findings from professional development 2015Conference paper (Refereed)
  • 8231.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Persson, Hans
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Naturvetenskap och naturorienterande ämnen i grundskolan: En ämnesdidaktisk vägledning2009 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 8232.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Piqueras, Jesús
    Hamza, Karim
    Angelin, Marcus
    How researchers can support teacher change: lessons from Swedish secondary school2014Conference paper (Refereed)
    Abstract [en]

    In this presentation we show how contributions of researchers sustained teacher change in a professional development program in a Swedish secondary school. The program was part of a research project on how science education research can support science teachers’ day-to-day work with inquiry-based learning. We collected video data from thirteen meetings between researchers and teachers during three teaching cycles. We video recorded all lessons. For analysis we employed Clarke and Hollingsworth’s model of teacher professional growth. Here, we focus on how the researchers supported teachers’ changed PCK and practice through (a) explicit commitments regarding the consequences of employing the research based knowledge and (b) providing the teachers with thorough analyses and attendant concrete suggestions for how to change practice on the basis of this knowledge. These commitments on the researchers’ part resulted in distinct teacher change, observable as the teachers (1) were acknowledging salient outcomes of the researchers’ contributions, (2) took over the terminology of the researchers, and (3) consistently began to employ the associated concepts in their own planning, in talk with the researchers as well as in artifacts such as planning documents. Results have implications for understanding the role of researchers in professional development.

  • 8233.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Östman, Leif
    A pragmatic approach to didactic  modelling and analysis2014Conference paper (Refereed)
    Abstract [en]

    The methodological approach to Didactics adopted here is grounded in pragmatism. It is action-oriented and emphasizes learning as the transformation of habits as it occurs in educational settings. Four methodological components have been developed to model the didactic situations and support analysis: (1) the empirical method of inquiry, the notions of (2) selective traditions and (3) organizing purposes, and (4) practical epistemology analysis. Together these tools can be employed for planning, assessing and analyzing the choices of teachers’ regarding methods and content of teaching. They have been systematically developed to support teaching and learning in terms of transactions as encountered by teachers in exercising their profession. The units of analysis concern activities and how they are conducive to the purposes of lessons.

  • 8234.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Östman, Leif
    Uppsala universitet.
    Att göra lärandet synligt2014In: Lärande i handling: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård och Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, p. 37-46Chapter in book (Other academic)
  • 8235.
    Wickman, Per-Olof
    et al.
    Stockholms universitet.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Practical Epistemology Analysis: Introducing the approach2008Conference paper (Refereed)
  • 8236.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Östman, Leif
    Uppsala universitet.
    Practical Epistemology Analysis: Introducing the approach2008Conference paper (Refereed)
  • 8237.
    Wickman, Per-Olof
    et al.
    Stockholms universitet.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hamza, Karim
    Stockholms universitet.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Practical Epistemology Analysis: Cognitive learning2008Conference paper (Refereed)
  • 8238.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Östman, Leif
    Uppsala universitet.
    Almqvist, Jonas
    Uppsala universitet.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lidar, Malena
    Uppsala universitet.
    Lundqvist, Eva
    Uppsala universitet.
    Practical Epistemology Analysis: Cognitive learning2008Conference paper (Refereed)
  • 8239.
    Widequist, Madelene
    Mälardalen University, School of Education, Culture and Communication.
    Lärares och elevers målspråksanvändning i det spanska språkklassrummet2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur mycket läraren respektive eleverna använder målspråket i ämnet spanska, steg 1 på gymnasiet, samt undersöka om och i så fall hur lärarens målspråksanvändning påverkar eleverna på en nybörjarnivå i språket. Studien har utförts på två gymnasieskolor med hjälp av observationer och intervjuer av de observerade lärarna samt av elever ur varje klass. Resultaten visar att lärarna använde en väldigt liten del av sin taltid på målspråket, endast 6 %. Eleverna däremot talade mer av sin taltid på målspråket, 54 %. Men det språk som talades på målspråket var ingalunda fritt producerat, utan eleverna använde endast målspråket till att besvara lärarens faktabaserade frågor eller vid styrda kommunikativa övningar. I denna studie fann jag inga direkta kopplingar mellan lärarens och elevernas målspråksanvändning mer än att endast faktabaserat tal på målspråket förekom, från såväl lärare som elever. Även om mina resultat inte visade på några samband mellan lärarens och elevernas målspråksanvändning, står jag fast vid min övertygelse om att ett ökat användande av målspråket från läraren kommer öka elevernas användning av målspråket, vilket även styrks av flertalet språkforskare. 

  • 8240.
    Widerberg, Elsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ju mer vi är tillsammans: En fallstudie av ett inkluderingsprojekt.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats ämnar undersöka vilket förhållningssätt pedagoger och skolledning har till att inkludera elever med diagnos inom Autismspektrumtillstånd samt andra i skolsvårigheter i en vanlig högstadieklass och vilka de eventuella framgångsfaktorerna och fallgroparna är. Studien har genomförts på en högstadieskola där man valt att inkludera nio elever, varav fyra med AST-diagnos, som befinner sig i olika former av skolsvårigheter i en klass och förstärka denna klass med en assistent och en specialpedagog. Studien är en fallstudie och metoden som använts i studien är kvalitativa intervjuer av inblandad personal. Som bakgrundsmaterial har jag även tagit del av dokumentation i form av projektplan och verksamhetsberättelse. Vad gäller organisation pekar resultaten på att tydlig styrning och målbeskrivning är av vikt, samt att det finns risker med att liknande satsningar görs i projektform då man lätt koncentrerar behoven i en och samma klass vilket innebär att denna kan ses som avvikande. Projektformen innebär även att det uppstår en risk att övrig personal uppfattar inkludering som ett undantag från den ordinarie verksamheten. De resurser som krävs för att verksamheten ska lyckas utges bland annat vara tid till reflektion och utvärdering, individuella anpassningar samt extra personalresurser i klassrummet.

  • 8241.
    Widfors Hultqvist, Hanna
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Sandström, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Sökande efter meningspotential-en studie om iPad i förskolan2014Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att ta del av förskollärares tankar om vad som händer när en ny potentiell resurs kommer in i förskolan. iPad är något som nyligen gjort inträde i förskolan och det är iPad som potentiell resurs som denna studie handlar om. Vi har gjort kvalitativa intervjuer med sju förskollärare som alla på något sätt jobbar med iPads i sin verksamhet. Det har framkommit i resultatet att förskollärarna på olika sätt försöker anpassa iPaden efter den verksamhet de redan har. Läroplanen, förskolornas profil och aktuella diskurser påverkar hur förskollärare formar den nya resursen. 

  • 8242.
    Widnemark, Linn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Hur gymnasieelevers världsbild påverkas av erfarenheter från skolans geografiundervisning, egna resande och inflytande från populärkultur2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte är att ta reda på hur gymnasieelevernas världsbild påverkas av erfarenheterna som erhålls genom det egna resandet, skolans geografiundervisning samt populärkulturens påverkan på elevernas uppfattning av världen. Med hjälp av följande tre frågeställningar har syftet uppfyllts. Vad beskriver eleverna att de lärt sig av skolans geografiundervisning? Hur framträder erfarenheter från egna resor i ungdomars världsbild? På vilket sätt påverkas ungdomars världsbild av inflytandet från populärkultur? 

    Studien kommer delvis använda samt utgå från tidigare forskning som har gjorts inom ämnet för att sedan kombinera detta med en egen kvalitativ studie med semistrukturerade intervjuer som har gjorts med tre gymnasieelever. Resultatet redogörs sedan genom en tematisk analys.

    Tidigare forskning inom geografididaktik påvisar att populärkulturella fenomen som TV, film, populärmusik och internet är viktiga element i elevers lärande. Genom att integrera dessa element i lärandet och klassrummet skapar man förutsättning för lärande genom en teori som kallas kulturpedagogik (Morgan 2010. s. 294). 

    Undersökningens resultat bekräftar likheter med den tidigare forskningen som har gjorts inom ämnet om hur elevernas världsbild och uppfattning om världen påverkas av skolans geografiundervisning, det egna resandet samt populärkulturen. Några av undersökningens resultat visar att ungdomarna har sämre kunskap om länder som media rapporterar mindre om och av svaren framgår också att respondenterna menar att det främst är en negativ bild som massmedia förmedlar om länder i Afrika. Länder och världsdelar som ungdomarna hade mest kunskap om var platser som de bor eller har bott i, semestrat i eller som de mött genom olika populärkulturella element som tv, internet eller sport. 

     

  • 8243.
    Wiederholm, Tomas
    Mälardalen University, School of Education, Culture and Communication.
    En fenomenografisk studie om hur gymnasielärare i historia uppfattar internets påverkan på undervisningen2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I föreliggande studie undersöks hur en grupp gymnasielärare i historia uppfattar att internet har påverkat deras undervisning. Skolans digitalisering och tillgången till internet som ett ständigt närvarande medium är något som accelererat och på olika sätt kommit att påverka skolan och lärares yrkesutövning. Studien är gjort med en metodologisk utgångspunkt i fenomenografin, där syftet är att åskådliggöra hur lärare själva uppfattar att internet påverkar viktiga delar inom historieundervisningen. Historiedidaktiskt har lärares uppfattningar om historieundervisning tidigare undersökts, men historielärares uppfattningar om digitalisering och internets påverkan på historieundervisningen är däremot inget som tidigare beforskats i någon större omfattning. Därför kan den här studien betraktas som något av en pilotstudie på området. Tidigare forskning kring IKT och digitalisering av skolan har bland annat studerat implementering av En-till-en system och IKT, samt visat på ett gap mellan politiker och beslutsfattares intentioner med digitalisering och IKT implementering och lärares upplevelser av förändringarna. I syfte att belysa en grupp historielärares uppfattningar och fånga de variationer som framträder inom dessa, med utgångspunkt i fenomenografin har samtalsintervjuer använts för datainsamling. Frågorna har varit utformade från en semistrukturerad modell och databearbetningen har gjorts genom en ordagrann transkribering av intervjumaterialet. Studien visar att internet är ett fenomen som alla de intervjuade lärarna upplever sig berörda av på olika sätt i historieundervisningen, ett fenomen de har att förhålla sig till. Variationer i uppfattningar framträder, där för- och nackdelar uppfattas på olika sätt och där lärarna har skiftande uppfattningar beträffande huruvida elevers historieuppfattningar påverkas av internet. En majoritet av de intervjuade lärarna upplever också att deras användning av internet ökat markant över tid. Slutsatser som kan dras är att det finns en ambivalens i uppfattningarna av internets påverkan på historieundervisningen, vilket också är något som får visst stöd i tidigare forskning. I ett längre tidsperspektiv får digitalisering och internet som medium ännu sägas vara ett förhållandevis nytt fenomen, därför kan detta mycket väl påverka lärarnas uppfattningar kring detta. Jag anser därför att det finns ett intresse för forskningen att fortsätta att studera hur digitalisering och internet uppfattas i skolan och hur dessa fenomen påverkar skolan och skolans verksamhet, inte minst historieundervisningen.

  • 8244.
    Wieland, Richard
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att först, göra sig förstådd och bli lyssnad på: Fyra elevers berättelser om andraspråksundervisning och upplevelsen av inkludering2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens centrala syftet är att undersöka elevers upplevelse av inkludering. I intervjuer har fyra elever fått berätta om sina upplevelser av ämnet svenska som andraspråk och hur ämnet och mötet med den svenska skolan har fått dem att uppleva sig inkluderade eller exkluderade. Viktigast för studien är frågeställningen: ”Vad får eleverna att uppleva sig inkluderade”. Svaret på denna fråga sammanfattas av studiens titel: Att förstå, göra sig förstådd och bli lyssnad på. Viktigt för eleverna var också att få visa vad de var bra på.

    Resultatet av intervjuerna diskuteras utifrån aktuell forskning och jämförs med resultat från en avhandling av Ann-Christine Torpsten: Erbjudet och upplevt lärande i möte med svenska som andraspråk och svensk skola. Torpstens avhandling gav röst åt tre olika elever som berättade om sina upplevelser av svenska som andraspråk, ett ämne som de i motsats till denna studies informanter upplevde som ett åtskillnadsämne. Även om de båda studierna på ytan verkar motsäga varandra är resultaten dock entydiga: för att uppleva sig inkluderade måste eleverna känna att de förstår, blir lyssnade på och får en chans att visa vad de går för. Detta var något som framkom i båda studierna.

     

  • 8245.
    Wieland, Richard
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Musikens svårfångade nytta: En läroplansteoretisk och narrativ studie av olika nyttodiskurser i musikämnet2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker olika nyttodiskurser i kursplanerna i musik från Lgr 62 till Lgr 11. Kursplanerna läses och analyseras diskursivt och resultaten diskuteras sedan inom ramen för en läroplansteoretisk tradition. Läroplansanalysen kompletteras med fem lärares livsberättelser och tankar kring musikämnets nytta.

         Det enskilt viktigaste resultatet i föreliggande studie är konstaterandet om avsaknad av nyttodiskurs i Lgr 11 och hur musikämnets legitimitet då kan komma att ifrågasättas trots en kursplan som i sig beskriver ett ämne med starkt egenvärde. Detta värde gäller dock inte alla elever utan ämnets beskrivs som något som betyder olika för oss var och en.

  • 8246.
    Wieweg Hammar, Ricko
    Örebro University, School of Humanities, Education and Social Sciences.
    Framgång i matte: En fråga om bakgrund?2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 8247.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A method for analyzing learning outcomes in project courses2010In: Proc. 40th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2010, p. T4H-1-2Conference paper (Refereed)
  • 8248.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Unwinding processes in Computer Science student projects2008Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis investigates computer science student projects and some of the processes involved in the running of such projects. The reason for this investigation is that there are some interesting claims concerning the use of projects as learning approach. For example, they are supposed to give an extra challenge to the students and prepare them for working life, by adding known development methods from industry the sense of reality is emphasized, and involving industry partners as mock clients also increases the feeling of reality, but still unclear if these features contribute to the students' learning and what can be done to increase the potential for learning. There are thus interesting pedagogical challenges with computer science student projects. There is a need to better understand the effects on learning outcomes as a function of how a student project is designed. The focus in this thesis is on the effects of role taking in the project groups, work allocation, and goal setting in student projects.

    In this thesis, three studies investigating different aspects of processes in computer science student projects are presented. A number of conclusions are drawn, which serve as a starting point for further research.

    The first study investigates how power is distributed within a group of students in a full semester computer science project course. Perceived competence of fellow students contributes to personal influence in the student project groups, and three qualitatively different ways of experiencing competence among other students have been identified.

    The second study investigates experiences of the process of decision-making in a full semester computer science project course. Six categories describing the experience of decision-making have been identified spanning from the experience of decision-making in individual decisions too small and unimportant to handle by anyone else than the individual to the experience of decision-making as a democratic process involving both the full group and the context in which the group acts.

    The third study investigates Swedish engineering students' conceptions of engineering, where dealing with problems and their solutions and creativity are identified as core concepts. Subject concepts, as math, and physics do not appear in any top position. "Math", for example, accounts for only five percent of the total mentioned engineering terms. "Physics", the second highest ranked subject term, only accounts for circa 1 percent.

    By combining the results from the three studies, four central areas of general interest for designing and running student projects have been identified. These four features are: 1) the mechanism for work allocation; 2) students connection to external stakeholders; 3) focus on result or process; and 4) level of freedom in the project task. These four features are related to the results from the three studies in this thesis. The thesis is concluded by proposing an analytical framework based on those four features. The intention with the framework is to provide a useful tool for the analysis and development of future computer science student projects.

  • 8249.
    Wiggberg, Mattias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Dalenius, Peter
    Bridges and problem solving: Swedish engineering students' conceptions of engineering in 20072009In: Proc. 1st International Conference on Computer Supported Education: Volume 2 / [ed] Cordeiro J, Shishkov B, Verbraeck A, Helfert M, Institute for Systems and Technologies of Information, Control and Communication , 2009, p. 5-12Conference paper (Refereed)
    Abstract [en]

    Swedish engineering students' conceptions of engineering is investigated by a large nation-wide study in ten Swedish higher education institutions. Based on data from surveys and interviews, categories and top-lists, a picture of students conceptions of engineering is presented.

    Students' conceptions of engineering, are somewhat divergent, but dealing with problems and their solutions and creativity are identified as core concepts. The survey data is in general more varied and deals with somewhat different kinds of terms. When explicitly asking for five engineering terms, as in the survey, a broader picture arises including terms, or concepts, denoting how students think of engineering and work in a more personal way. For example, words like hard work, stressful, challenging, interesting, and fun are used. On the other hand, it seems like the interviewed students tried to give more general answers that were not always connected to their personal experiences.

    Knowledge on students' conceptions of engineering is essential for practitioners in engineering education. By information on students' conceptions, the teaching can approach students at their particular mindset of the engineering field. Program managers with responsibility for design of engineering programs would also benefit using information on students' conceptions of engineering. Courses could be motivated and contextualized in order to connect with the students. Recruitment officers would also have an easier time marketing why people should chose the engineering track.

  • 8250.
    Wiggberg, Mattias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A method for analyzing learning outcomes in project courses2011In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 33, no 2, p. 73-78Article in journal (Refereed)
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