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  • 8251.
    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)
  • 8252.
    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.

  • 8253.
    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.

  • 8254.
    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)
  • 8255.
    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.
    Reflecting on running large scale student collaboration projects2008In: Proc. 38th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2008, p. 1464-1468Conference paper (Refereed)
  • 8256.
    Wikberg Nilsson, Åsa
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Normark, Jörgen
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Törlind, Peter
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Öhrling, Therese
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Experiences of educational reform: Implementation of cdio at industrial design engineering2017In: Proceedings of the 13th International CDIO Conference, University of Calgary, Calgary, Canada, June 18-­22, 2017, University of Calgary Press, 2017, Calgary: University of Calgary Press, 2017Conference paper (Refereed)
    Abstract [en]

    Luleå University of Technology (LTU) joined the CDIO initiative in 2015. The development of the MSc program Industrial Design Engineering (IDE) was one of LTU’s four test pilots of educational reform with support of the CDIO framework. The current educational reform comprises all CDIO standards, however some have been easier to implement than others. The results from the current CDIO-implementation are so far positive experiences from both faculty and students. While the program curriculum has been developed at a macro level, changes also impact the program objectives, teachers’ skills development, and students’ learning outcomes at a micro level where, for example, courses have been redesigned regarding teaching and learning activities, and assessments have been developed to include both formative and summative feedback to promote a deep learning approach. Great efforts have also been put into development of new learning environments, finalized in 2016. However, implementation of CDIO also deals with changing the educational culture, a work that takes more efforts and time than just one year. A success factor in the current implementation is the involvement of experienced CDIO-implementers that have inspired, motivated and coached the IDE faculty in re-designing the program. 

  • 8257.
    Wikland, Hanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Interaktioner som stöttning av elevers talspråkliga färdigheter: En intervjustudie om lärares och elevers uppfattningar2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie syftar till att undersöka en lärares och dennes elevers uppfattningar om hur interaktioner i klassrummet mellan läraren och eleverna i årskurs tre stöttar utvecklingen av elevernas talspråkliga färdigheter. Studiens material består av en lärarintervju och sex elevintervjuer. Materialet analyseras med hjälp av en innehållsanalys och tolkas utifrån ett sociokulturellt perspektiv på lärande, med särskilt fokus på stöttning och proximal utvecklingszon. Resultaten visar att lärarens och elevernas uppfattningar både sammanstämmer och skiljer sig åt. I kategorierna begreppsanvändning, frågor och bekräftelse finns det både likheter och skillnader mellan läraren och eleverna, dock dominerar varken likheter eller skillnader. Kategorierna som utmärker sig mest är möjlighet till turtagande och stöttning. Det framkommer markanta likheter i lärarens och elevernas uppfattningar om vilka möjligheter eleverna ges till att interagera, t.ex. att alla elever får taltid. Gällande stöttning framträder det tydliga skillnader mellan läraren och eleverna. Medan läraren uppfattar att hon endast använder frågor för att stötta utvecklingen av elevernas talspråkliga färdigheter uppfattar eleverna även att läraren stöttar dem genom att visa, ge en ”hint”, förklara och läsa högt. Slutsatsen av studien är att lärare behöver ta del av elevers uppfattningar och infallsvinklar för att kunna skapa en förståelse för och en medvetenhet om deras synsätt, vilket i sin tur kan leda till att lärare kan individualisera sin undervisning med fokus på stöttning.

  • 8258.
    Wiklund-Engblom, Annika
    et al.
    1Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland.
    Björkell, Johanna
    Backa, Luzilla
    Wihersaari, Margareta
    Dimensions of Usability as a Base for Improving Distance Education: A Work-In-Progress DesignStudy2016In: Short Papers: The 5th International Conference on Designs for Learning, 2016, p. 91-97Conference paper (Other academic)
    Abstract [en]

    This educational design study investigates a Master’s Degree programme for engineers, in which athird of the programme is undertaken as online studies. The aim is to improve the efficiency andthe learning and teaching experiences of both students and lecturers by, for instance, reducingtechnical constraints and manifesting a new learning culture grounded in the affordances of digitaltools. The results from the first phase of the study show five dimensions of usability brought forthby participant interviews: technological, pedagogical, social, metareflective, and collegial.

  • 8259.
    Wikman, André
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Att tänka kreativt i matematik: Om hur olika resonemang uppmuntrar lärande2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Klassrummet är den plats lärare och elever tillsammans lär sig kunskaper om matematik. En viktig del i klassrummen är undervisningens matematikuppgifter, uppgifterna som skapar ett utmanande hinder och engagerar eleverna att sträva mot ett lärande. Denna studie sker i anslutning till LICR-projektet vid Umeå universitet och syftar till att öka förståelsen för relationen mellan elevers lärande och vilken resonemangstyp elever använder när de löser matematikuppgifter designade så att eleven använder antingen algoritmiskt- eller kreativt resonemang. Studien använder en jämförande analys för att beskriva datamaterialet. Empiriskt visar studien att elever som utför matematikuppgifterna som prövar algoritmiskt resonemang lyckas signifikant bättre under träning än elever som utför matematikuppgifter som prövar kreativt resonemang. Under test gäller motsatsen och elever som tränat med matematikuppgifter som prövar kreativt resonemang presterar bättre än de som prövats på algoritmiskt resonemang. Det finns ett samband mellan elevers lösningsfrekvens och deras kognitiva förmåga under test oavsett vilka matematikuppgifter de tränat på. 

  • 8260.
    Wikstrand, Greger
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    An Analysis of Success Factors for a Team-Project Software Development Course2006Conference paper (Refereed)
    Abstract [en]

    Team project courses are important elements in most Computer Science and Software Engineering programs. For many students, the team project course represents the only non-trivial software development experience before graduation. The team project should be used to introduce them to important project and process issues that otherwise are very difficult to teach. Sloppy documentation, poor project planning and tracking or ineective communication will eventually affect the teams and teach the students a important lessons for their future work.

    In this paper, we investigate how students select, carry out and complete their projects. The results show that students tend to select mainstream projects with good specifications and that certain project types are less suitable for the course. The results also show that process related deliverables are crucial to the final outcome of the projects. Among the hardest, but also most important, deliverables we find the project plan.

  • 8261.
    Wikström, Christina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Konsten att göra bra prov: vad lärare behöver veta om kunskapsmätningar2013Book (Other academic)
  • 8262.
    Wikström, Emma
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Matematiska kompetenser i lärargjorda prov på gymnasiet2011Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I detta arbete undersöks vilka kompetenser som testas i lärargjorda matematikprov i gymnasieskolan. Studien är gjord inom Matematik A, eftersom den nya kursplanen kom ut sommaren 2011 och de flesta lärarna har inte hunnit göra något prov inom Matematik 1 som den nya kursen heter. De kompetenser som används i denna studie är beskrivna av Palm, Bergqvist, Eriksson, Hellström och Häggström (2004). Studien är helt byggd på analys av proven från kompetenserna, vilket betyder att inga intervjuer, enkäter eller annat har gjorts. Först löstes alla uppgifter för att få en förståelse i vad uppgifterna testar. Sen kategoriserades uppgifterna med hjälp av texten i uppgiften och vad som krävdes för att lösa uppgifterna. Utifrån analysen av tjugo prov framkom att proven som lärarna gör innehåller långt ifrån alla kompetenser, samt att skillnaden mellan vilka kompetenser som prövas i de två områdena geometri och algebra inte var så stor. Slutligen visade det sig att det fanns en stor skillnad i vilka kompetenser som testades i G uppgifter respektive VG-MVG uppgifter.

  • 8263.
    Wiktorsson-Levi, Karin
    Karlstad University, Faculty of Arts and Education.
    Hamlet högt och lågt: En studie utav rim- och stilfigurer, stilnivå och semantik med didaktiskt perspektiv2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this rapport is to find out how different translations of Hamlet treat and approaches Shakespeares language. Ten translations from different times have been studied with focus on the monologue “To be or not to be”. The oldest translation in this work is from 1820 and the newest is from 2007. The analyses concern four different perspective, namely rhyme figures, imagery language, manner of stile and semantic. And the analyses have been done as comparisons. In the first matter, the rhyme figures, it shows how the oldest translation, by Olof Bjurbäck, for example is the one where sounds reiterate the most. And when it comes to the imagery language, the manner of stile and semantic it is the second newest translation, by Sture Pyk, that attracts most attention. And that is because the translator has a clear ambition, not only to modernise the language but also to create sensations.

     

    The first time while reading Hamlet the vitality of the language seemed astounding. Then a year after reading it for another time, but a different translation, the experience of the language differed. How come that the experiences of reading the same play translated by different persons diverged the way it did? New experiences of this drama led to insights and ideas of teaching literature. It is important to find out what kind of literature that will be stimulating and developing for each student. But, to make pupils attached to the old masterpieces of literature that we inheriting throughout time, one should also try to be aware of what divergences there is between different translations. There is a saying that “each time has its own Hamlet” and perhaps also each person has? The first impression is of great importance when it comes to create interest, curiosity and devotion. This work also contains didactic views that centre on questions like why it has relevance to teach/study Hamlet today and how it can be done.

     

  • 8264. Wilder, Jenny
    et al.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sweden2017In: The Praeger International Handbook of Special Education / [ed] Michael L Wehmeyer; James R Patton, Praeger , 2017, p. 104-118Chapter in book (Other academic)
  • 8265.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Digital Didaktisk Design: Att utveckla undervisning i och för en digitaliserad skola2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [sv]

    I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.

  • 8266.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 20162018In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 56, no 3, p. 315-343Article in journal (Refereed)
    Abstract [en]

    Technological Pedagogical and Content Knowledge (TPACK) has been introduced asa conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and has drawn much attention across the educational field. Yet, the framework has been criticized for not being practically useful, due to inaccurate and insufficient definitions. To better understand the critics and the usefulness of the framework, an investigation of how the framework has been applied to show teacher TPACK is needed. This study is a systematic literature review of107 peer-reviewed journal articles concerning the use of TPACK in empirical studies published from 2011 to 2016. The study supplements previous review studies with more recent work on general characteristics of TPACK studies as well as contributes an analysis of how the framework has been applied to identify teacher TPACK inrecent literature. Findings show a variety of approaches and instruments to examine teacher TPACK. Most common is to identify teacher TPACK via self-reporting, while performance evaluations of teaching activities are rare. Additionally, the ways TPACK is operationalized as a measuring instrument are often implicit and make comparison of results difficult. Future directions for research are discussed.

  • 8267.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Didactical designs in use: exploring technological, pedagogical and content knowledge2016In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H., Aalborg: Aalborg Universitetsforlag, 2016, p. 253-268Conference paper (Refereed)
    Abstract [en]

    In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers'daily work. Our position is that our approach can serve as an effective way to categorize, analyzeand evaluate didactical designs

  • 8268.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Sørensen, Carsten
    University West, School of Business, Economics and IT, Divison of Informatics. The London School of Economics and Political Science.
    Expansive Learning in Transforming Teaching PracticesIn: Article in journal (Refereed)
  • 8269.
    Willstedt, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hon borde kunna prata och läsa som andra mammor: En kvalitativ text- och innehållsanalys av etnicitet i bilderböcker2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att granska hur den bild som förmedlas av individer med en annan etnisk bakgrund än svensk är konstruerad i bilderböcker. Detta sker genom en kvalitativ text- och innehållsanalys av fem bilderböcker utgivna mellan år 1995 - 2012. Böckerna som analyseras är

    Noah och bästa grejen, En hög med snö, Den andra mamman, Alfons och soldatpappan samt Afrika bakom staketet. För att uppnå syftet har tre frågeställningar formulerats: hur sker personskildringen av individer med en annan etnicitet än svensk? Hur används miljön i skildringen av individer med en annan etnicitet än svensk? Hur samverkar text och bild i skildringen av personer med en annan etnicitet än svensk? Resultatet som framkommit visar att författare väljer att närma sig etnicitet på olika sätt. En del framhäver explicit individers etniska ursprung, och andra väljer att inte kommentera en persons etniska bakgrund. I alla böcker, förutom i en, skildras individerna med ett annat etniskt ursprung med mörk hy och mörkt hår. I alla böcker skildras västerländska klädesplagg. Endast en sekvens i en bok skildrar icke västerländska kläder. Färgerna på klädesplaggen har uppmärksammats som en skillnad mellan individer med en svensk etnicitet och individer med en annan etnicitet än svensk. Personbeskrivningen sker i fyra av fem böcker endast genom bild. I två av böckerna har det uppmärksammats hur miljön bidrar till personbeskrivningen av individer med en annan etnisk bakgrund än svensk. Vid granskning av miljön har flera olika föremål framträtt som talar om för läsaren att en person har en annan etnisk bakgrund än svensk.

  • 8270.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Learning by computer-simulated laboratory exercises – effects on learning outcomes.2001Conference paper (Other academic)
  • 8271.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Simulation in university chemistry education: cognitive and affective aspects2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis undertakes two main tasks; to explore, within the authentic educational context, variables that influence the quality and outcomes of the knowledge-constructing activity during the simulation exercise; and to find appropriate instruments and methods to measure these variables, processes and outcomes.

    Closed-ended tasks that provided a high degree of structure, i.e., supported students’ regulation of learning during the simulation exercise, were more beneficial for perceived improvement of declarative knowledge and students’ motivation than open-ended tasks. Open-ended tasks did however lead to substantial shifts in students’ cognitive focus in subsequent laboratory exercises and improvement of students’ level of chemistry reasoning in interviews.

    Student attitudes toward learning proved important in the first paper where significantly higher ability to apply chemistry knowledge in interviews could be found for students with relativistic attitudes compared to those with more dualistic perspectives on learning. In the subsequent papers, the effects of attitudes were not as clear, possibly due to too small differences in the learning situations that were compared.

    Quality of the learning discourse during simulation was measured with three qualitatively different methods, focusing on partly different aspects. The different methods gave very similar results regarding the relative quality of the discourses. Thus, “quality” as such seems to be an underlying feature that permeates many aspects of the discourse and consequently could be targeted in different ways, e.g., focusing on quantitative as well as qualitative aspects. The analyses revealed several components of quality; co-operative activity, correctness and complexity of chemistry reasoning, discussion length and intensity, ability to realize cognitive conflict, and reference to theory while reasoning.

    Doing the simulation exercise in a distributed learning setting (written e-communication), supported discussions with higher accuracy and complexity of chemistry reasoning and frequent references to theory while the face-to-face situation allowed for longer and more intense discussions and a higher degree of co-operative activity. Not very surprisingly, high-quality discussions were characterized by high scores in all these components. There were indications that relatively good pre-knowledge might be required to benefit fully from face-to-face discussions.

    The validity of instruments and methods, used to measure flow experiences, attitudes (i.e., epistemological beliefs), knowledge accessibility (intuitive knowledge) and discourse quality are discussed thoroughly. Special interest has been devoted to whether qualitative data should be quantified or not, providing arguments in favor of quantitative methods for analyzing and reporting qualitative data.

  • 8272.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Using PCA for analysis of questionnaires, a journey into the affective domain.2001Conference paper (Refereed)
  • 8273.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Berg, A
    Lunberg, B
    Computer simulated acid-base titrations as prelab: effects on learning outcome2001Conference paper (Refereed)
  • 8274.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Lindahl, Britt
    Högskolan Kristianstad Sektionen för Lärarutbildning.
    Science for Life: development of a multi-concept instrument to study the impact of socio-scientific issues on student interest in science2008In: Planning science instruction: From insight to learning to pedagogical practices, 2008, p. 97-Conference paper (Other academic)
    Abstract [en]

    According to many stakeholders there is a strong need to renew science education to bring about a radical change in young people’s interest in science. One way to increase students’ interest in science can be to bring in a humanistic perspective and to focus more on scientific literacy than science literacy. We have designed an evidence-based research project to understand more about what happens when students in lower secondary school are working with socio-scientific issues. Concepts within the affective domain are very complex and therefore many researchers have claimed that we have to construct multidimensional instruments and use multivariate analyses to interpret the results as science learning cannot be explained solely by examination of cognitive factors.

    The project is built up in three steps. In the first we have developed a teacher guide with six authentic cases and attitude questionnaires. In next step about 2000 pupils work with the cases and answer the questionnaires and in the last one we will perform a qualitative study in about 6 classes aiming at studying teachers and students’ development in more detail. In this paper we present the development of two questionnaire-based instruments that allow us to simultaneously consider the multivariate characteristics of student, the situation and the outcomes and how they relate to each other. A large number of items were collected from extant questionnaires and if necessary, adapted to Swedish conditions. In addition, new items were constructed, based on theory within the relevant fields of research. The aspects we want to assess besides different types of knowledge outcomes are for example attitudes, motivation, epistemological beliefs, self-efficacy and the impact of different working forms.

  • 8275.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindahl, Britt
    Högskolan Kristianstad.
    Working with SSI: Factors influencing emotional and cognitive outcomes2009Conference paper (Refereed)
    Abstract [en]

    According to many stakeholders, there is a strong need to renew science education to bring about a radical change in young people’s interest in science. A suggested way could be to focus more on scientific literacy than science literacy and to work with socio-scientific issues (SSI). This evidence-based research project investigates what happens with interest, knowledge and self-efficacy when students in lower secondary school work with such issues. Here we present results from the quantitative part of the study with a focus on the relations between personal and situational factors and their relative effects on learning experiences and outcomes. Two questionnaires were developed, one pre-SSI work to describe common work forms and pupils’ personal characteristics from several aspects and one post-SSI work to measure the situational characteristics of the SSI work and its cognitive/behavioural and affective outcomes. Results show that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work are important aspects. In general, SSI seems to be most efficient for pupils who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious.

  • 8276.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hellgren, Jenny M.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors2014In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 29, no 4, p. 673-691Article in journal (Refereed)
    Abstract [en]

    The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

  • 8277.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hofverberg, Anders
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindfors, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–112019In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 34, no 2, p. 295-315Article in journal (Refereed)
    Abstract [en]

    Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the present study, we investigate the development of the relationship between students' EB and their achievement goals (AG) over grades 5–11. Previous studies on this topic are limited, in both number and range, and have produced inconsistent results. We performed a cross-sectional study, ranging over grades 5–11, and a 3-year longitudinal study (n = 1230 and 323, respectively). Data on students' EB and AG were collected via questionnaires. Confirmatory factor analysis (CFA) supported a two-factor goal model (Mastery and Performance goals) and a structure of students' EB comprising Certainty, Source, Development, and Justification. For each grade, students' CFA scores on the respective goals were regressed on their scores on the EB dimensions by orthogonal projection to latent structures analysis. Although results indicated a weak relation between students' EB and AG, trends in the cross-sectional data were largely replicated in the longitudinal study. Though naïve EB were in general associated with performance goals and sophisticated EB with mastery goals, the transition to upper secondary school was associated with changes in the relationship between students' EB and AG. We discuss how the commonly used formulations of EB items may affect their ability to measure the naïve-sophisticated continuum, in turn affecting the predictive roles of EB dimensions.

  • 8278.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Taube, Fabian
    Hedman, Leif
    A comparative analysis of discussion quality in Face-to-Face and threaded discussion groupsManuscript (preprint) (Other academic)
  • 8279.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Thunberg, Hans
    Bengmark, Samuel
    Success-factors in Transition to University Mathematics for stronger and weaker secondary students2015In: Towards a Reflective Society: Synergies Between Learning, Teaching and Research. (Book of abstracts), 2015Conference paper (Refereed)
    Abstract [en]

    The study examined the relative importance of students’ grades from upper secondary school, and student characteristics (self-efficacy, motivation type, study habits and view on mathematics) for predicting achievement of first-year university students in mathematics intensive programs. Furthermore, the predictive importance of these variables at the beginning and at the end of the first year were investigated. Principal Component Analysis (PCA) and Orthogonal Projection to Least Squares (OPLS) analysis were used for the identification of constructs and analysis of the predictive power of the constructs, respectively. 

    Together, all the variables measured at the beginning of the year predicted 21% of the variation in students grades on the university courses, while they predicted 43% at the end of the course. If grades from upper secondary school were removed from the model, 14% respective 37% could be predicted. Specially, self-efficacy, motivation type, and study habits (in this order) pertaining to their university studies are better predictors than those pertaining to upper secondary school.

    Some differences in predictive patterns were found, depending on the level of the students’ mathematical knowledge when entering their university studies. Study habits was shown to be more important for predicting achievement for the third of the students’ with the lowest upper secondary grades than for the other groups. Relying on the textbook and frequent interaction with peers during the university studies predicted 12% of achievement for this group, whereas these aspects were not predictive at all for the groups with intermediate and high grades from upper secondary school.

  • 8280.
    Winberg, T. Mikael
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Assessing discourse quality in threaded discussion groups: a comparison of methodologiesManuscript (preprint) (Other academic)
  • 8281.
    Wind, Cathrine
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Hur lärare undervisar i problemlösning: En kvalitativ studie om lärarens roll vid problemlösning i lågstadiet1987Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur lågstadielärare arbetar med problemlösning utifrån frågeställningarna vilka strategier lyfter lärare fram i problemlösningsundervisningen och vilken roll tar läraren i undervisningssituationer av problemlösning. Fär att samla in epiri till studien har tre lärare deltagit och deras före, under och efter problemlösningsundervisningen undersöktes. Lärarnas planering av undervisningen gav information om tankar och utgångspunkter i problemlösningen som sedan utfördes och som då observerades med hjälp av två observationscheman utifrån det teoretiska ramverket, bestående av Pólyas fyra faser (1945) och Smith och Steins fem undervisningspraktiker (2014). Observationerna kompletterades med intervjuer av observerade lärare. Insamlad data bearbetades och sammanställdes till ett resultat. Analyserades gjordes av resultatet med det teoretiska ramverket som filter. Studiens resultat visar att introduktionen av ett problem är viktigt för elevers förståelse för det. Lärarens förberedelse och förutsättande av lösningsmetoder och strategier innan lektionen bidrar till att de lyckades bättre med att tydliggöra den matematiska idén i diskussionsdelen av problemlösningens. Samtidigt visar resultatet att lärare lägger olika mycket vikt på att uppmärksamma utvärderingar och reflektion i problemlösningen. Övergripande visar studien att lärarna tar en stor roll i att hjälpa och kontrollera elevernas process i lösandet av problem. Det framkommer även att lärarnas aktiva urval av elevlösningar skiljer sig mellan lärarna.

  • 8282.
    Windh, Sophie
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Bråk- och decimaltal i grundskolan: En systematisk litteraturstudie om likheter och skillnader i undervisning av bråktal respektive decimaltal.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna systematiska litteraturstudie har haft sin utgångspunkt i att undersöka likheter och skillnader i undervisning av bråktal respektive decimaltal. Studien fokuserar också på vad som kan underlätta elevers inlärning och förståelse i mellanstadiet för dessa begrepp. Denna studies resultat har sin grund i 19 vetenskapliga artiklar. Resultatet framkom med ett flertal samband i undervisning av bråktal och decimaltal, nämligen vardagsnära situationer, tallinjen och storleksordning. Framställandet av vardagsnära situationer, är den aspekt som utgör en skillnad i undervisning av bråktal och decimaltal. Inom bråktal framställs vardagsnära situationer som pizza eller godis, medan vardagsnära situationer och decimaltal kopplas ihop med mätningar av vikt och volym. Resultatet visar att elevers inlärning av bråktal och decimaltal kan underlättas med hjälp av konkreta och abstrakta nivåer i matematikundervisningen. Viktiga slutsatser av resultatet är att elever främst har ett behov av en koppling till sin personliga vardag för att på ett enklare sätt öka sin kunskap inom bråktal och decimaltal.

  • 8283.
    Windh, Sophie
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Tallinjen – ett hjälpmedel till att förstå bråk- och decimaltal?: En empirisk studie om vilket sätt tallinjen kan underlätta förståelsen för bråktal respektive decimaltal.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna empiriska studie har sin grund i en tidigare genomförd systematisk litteraturstudie. Den systematiska litteraturstudien visade att tallinjen kan vara ett hjälpmedel när elever ska lära sig hantera bråk- och decimaltal. Resultatet från litteraturstudien gav uppkomst till denna studie vars syfte är att undersöka hur tallinjen kan vara ett hjälpmedel till att förstå bråktal och decimaltal. Denna studie har utförts med hjälp av att observera en femteklass där två lektioner utifrån Heddens (1986) nivåer semikonkret och semiabstrakt genomfördes samt intervjuer med fyra elever från samma femteklass. Semikonkret och semiabstrakt underlättade planeringen av lektionerna genom att förtydliga hur laborativa aktiviteter kan involveras i undervisningen. Resultatet visade att elevernas förståelse kring bråktal och decimaltal underlättades med hjälp av tallinjen när den ritades upp på tavlan, det vill säga när tallinjen befann sig i ett semikonkret sammanhang. Viktiga slutsatser av denna studie är att det finns ett flertal kritiska aspekter vilka kan orsaka problematik att förstå bråktal och decimaltal i kombination med tallinjen. Dessa kritiska aspekter är betydelsefulla att synliggöra och urskilja för att möjliggöra lärandet för eleverna på bästa sätt.

  • 8284.
    Wingenblixt, Johan
    University of Gävle, Department of Education and Psychology.
    Gruppdynamik: Skillnader i synsätt mellan lärare och elever2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Som nämns i inledningen och i bakgrunden för valet av ämne så skulle en god gruppdynamik eller ett gott klassrumsklimat kunna borga för goda studieresultat. Det skulle även kunna, för vissa elever, bidra till att de ser tillbaka på sin tidigare skolgång som någonting positivt. Detta positiva minne skulle kunna motivera dem till att fortsätta att studera på ett högre stadium, exempelvis gymnasium eller högskola/universitet. Det är utifrån denna utgångspunkt som detta examensarbete har kommit till. Syftet med denna undersökning som får betraktas som en fallstudie har varit att både för framtida läsare och undertecknad att belysa eventuella skillnader i hur god gruppdynamik skapas och bibehålls. Detta är relevant för elever och lärare när det gäller skapandet av goda förutsättningar för att uppnå bra studieresultat. Det är också av intresse enär positiva studieresultat inte alltid är anledningen till att elever fortsätter att studera i framtiden. Det var viktigt för undersökningens existens att bilda sig en uppfattning om vilka ord och begrepp som kunde tänkas finnas med i begreppet ”gruppdynamik”. Detta gjordes dels för att skapa en större kunskap om vad gruppdynamik egentligen innebär och dels för att göra begreppet mer begripligt för de personer som skulle vara med i undersökningen. En artikel i ett vetenskapligt magasin låg till grund för den enkät som utvecklades för den fallstudie som lät göras där 17 elever och två av deras lärare deltog. De deltagande personerna skulle alltså bidra till att besvara problemformulering i detta examensarbete som lyder: Hur märks skillnader i synsätt mellan lärare och elever i hur man bäst får dynamiken i en grupp att fungera?

  • 8285.
    Winka, Katarina
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Kartläggning av pedagogiska meriteringsmodeller vid Sveriges högskolor och universitet2017Report (Other academic)
    Abstract [sv]

    Pedagogiska karriärvägar är på frammarsch i Sverige. Detta fastslogs i den första kartläggningen av pedagogiska meriteringsmodeller som Åsa Ryegård genomförde 2013 och bekräftas i denna uppföljning. Även ur ett internationellt perspektiv är pedagogisk meritering en aktuell fråga och den har fått extra skjuts av de senaste årens ökade fokus på kvalitetssäkring av högre utbildning. Knappt hälften (49 %) av Sveriges högskolor och universitet har idag infört någon form av pedagogisk meriteringsmodell, antingen integrerat i den akademiska befordringsgången eller som ett fristående system. Implementeringsarbete eller förberedelser pågår vid ytterligare några lärosäten medan ett antal befintliga modeller är pausade i väntan på utvärdering och revidering. Sett över hela landet är det vanligast med en gemensam modell för hela lärosätet, att modellen har två nivåer som benämns meriterad och excellent samt att lönepåslag och särskilda uppdrag följer med vid antagning till modellen. Kriterierna för pedagogisk skicklighet är i stort sett jämförbara mellan lärosäten och nivåer, däremot förhåller de sig sällan till grundkraven för pedagogisk skicklighet som gäller för anställning vid lärosätet. Pedagogiska portföljer används vid ca 70 % av alla lärosäten i Sverige och instruktioner för hur de pedagogiska meriterna ska sammanställas finns hos samtliga lärosäten som har pedagogiska meriteringsmodeller. Hos några lärosäten accepteras även webbaserade portföljer. De sakkunniga rekryteras framför allt externt, vanligast är att använda två externa bedömare eller en kombination av interna och externa bedömare. Lärosätena lägger allt större vikt vid de sakkunnigas bedömarkompetens och har i några fall särskilda instruktioner för sakkunniga inför bedömning av pedagogisk skicklighet. Över 500 lärare i Sverige har hittills befordrats eller utnämnts i en pedagogisk meriteringsmodell. Deras roll vid lärosätena varierar men denna kartläggning bekräftar att de befordrade och utnämnda lärarnas kompetens börjar efterfrågas och nyttjas på olika sätt vid både det egna lärosätet och vid andra.

  • 8286.
    Winnberg, Mattias
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Agens i matematikundervisning: En jämförande studie av elevers agens och makt i lärandesituationer där IKT används2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how power is distributed in the mathematics classroom and how students achieve agency when ICT (Information and communication technology) is used as a teaching tool. Three learning situations, structured by mathematics, are analysed: in the first situation mathematics is taught in a traditional way, in the second mathematics is taught in interdisciplinary projects, and in the third mathematics is taught using ICT as a pedagogical tool. The theoretical concepts of power and agency are used as analytical tools within a socio-political framework. The concept of power is used to assess the students’ ability to influence their learning and degree of inclusion in the three learning situations. The power aspect is assumed to influence the students’ ability to achieve agency. Based on an ecological understanding of the concept, agency is examined by assessing the quality of students’ engagement in the learning situations. Also, the degree to which the students are in control of their actions is assessed. Data was collected through participant observation, questionnaires and in-depth interviews. Linguistic text analysis was used as a tool to analyse the transcripts from the interviews. The results suggest that students can achieve agency in situations where ICT is used as a pedagogical tool to enable collaboration between students. However, ICT can also distract students, which in turn can limit their achievement of agency. Furthermore, it is suggested that the results may have implications for our understanding of the concepts of power and agency in relation to ICT in a wider social context beyond the classroom. Finally, it is proposed that the question of how the distribution of power and agency influence learning when ICT is used in the mathematics classroom should be subject to further research.

  • 8287.
    Winninge, Karl
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Rasmussen, Philip
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Fritidslärares arbete med digitala verktyg: Hur fritidslärare kan använda digitala verktyg på fritidshemmet för att främja fysisk aktivitet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med forskningen är att ge ökad och fördjupad kunskap kring hur fritidslärare anser att fritidshemmet kan öka den fysiska aktiveten genom digitala verktyg. Detta undersöks genom en kvalitativ metod med semi-strukturerade intervjuer. Sex fritidslärare intervjuades, alla med varierande ålder och bakgrunder. Fritidslärarna var fördelade på två skolor i småland. Intervjuerna analyseras sedan med hjälp av tidigare forskning och begrepp om digital ojämlikhet. Forskningen resulterade i att fritidslärare arbetar med digitala verktyg för att främja fysisk aktivitet, dock saknar de fortbildning för att utveckla sitt arbete ytterligare. Fritidslärarna ser flera möjligheter med användningen av digitala verktyg för att främja fysisk aktivitet exempelvis dans och orientering. Det framkom att det fanns hinder för arbete med digitala verktyg för att främja fysisk aktivitet vilket gör arbetet problematiskt, exempelvis brist i tid, kunskap, resurser och styrning från ledning. 

  • 8288.
    Winther, Johan
    et al.
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Granström, Erik
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Nivågruppering i matematik: En studie om lärares inställning till nivågrupperad undervisning2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Nivågruppering är ett väldebatterat ämne när det gäller hur man bör organisera undervisningen på bästa sätt. I matematikämnet har det historiskt varit vanligt att nivågruppera (exempelvis genom allmän och särskild kurs). Vi tror att lärarens roll för hur väl nivågrupperad undervisning fungerar är helt avgörande. Därför har vi valt att undersöka lärares syn på nivågruppering. Undersökningen är av kvalitativ art. Ett antal kvalitativa intervjuer med högstadielärare på två orter i Västerbottens län har genomförts. Den data som insamlats har sedan gåtts igenom och analyserats. Resultatet av denna studie indikerar att lärare generellt är positiva till nivågruppering. Man ser det som ett bra sätt att organisera undervisningen utifrån de resurser man har att tillgå idag. Flera av lärarna uttrycker dock att om man framförallt hade mindre klasser, skulle man kunna klara sig bra utan att nivågruppera, då man skulle hinna med att hjälpa sina elever på ett annat sätt. Lärarna har olika erfarenheter av nivågruppering, och stött på olika sorters nivågruppering, därför blir resultatet något spretigt.

  • 8289.
    Winzell, Helen
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Skrivundervisning i lärarutbildningen?: - villkor för att leda elever till ett medvetet skrivande2016In: Svensklärarföreningens årsskrift, ISSN 0349-0246, p. 180-195Article in journal (Refereed)
  • 8290.
    Winzell, Helen
    Linköping University, Department of Culture and Communication, Language and Literature.
    Skrivundervisning i lärarutbildningen?: Villkor för att leda elever till ett medvetet skrivande2017In: Svenska ett kritiskt ämne: Svensklärarföreningens årsskrift 2016 / [ed] Ewa Bergh Nestlog & Nils Larsson, Malmö: Svensklärarföreningen , 2017Chapter in book (Refereed)
  • 8291.
    Winzell, Helen
    Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature. Linköping University, Faculty of Educational Sciences.
    Spår av gymnasiesvensklärares skrivdidaktiska kunskapsbildning: Blivande och verksamma gymnasielärares beskrivning av nödvändig kunskap i skrivundervisningen2013In: Tionde nationella konferensen i svenska med diaktisk inriktning: Genre / [ed] Judith-Ann Chrystal, Maria Lim Falk, SMDI , 2013, p. 169-178Conference paper (Refereed)
    Abstract [sv]

    Artikeln beskriver och problematiserar hur blivande och verksamma lärare talar om skrivande och utvecklineng av kunskaper som de anser vara nödvändiga för att genomföra skrivundervisning inom ämnet svenska på gymnasiet. Dessutom problematiseras lärarstudenters förutsättningar för att i svensklärarutbildningen utveckla den kunskap som är nödvändig för att undervisa i skrivande.

  • 8292.
    Winzell, Helen
    Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature. Linköping University, Faculty of Educational Sciences.
    Svensklärares skrivdidaktiska kunskapsbildning: Blivande och tidigt verksamma gymnasielärare i svenska talar om skrivundervisning2016Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The teaching of writing is a central task for teachers of Swedish and it is a complex activity which requires knowledge of different areas such as language, communication, and text. The aim of this licentiate’s dissertation is to investigate when and how the knowledge needed for the teaching of writing is developed in teacher education as well as during the first years of teaching. The study is based on semi-structured qualitative interviews with prospective and novice upper secondary school teachers of Swedish.

    The data obtained from the interviews were analyzed in two ways. The first analysis focused on the way in which the prospective and novice teachers talked about text, writing, and the teaching of writing. The result shows that, at the beginning of the teacher education, prospective teachers focus on concrete aspects of text – such as syntax, punctuation and spelling – when they speak about text, writing, writing instruction, and assessment of student writings. In other words, they pay special attention to local text levels. At the end of the teacher education  programme, prospective teachers focus on aspects of text structure such as outline, the structure of paragraphs, coherence and cohesion. Certain aspects that the students pay special attention to are mentioned by the novice teachers, but these aspects are not central to them. Instead, novice teachers give special attention to the global text levels such as context, receivers and the purpose of the text, i.e. abstract aspects of text and writing. The pattern discerned shows a development that starts with a focus on the details at a local text level and expands into a more comprehensive view with a focus at a global level.

    The second analysis concerns the development of the knowledge base for the teaching of writing. This analysis focuses on two of the knowledge categories described by Lee S. Shulman (1986, 1987), namely subject matter knowledge and pedagogical content knowledge (PCK), both of which can be seen as central for the teaching of writing. The knowledge base manifested in the prospective teachers’ utterances mainly consists of subject matter knowledge, whereas the greater part of the knowledge base manifested in the teachers’ utterances consists of pedagogical content knowledge for the teaching of writing. The teachers also manifest a more complex subject matter knowledge and speak about writing instruction in a way which is characterized by conscious choices, reflection and metacognition. The analysis thus shows that the PCK for the teaching of writing is mainly developed in the teaching profession; in other words, after the teacher education programme is finished.

  • 8293.
    Wireklint Sundström, Birgitta
    University of Borås, School of Health Science. University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Att lära sig vårdande bedömning2015In: Reflektion i lärande och vård: en utmaning för sjuksköterskan / [ed] Mia Berglund, Margaretha Ekebergh, Lund: Studentlitteratur , 2015, p. 163-174Chapter in book (Other academic)
    Abstract [sv]

    Att kunna utföra vårdande bedömningar är något som sjuksköterskor ständigt ställs inför oavsett inom vilket vårdområde de är verksamma. Alla vårdmöten med patienter är mer eller mindre oförberedda och det är därför viktigt att med öppenhet kunna möta patientens behov så att inte rutinmässiga och oreflekterade bedömningar av patientens tillstånd och situation görs. Utmaningen i varje vårdmöte är att med hjälp av reflexion och vårdvetenskaplig kunskap kunna göra en bedömning med patientperspektivet som utgångspunkt. Detta kapitel syftar till att ge förståelse för vad vårdande bedömning innebär, hur du kan lära den under utbildningen och vad som begränsar sådant lärande. Exempel på denna lärandeprocesse ges från studenter i ambulanssjuksköterskeutbildningen.

  • 8294.
    Wirgell, Linnea
    University of Gävle. University of Gävle, Faculty of Education and Business Studies. University of Gävle, Faculty of Education and Business Studies, Department of Humanities.
    The Spotlight is on Gender Roles: A Study of Verb Dynamics and Gender in Spotlight 7/8/92010Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In the present study I have conducted a linguistic investigation of the textbook series Spotlight 7, 8 and 9 (Natur & Kultur 2008-2010) which is used in grades 7-9. The purpose of the investigation is to examine what gender roles are presented in the material. The theoretical approach is Halliday’s (2004) Functional Grammar Theory. The second part of the study presents a discourse analysis of three selected texts from Spotlight 7, 8 and 9 where the texts as well as the related pictures are analysed. The results from the whole study are compared to the goals on gender equality stated in the National Curriculum and the Educational Act.

                          The result of the study reveals that the gender roles presented in the teaching material are less stereotypic than hypothesized but that, in accordance with my hypotheses, males were represented to a higher extent than females and transgenders. This result suggests that the material only partly fulfills the demands on gender equality that is found in the National Curriculum and the Educational Act.

  • 8295.
    Wiss, Hanna
    Örebro University, School of Humanities, Education and Social Sciences.
    Lärares uppfattningar om arbetet med modern teknik i skolan.: En enkätstudie om högstadielärares uppfattningar kring arbetet med modern teknik i skolan.2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 8296.
    Wistedt, Inger
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Forskningsbaserad undervisning: vad kan det vara?2000In: Matematikk i samfunnsmessig, historisk og kulturelt perspektiv / [ed] Bjørg Kristin Selvik, Christoph Kirfel, Marit Johnsen Høines, Bergen: Høgskolen i Bergen , 2000, p. 69-83Conference paper (Other academic)
  • 8297.
    Wistedt, Inger
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Matematiskt begåvade barn i svensk skola2014In: Matematikktalenter i skolen: hva med dem? / [ed] Einar Jahr, Liv Sissel Grønmo, Kjell Skogen og Inger Wistedt, Oslo: Cappelen Damm Akademisk, 2014, 1, p. 59-89Chapter in book (Other (popular science, discussion, etc.))
  • 8298.
    Wistedt, Inger
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    om vardagsanknytning av skolmatematiken1991In: Problemlösning / [ed] Göran Emanuelsson, Bengt Johansson, Ronnie Ryding, Lund: Studentlitteratur, 1991, p. 23-32Chapter in book (Other academic)
  • 8299.
    Wistedt, Inger
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rum för samtal: om dialogen som en möjlighet att demokratisera undervisningen2001In: Matematikdidaktik: ett nordiskt perspektiv / [ed] Barbro Grevholm, Lund: Studentlitteratur, 2001, p. 219-229Chapter in book (Other academic)
  • 8300.
    Wistedt, Inger
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Bengmark, Samuel
    Göteborgs universitet.
    Biro, Thomas
    Högskolan i Jönköping.
    Dahl, Thomas
    Högskolan i Kristianstad.
    Mattsson, Linda
    Göteborgs universitet.
    Milrad,, Marcelo
    Linnéuniversitetet.
    Pettersson, Eva
    Blekinge tekniska högskola.
    Spikol, Daniel
    Malmö högskola.
    Pedagogik för elever med förmåga och fallenhet för matematik i en skola för alla2012In: Resultatdialog 2012 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2012, p. 167-174Chapter in book (Other academic)
    Abstract [sv]

    Artikeln redovisar resultat från ett forskningsprojekt om elever med särskilda matematiska förmågor och hur de tas om hand i den svenska skolan.

    http://www.giftedmath.se/

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