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  • 8301.
    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.

  • 8302.
    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)
  • 8303.
    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)
  • 8304.
    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.

  • 8305.
    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.

  • 8306.
    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.

  • 8307.
    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.

  • 8308.
    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
  • 8309.
    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)
  • 8310.
    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.))
  • 8311.
    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)
  • 8312.
    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)
  • 8313.
    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/

  • 8314.
    Wistedt, Inger
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Edfeldt, Åke W
    Pedagogiska institutionen Stockholms universitet.
    High ability education in Sweden: The Swedish model2009In: The Routledge international companion to gifted education / [ed] T. Balchin, B. Hymer & D. J. Matthews, New York: Routledge , 2009, p. 76-83Chapter in book (Other academic)
    Abstract [en]

    The article discusses the development of Gifted Education in Sweden from its start in the 1080's through its further development up to 2009. Future directions for the development of gifted education in Sweden are discussed.

  • 8315.
    Wistedt, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Edfeldt, Åke W
    Stockholm University, Faculty of Social Sciences, Department of Education.
    High ability education in Sweden: The Swedish model2009In: The Routledge international companion to gifted education / [ed] T. Balchin, B. Hymer & D. J. Matthews, New York: Routledge , 2009, p. 76-83Chapter in book (Other academic)
    Abstract [en]

    The study summarizes the development of Gifted Education in Sweden from its start in the 1980´s through its further development up to 2009. The article provides examples from projects concerning highly able students in reading and in mathematics. Future plans for the development of gifted education in Sweden are discussed.

  • 8316.
    Wistedt, Inger
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Pettersson, Eva
    Blekinge tekniska högskola.
    Barn som är bra på matematik2011In: Nämnaren Tema 8: Matematik - ett grundämne / [ed] Nationellt Centrum för Matematikutbildning NCM, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2011, 8, p. 35-42Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det finns barn som tidigt visar lust för matematik, en del av dem utan stöd hemifrån. Hur ska vi stödja dessa så att de får utveckla talang och intresse?

  • 8317.
    Wistedt, Inger
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Raman, Manya
    Umeå universitet.
    Quality and Equity from a Swedish perspective2010In: Mapping Equity and Quality in Mathematics Education / [ed] Atweh, B.; Graven, M.; Secada, W.; Valero, P. (Eds.), New York & Heidelberg: Springer , 2010, p. 341-350Chapter in book (Other academic)
  • 8318.
    Wistedt, Inger
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Raman, Manya
    Quality and Equity in Mathematics Education: A Swedish Perspective2011In: Mapping Quality and Equity in Mathematics Education / [ed] Bill Atweh, Mellony Graven, Walter Secada, Paulo Valero, Dordrecht, Heielberg, London, Nwe York: Springer, 2011, p. 341-350Chapter in book (Refereed)
  • 8319.
    Wisén, Maria
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Gymnasieelevers svårigheter vid arbete med matematiska textuppgifter2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undervisningen i matematik i gymnasieskolan domineras av att eleverna får arbeta med de uppgifter som ingår i ett visst läromedel. Dessa uppgifter är ofta av rutinkaraktär där lösningsprocessen inte ses lika viktig som om svaret är korrekt eller inte. Min erfarenhet är att elever får svårigheter när de skall lösa matematiska textuppgifter, d.v.s. uppgifter som inte är av den rutinkaraktär som de uppgifter läromedlet domineras av. Syftet med min studie är därför att undersöka vilka svårigheter gymnasieelever har vid arbetet med matematiska textuppgifter. Genom att låta gymnasieelever lösa fyra matematiska textuppgifter, liknande de som finns i deras läromedel, och därefter intervjua de elever som uppvisat svårigheter drogs slutsatsen att eleverna har svårigheter inom kategorierna erfarenhetsbehov (eleverna saknar erfarenhet av att lösa liknande uppgifter och finner därför ingen lösningsmetod), teknisk förmåga (svårigheter med själva räkneförmågan och med användandet av metoder och formler), slarvfel samt textförståelse (textmängden och orden i texten leder till svårigheter).

  • 8320.
    Witte, Sebastian
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Effektivität des Wortschatzerwerbs: Eine komparative Untersuchung von zwei Methoden2017Independent thesis Basic level (degree of Bachelor), 60 credits / 90 HE creditsStudent thesis
    Abstract [en]

    In this study, the didactic effectiveness was compared between two methods of vocabulary

    acquisition in a foreign language. The source language was Swedish and the target language

    was German. The number of pupils who participated in the study were 64. The pupils had

    mixed experiences in German as a language, but all should be considered as beginners. The

    first acquisition method studied was a traditional gloss list, with 21 words in German and with

    a corresponding Swedish translation. The second acquisition method was constructed as 21

    multiple-choice questions, that were presented in random order over the internet. Each

    question consisted of translating a Swedish word into German. The pupils were given four

    different choices in German. The pupils were then given the task of choosing the right

    alternative. Regardless of whether the answer was right or wrong, they always received

    instant feedback on the correct alternative of the four answers. In order to prepare them self

    before evaluation, the pupils received the words for each method a couple of days in advance.

    Each method was prepared and evaluated on a separate occasions. Both methods were

    evaluated by a written gloss test in which pupils translated the 21 Swedish words into

    German. Subsequently, the effectiveness of each method was evaluated by examining the

    result on the written tests. To confirm the results of the two glossary tests, pupils were given a

    questionnaire, in which they could give pro and contra on the two methods. The study shows

    that the pupils achieved a higher result with the glossary list in paper form than with the

    digital multiple choice questions. This is also confirmed by the questionnaire, where a

    majority of the pupils stated that they felt, that the glossary list worked better than the

    multiple-choice questions as a method for vocabulary acquisition.

  • 8321.
    Witzel Clausen, Søren
    School of Education and Pedagogy, Aarhus University and VIA University College, Denmark.
    The pedagogical content knowledge of Danish geography teachers in a changing schooling context2016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:1, p. 1-22Article in journal (Refereed)
    Abstract [en]

    This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching in Denmark. In the last ten years Danish primary and lower-secondary schooling has undergone several significant changes, including the introduction of a final multiple-choice exam in geography in 2007, and a fundamental reconstruction of the curriculum in 2014. These changes are expected to influence the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge aspects which point to the final multiple-choice exam, but also the ‘bildung’ perspectives of the subject equipping students to develop their own opinions when dealing with socio-scientific issues (SSI).

  • 8322.
    Wohlert, Malin
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Skogen som ämnesövergripande tema: För en hållbar och ljusnande framtid2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats undersöks möjligheterna att införa skogen som ett ämnesövergripande tema inomramen för gymnasieskolans naturvetenskapliga program. Det föreslagna arbetssättet innehållerutomhusundervisning såväl som klassrumsbaserad undervisning. Ämnena som ingår i arbetssättet är idetta förslag biologi, kemi och fysik. Fokus på det ämnesövergripande ligger därför pånaturvetenskapens karaktär och arbetssätt, något som dessa ämnen har som gemensamt centraltinnehåll. Med temat skogen ges möjlighet att se skogen både ur ett biologiskt perspektiv, somekosystem och viktig pusselbit i kolcykeln men också som naturresurs och råmaterial för trä, pappersochmassaindustri såväl som för avancerad materialutveckling av nya material från trä.

  • 8323.
    Wohllebe, Malte
    Umeå University, Faculty of Arts, Department of language studies.
    Svenska elevers språkkänsla för det engelska språket: Vikten av intuition i elevers språkliga problemlösning2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine if and in which cases Swedish students rely on their intuition when being confronted with English and how efficiently their language intuition, or sprachgefühl, functions. To study these questions a task was developed in which Swedish students of upper secondary level were asked to identify and correct various kinds of mistakes that were hidden in an English text. They were also asked to give an explanation for the changes they made, based on grammatical rules or feeling for linguistical correctness, to determine if they used their analytical capacity or their intuition in the process. The results showed that the students mainly relied on their intuition when making linguistical choices. Furthermore, the students were able to successfully solve the problems they identified in 77,5% of the cases they relied on their language intuition. However, they were still more successful, to be specific in 92% of the cases, when using their analytical system. This could either point to a lack of knowledge in grammar and deficient focus on teaching grammar in Swedish schools, or to the fact that language intuition is a dominant system in human language learning and should therefore be put in focus of language research.

  • 8324.
    Wojahn, Carina
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Att inbjuda till teknik i förskolan: Barnens aktivitet med ett nytt material2009Independent thesis Advanced level (professional degree)Student thesis
  • 8325.
    Wojcik, Andrzej
    et al.
    Stockholm Univ, Ctr Radiat Protect Res, MBW Dept, Svante Arrhenius Vag 20C, S-10691 Stockholm, Sweden.;Jan Kochanowski Univ Humanities & Sci, Inst Biol, Kielce, Poland..
    Hamza, Karim
    Stockholm Univ, Dept Math & Sci Educ, Stockholm, Sweden..
    Lundegard, Iann
    Stockholm Univ, Dept Math & Sci Educ, Stockholm, Sweden..
    Enghag, Margareta
    Stockholm Univ, Dept Math & Sci Educ, Stockholm, Sweden..
    Haglund, Karin
    Tumba Gymnasium, Stockholm, Sweden..
    Arvanitis, Leena
    Blackeberg Gymnasium, Stockholm, Sweden..
    Schenk, Linda
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy. Karolinska Inst, Inst Environm Med, Unit Work Environm Toxicol, Stockholm, Sweden.
    Educating about radiation risks in high schools: towards improved public understanding of the complexity of low-dose radiation health effects2019In: Radiation and Environmental Biophysics, ISSN 0301-634X, E-ISSN 1432-2099, Vol. 58, no 1, p. 13-20Article in journal (Refereed)
    Abstract [en]

    The levels of stochastic health effects following exposure to low doses of ionising radiation are not well known. A consequence of the uncertainty is that any radiation exposure is met with deep concernboth by the public and by scientists who disagree about how the partly conflicting results from low-dose studies should be interpreted. The concern is not limited to ionising radiation but is inherent to other areas of modern technologies such as biotechnology or electromagnetic fields. The everyday presence of advanced technologies confronts people with the necessity to take decisions and there is an ongoing debate regarding both the nature and magnitude of potential risks and how education efforts may empower peoples ' decision-making. In the field of radiation research there are different opinions regarding the optimal education methods, spanning from the idea that peoples' fears will be eliminated by introducing dose thresholds below which the risk is assumed to be zero, to suggestions of concentrating research efforts in an attempt to eliminate all uncertainties regarding the effects of low doses. The aim of this paper was to present our approach which is based on developing an education program at the secondary school level where students learn to understand the role of science in society. Teaching about radiation risk as a socio-scientific issue is not based on presenting facts but on showing risks in a broader perspective aiming at developing students' competency in making decisions based on informed assessment. We hope to stimulate and encourage other researchers to pursue similar approaches.

  • 8326. Wolff, Lili-Ann
    et al.
    Vuorenpää, Sari
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Sjöblom, Pia
    Chicken Raising in a Diverse Finnish Classroom: Multidimensional Sustainability Learning2018In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 11, article id 3886Article in journal (Refereed)
    Abstract [en]

    Social change requires new educational planning and sustainable teaching methods. Shaping an environment of care with animals as a part of the daily school life may produce such a change. In this article, we present a transdisciplinary study with the aim of exploring whether raising chickens in a classroom could promote learning, especially sustainability learning, and how. The study employs an ethnographic approach and we have analyzed the data according to interaction analysis. We collected the data in a culturally-diverse Finnish primary school class during May 2018. The data comprise field notes, videos and photographs from indoor and outdoor school activities; interviews and discussions with teachers and students; and, texts and artifacts that were made by students. The results show that having chickens in the classroom not only improved the students’ learning of biology, but also enhanced many other activities. The chicken project became part of a complex learning culture that met several of the aims of the curriculum and in many ways reached beyond the aim of merely learning science. The project became a natural part of sustainability education and promoted the acquisition of knowledge and skills in relation to the ecological and social dimensions of sustainability.

  • 8327.
    Wollsén, Madelen
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Kronlund, Jessica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Det handlar också om en lyhördhet. Att lära sig se: En kvalitativ studie om förskollärares förhållningssätt och ambition att se varje barn, varje dag2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att bidra med kunskaper om förskollärares förhållningssätt och ambition att se varje barn varje dag i förskolans verksamhet. Vi vill också undersöka förskollärares uppfattning om ansvaret i sin profession gentemot läroplanen samt vilka möjligheter förskollärare uppfattar finns för att gestalta sitt förhållningssätt och ambition i förskolan.

     

    Studien har gjorts med kvalitativa metoder för datainsamling med åtta legitimerade förskollärare fördelade i två fokusgrupper. Stimulusmaterialet i de båda fokusgrupperna bidrog med samlade beskrivningar av förskollärares uppfattning, förhållningssätt och ambition för att se varje barn. Studien har utgångspunkt i fenomenologin som står för människans uppfattning av fenomen. När människan uppfattar fenomen strävar de efter att skapa mening och betydelse för det fenomen som visar sig omedelbart för medvetandet. I innehållsanalys av empirin framkom tre övergripande kategorier: tilliten till varandra, organisation och struktur för att se barn samt möjligheter att se enskilda barn i barngruppen. Studiens resultat har visat att förskollärares förhållningssätt och ambition att se varje barn, varje dag grundar sig i att förskollärare betraktar sin profession som en livsstil med ett genuint intresse för barn som medför stor glädje att arbeta med barn. En deltagare uttrycker: ”Om ni kan se detta så har vi ju ett fantastiskt arbete. Det är så roligt. Vi kan ju ha roligt varje dag om vi verkligen kan se och koppla ihop det vi är där för!” Sammanfattningsvis har resultat visat att deltagarna i fokusgruppen följer läroplanens intentioner med sitt professionella och personliga förhållningssätt i förskolans uppdrag med ambition att varje barn ska möta vuxna som visar intresse och engagemang för varje barn.

  • 8328.
    Wredendal, Amanda
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Ungdomars ordförståelse ur ett språkligt och demokratiskt perspektiv: En forskningsöversikt samt två lärares syn på ordförståelse2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study is about young people’s vocabulary knowledge. The aim is to examine whether the vocabulary knowledge has changed for the worse, according to research, two teachers’ experiences and media. My hypothesis is that a change for the worse involves risks: it can become difficult for young people to be a part of the public dialogue and understand the academic literature. With public dialogue, I mean the dialogue in for example newspapers, TV, the office etcetera. The methods I have used are a literature study and interviews. The result indicates that the vocabulary knowledge has changed for the worse. The curriculum for the Swedish upper secondary school states that the students should learn how to participate in a process of making decisions in a democratic way, in society and at work. If the students reach these goals it should not be a problem to be a part of the public dialogue. Three studies from 1997, 2011 and 2017 show that the vocabulary knowledge is worse. The words that young people seem to not understand are words connected to politics and words that usually occur in newspapers and fiction. Moreover, the teachers’ experiences of the students’ vocabulary are the same as the result of the research. They think that the vocabulary knowledge is insufficient now compared to what it was a decade ago when they started to work. In addition, media does not seem to hesitate to enlighten people about a school in crisis. 

  • 8329.
    Wulff Sahlén, Elisabeth
    Mälardalen University, School of Education, Culture and Communication.
    Interactive Technology in the FL Classroom: Using Polling and Chat to Promote Student Participation in Campus Education2011In: Conference Proceedings, International Conference ICT for Language Learning, 4th Edition / [ed] Pixel, Milano: Simonelli Editore - University Press , 2011Conference paper (Other academic)
    Abstract [en]

    This paper presents a project where polling and chat were used in the foreign language classroom to promote student participation and, at the same time, provide a record of student contributions. The setting is a Swedish university course in grammar and translation for advanced learners of English. The majority of seminars are devoted to discussing translation assignments that students have prepared at home. During the project, Adobe Connect Pro, a web conferencing solution for online meetings, was used, and all students had access to a computer in the classroom. For each seminar, an online meeting was set up in Adobe Connect with the following tools enabled:

    • A poll, used as a clicker at the start of the seminar to gather input from students on a specific language issue.
    • A chat, where students typed in their solutions to the translation assignment.
    • A whiteboard, where a selection of student solutions were displayed for feedback and discussion.

    Student evaluations of the project express that students are positive to using online technology in the classroom. The students participated actively in the poll and chat sessions. In the subsequent oral discussions, participation was remarkably wide. From the teacher’s perspective, the chat provided a written record of student contributions that could be used for further analysis and discussion. Some challenges included managing both written and oral communication in the classroom, and dealing with larger chunks of text in the chat.

     

  • 8330.
    Wåghäll Nivre, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Literatur im Fremdsprachenunterricht der höheren Stufen: Ästhetik oder Landeskunde?2006In: Interkulturelle Kompetenz. Sammelband mit Artikeln, basierend auf Materialien der internationalen Konferenz „Interkulturelle Kompetenz in der professionellen Persönlichkeitsentwicklung“ an der Karelischen Staatlichen Pädagogischen Universität, 2006, p. 521-525Conference paper (Other academic)
  • 8331.
    Wåghäll Nivre, Elisabeth
    et al.
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Malvebo, Elisabet
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Montanalingua – Främmande språk och upplevelsepedagogik: 24 praktiska förslag för lärare och kursledare2007Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Montanalingua är ett projekt som har ett innovativt perspektiv på inlärning och som strävar efter att knyta samman modern främmandespråkinlärning med idéer och metoder från upplevelsepedagogiken och dess värdegrundstankar. Pedagoger från olika europeiska länder har utvecklat 24 attraktiva moduler för språken tyska, engelska, franska och svenska med målet att öka motivationen och intresset bland framför allt unga att lära sig främmande språk. Stora eller små äventyr i den fria naturen eller i en park – i Montanalinguas aktiviteter måste många olika utmaningar bemästras och då ställs krav på kunskaper i främmande språk liksom också på teamkänsla och kreativa idéer.

    I denna bok hittar lärare i främmande språk såväl på kommunala och privata skolor som på olika friskolor inspiration för en ny typ av undervisning utanför klassrummet. Upplevelsepedagoger inom olika organisationer får här didaktisk vägledning för språkarbetet med grupper som lär sig ett främmande språk.

  • 8332.
    Wåghäll Nivre, Elisabeth
    et al.
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Malvebo, Elisabet
    Montanalingua: language learning and outdoor pedagogy2007Conference paper (Refereed)
    Abstract [en]

    Traditional language classes most often take place in the classroom. Rarely do language students learn in environments that challenge them physically or make them work together in teams in order to solve a task – unless it is part of an exercise in the classroom. Montanalingua is a Lingua2 project; it uses ideas from outdoor pedagogy and combines outdoor activities with active language learning – focussing on student-centred learning. The aim of the project is to produce a handbook for language teachers and outdoor pedagogues who want to try new ways of teaching foreign languages. The presentation will discuss the challenges involved in developing units that can be used by themselves or combined to make up for a whole day of exciting experiences and language learning. It will further examine the challenges involved when outdoor pedagogues and experienced language teachers from six European countries try to develop a tool to be used for empowering students to succeed when learning a foreign language. The presentation will critically follow the project from its beginnings to the final product – the handbook – and also show sample units that have been tested by students in several countries.

  • 8333.
    Wålstedt, Jon
    Södertörn University College, Lärarutbildningen.
    "Om man inte vet hur ett gammalt spöke ser ut, hur ska man då kunna känna igen gengångaren när man möter den?": En undersökning av hur dagens läromedel för gymnasiet handskas med Sveriges rasistiska och fördomsfulla förflutna.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My goal with this thesis was to investigate how educational material in the subjects of history, geography and social studies relate to the fact that Sweden has a history marked by prejudice and racism.I have chosen to focus on four areas in the Swedish history that I think deserves some special attention, these four areas have been: the Swedish slave trade on the island of Saint Barthelemy in the eighteenth century, Swedish eugenics and oppression of the Sami people, forced sterilization services during the twentieth century and Sweden's aid and concessions to Nazi Germany during World War II. With these areas in focus I’ve studied three textbooks in the courses Geography A, Civics A and History A to se how they deal with prejudice and racism in the Swedish history.

    The result I have come to is that none of the books addresses all four of the areas I’ve focused on. Even if the books are taken as a whole the image that they convey is not adequate. In the event that the four areas that I’ve focused on been mentioned the information have been scant and rarely, if ever, has Sweden been paired with phenomenons like racism, slavery, colonialism, eugenics, forced sterilization, etc. All these concepts (apart from racism) are treated in comparison to other countries and in some cases, even moral advice, or condemnations occurred in connection therewith. Racism as a phenomenon is not discussed in any of the books, creating a further gap in the history these books create. The consequence of this would be that the teaching teachers need to compensate for the shortcomings of these books to meet the guidelines and objectives governing documents set up. If such compensatory education does not take place there is a risk that the areas I have chosen to focus on will fall into oblivion and the lessons we can learn from history could be lost.

  • 8334.
    Wærn, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Undervisa genom att lyssna: Interaktion i klassrummet2015Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The focus of this classroom study is how teachers of mathematics listen to their students. Two teach­ers’ listening was observed. Interactions in the classroom were recorded, transcribed and analyzed through the use of phenomenography in order to attempt to categorize the teachers’ ways of listening. A framework for understanding listening found in the works of Davis (1997) and Yackel et al. (2003) defines three categories of listening: evaluative, interpretive and generative.

    Both of the teachers who were observed circulated through the classroom and spoke with their stu­dents. At first impression they listened in the same way. However, the analysis revealed that their lis­tening differed. One teacher used only evaluative listening during the lesson, while the other used all three modes of listening.

    The study reveals that the structure of a lesson can limit or facilitate listening. It is crucial that a teacher is aware of the different ways they listen to students. This awareness can foster better mathe­matical discussions in the classroom and create additional opportunities for understanding and learn­ing. With targeted in-service training, teachers can develop and reflect on their own listening skills.

  • 8335. Xudong, Tan
    et al.
    Pavlik, Anthony
    Liu Xianping: A Literary call for an Ecological Conscience2012In: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 50, no 4, p. 107-112Article in journal (Refereed)
  • 8336.
    Yacoub, Mechlin
    Södertörn University, Teacher Education.
    Digitala läromedel i undervisningen i ämnet svenska för årskurs 4: Digitalisering och en inkluderande undervisning2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is based on teachers ‘perception of how digital tools affect pupils' ability to write in the subject Swedish in the 4th grade. The purpose is to investigate how the teachers use and work with digital tools in writing lessons during the Swedish lessons. The questions that the study will be based on are: How do the Swedish teachers use the digital tool, tablet, in their Swedish education? How does the Swedish teacher in the 4th grade perceive the spelling and writing of the pupils by the digital tool, tablet? The study consists of qualitative methods based on observations and interviews. Data has been collected through four observations with two teachers and four interviews with four teachers. The result has shown that all teachers use the tablet as a digital tool in the writing course, in the Swedish subject. The main tool is used in teaching to produce texts in different forms, but also for all pupils to feel involved regardless of the intended ability or needs. The result also shows that teachers feel that the use of digital tools influences pupils' motivation for learning mostly positively. Two of the teachers think that traditional writing reinforces the writing skills of pupils because they can practice writing letters while the other two teachers prefer to use the tablet as pupils perform better in writing. Furthermore, the result has shown that text writing on the tablet has led the pupils to develop and process their texts more compared to handwriting. Tablet use can also have positive and negative effects on pupils' writing development. The conclusion of the study is that the use of the tablet typically has a positive effect on the pupils' writing development in the production of texts.

  • 8337.
    Yarova, Aliona
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Constructing Adolescence in Fantastic Realism. Alison Waller. London: Routledge, 2009. 220 pages.2013In: International Research Society for Children's Literature, ISSN 1755-6201, p. 1-Article, review/survey (Other academic)
  • 8338.
    Yarova, Aliona
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Haunted by Humans: Inverting the Reality of the Holocaust in Markus Zusak’s The Book Thief2016In: Papers: Explorations into Children's Literature, ISSN 1034-9243, E-ISSN 1837-4530, Vol. 24, no 1, p. 54-81Article in journal (Refereed)
    Abstract [en]

    This article examines how the magic realist strategy of inversion facilitates the representation of the reality of the Holocaust in Markus Zusak’s YA novel The Book Thief. Inversion is achieved by representing the events from the perspective of the other-worldly character, Death. Death provides the child reader with a means to unfold historical events by gradually opening up the layers of inverted reality. The layers examined are supernatural as natural, humans as ghosts, the real as surreal, and finally, on the deepest level of inversion, readers interpret life during the Holocaust as death. It is not the fantastic that causes fear or horror, but the real: war, violence and human hatred. The technique of inversion overturns beliefs about reality, normalcy and humanity. Focusing on the reversal of the real and the magical this paper explores the ways in which Death’s inverted narrative helps the young reader to discover the humanity of the humans who were dehumanized by the war, while still pointing to the inhumanity of genocide.

  • 8339.
    Yarova, Aliona
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    “I Am the Eternal Green Man”: Holistic Ecology in Reading Patrick Ness’s A Monster Calls2019In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Holistic ecology considers nature and society as a whole, viewing humans and the environment as interdependent and interconnected. This article takes the lens of holistic ecology to examine the representation of human–nature relationships in Patrick Ness’s A Monster Calls (2011) and explores how the novel guides the child reader to an environmental mind-set beyond overt didacticism. The article focuses on two aspects of the bond between the magical tree and the human characters in the novel: how the powerful tree empowers humans and how the human characters contribute to the tree’s expressions of power. The eternal Green Man—as the tree introduces itself—embodies this bond by being simultaneously tree-like and human-like, a complex merger of “the Green” (nature) and “the Man” (humanity). The monster-tree fulfils several powerful and empowering roles, such as monster and storyteller, destructive force and powerful healer, savage and philosopher, nightmare and escape. Importantly, it always keeps the shape of a yew tree. As such, A Monster Calls can contribute to children’s environmental education by illustrating the connection between the natural environment and humans: the eternal bond between “the Green” and “the Man.”

  • 8340.
    Yarova, Aliona
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    “You Are a Mysterious Animal, You Know”: Eco-philosophy in Sonya Hartnett’s The Midnight Zoo2016In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 39Article in journal (Refereed)
    Abstract [en]

    In non-realist children’s literature, animals tend to be employed as a means of representing human issues to the extent that the animal qualities of the animal can become invisible. Despite this trend, literary animals can also inform readers about animal issues along with the metaphoric message they supposedly carry. In Sonya Hartnett’s The Midnight Zoo, the role of animals is twofold: firstly, animals metaphorically represent human relationships – more specifically the bigotry towards the Roma as ‘other’ – and, secondly, the animals directly stand for the actual animals who are mistreated according to the same principle: for their ‘otherness’ to humans. This article adopts an eco-philosophical perspective to examine how The Midnight Zoo effectively intertwines human intolerance of other humans (the Roma) with human actions towards animals to suggest that humans treat the (natural) world as the Nazis treated the Roma during World War II.

  • 8341.
    Yarova, Aliona
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kokkola, Lydia
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Beyond Human: Escaping the Maze of Anthropocentrism in Peter Dickinson’s Eva2015In: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 53, no 1, p. 38-51Article in journal (Refereed)
    Abstract [en]

    Images of human-animal-machine mergers – “cyborgs” in Donna Haraway’s terminology – are ways of exploring the human/non-human dichotomy and embracing non-human features as empowering: the cyborg supposedly enables humans to achieve their full potential by going beyond anthropocentric boundaries. Alternatively, the cyborg may not result in the empowerment of humans; on the contrary, it may lead to the complete loss of humanity. This article examines the interior conflict of the cyborg-protagonist in Peter Dickinson’s Eva (1988). Eva is subjected to life-saving experimental surgery during which her mind is transplanted into the body of a chimpanzee, and speak only by using a keyboard. Eva-the-cyborg explores the limits of human identity. Although she is expected to move beyond her human identity, perspective and body, Eva rejects these assumptions. Drawing on Judith Halberstam’s notion of “queer failure” (2011), this article argues that Eva’s failure to achieve a balance between her human and non-human selves is a creative act which defeats humankind’s daring attempt to control the universe using scientific and technological achievements.

  • 8342.
    Yawli, Angelica
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Högläsning i förskolan: En litteraturstudie om högläsningens möjligheter att bidra till barns språkutveckling och förståelse för tryck2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är en studie vars syfte är att sammanställa aktuell forskning angående högläsning i förskolan och dess möjliga inverkan på barns språkutveckling och förståelse för tryck. Detta har gjorts för att det utifrån läroplanen för förskolan (Skolverket, 2010) kan anses som viktigt för lärare i förskolan att få kunskap om ämnet för att på bästa sätt kunna stötta barns språkutveckling och förståelse för tryck. Sökord som jag använt är reading, preschool, read-aloud, shared reading och print. Efter databassökning valde jag ut artiklar som jag ansåg relevanta för mitt ämnesområde för att i nästa steg läsa och analysera innehållet. Det resultat jag kommit fram till tyder på att högläsning i förskolan kan bidra till att utveckla barns språk och förståelse för tryck men att det är flera yttre faktorer som också påverkar. En komponent som återkommande ansågs som viktig var läraren. De val som läraren gjorde både före, under och efter högläsning är något som enligt forskning inverkar positivt på barns språkutveckling och förståelse för tryck. Särskilt viktigt poängteras lärares vidareutbildning med fokus på högläsning vara för att läraren ska ha förmåga att under högläsning bidra till barns språkutveckling samt deras förståelse för tryck.

  • 8343.
    Yilmaz, Burcin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Österberg, Isabelle
    Örebro University, School of Humanities, Education and Social Sciences.
    Det flippade klassrummet: En fenomenografisk studie av tolv elevers uppfattningar 2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 8344. Yli-Panula, Eija
    et al.
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pollari, Heini
    The consciousness of the Finnish and Swedish pre service teachers of the relationships of the concepts – species identification, biodiversity and sustainable development2014Conference paper (Refereed)
  • 8345.
    Young, Robert
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kartan i fokus: En studie av namn- och kartkunskaper i geografiundervisningen vid grundskolans senare år2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta examensarbete var att undersöka geografilärares inställning till, och praktiska erfarenheter av, kartans användning som redskap inom geografiämnet vid grundskolans senare år (årskurser 7-9). Av specifikt intresse var att få reda på dessa lärares syn på kartkunskaper i allmänhet och namngeografins ställning inom ämnet i synnerhet, samt deras syn på den aktuella namngeografiska debatten. Metoden att försöka nå detta syfte har varit användandet av en kvalitativ fallstudie, där fem verksamma geografilärare vid grundskolans senare år har intervjuats.

    Resultaten pekar på att lärarna ser en tydlig skillnad där kartkunskaper värderas högre än namnkunskaper. Kartkunskaper – där kartan används som ett redskap i geografiundervisningen – ses som ett mer omfattande och väsentligt arbetsområde. Namnkunskapernas användning däremot är omtvistad och skapar en polarisering av åsikter, som sedan kan kännas igen i den aktuella namnkunskapsdebatten. En vidare slutsats är att namnkunskaper ingår till övervägande del i en traditionell värdebaserad didaktisk typologi, medan kartkunskaps-begreppet är svårare att placera.

  • 8346.
    Yttermyr, Eva
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Berätta vad du lärde dig!: barns tankar om kunskap generellt samt specifikt inom historia och religion1999Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med mitt arbete var att öka min förståelse för hur barn tänker kring kunskapsbegreppet generellt samt specifikt inom historia och religion.

    Jag läste litteratur i ämnet för att ge en bakgrund till hur forskningen sett och ser på kunskap och inlärning. Martons m.fl. "Inlärning och omvärldsuppfattning" samt Pramlings "Barn och inlärning" har varit till stor hjälp. En viktig del i arbetet har även Pramlings metodbok för barnintervjuer haft. Jag har intervjuat åtta barn i en årskurs fyra om vad de uppfattat att de lärt sig generellt och specifikt på lågstadiet och jag har via enkät bett fyra lågstadielärare svara på frågor om vad de tar upp inom ämnena historia och religion samt vilka mål de har med sin undervisning däri.

    Med detta material som grund fann jag att det i denna grupp fanns en tydlig tendens att det som barnen i första hand uppfattar som kunskap var det som vi betecknar som grundläggande färdigheter inom matematik och svenska. I historia och religion var barnens uppfattningar om vad de lärt sig mer vaga, speciellt inom religion. Förhållandet mellan lärares mål med undervisningen och elevers uppfattningar om vad de lärt sig visar på en större ”samsyn” i historieundervisningen än i religionsundervisningen.

  • 8347.
    Zackrisson, Niklas
    Linköping University, Department of Behavioural Sciences and Learning.
    Högstadieelevers syn på orsaker till fram- och motgång i matematik2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Våra orsakstolkningar är nära relaterade till bland annat vår motivation, vår självuppfattning och våra förväntningar. Med dessa begrepp till vår hjälp kan vi bättre förstå vårt beteende och varför vi ibland misslyckas och ibland lyckas. Det primära syftet med denna studie är att undersöka vilka orsaker elever ser till framgångar och misslyckanden inom ämnet matematik. Hur eleverna uppfattar att lärare och föräldrar förhåller sig till, och tolkar, deras prestationer. Mitt mål är även att försöka förstå vad elever tror måste ske för att de ska bli bättre i ämnet matematik. Mina huvudfrågor lyder: Hur uppfattar eleverna att deras självuppfattning påverkar deras resultat?, Hur beskriver elever orsaker till fram- och motgångar i matematik? Hur ser eleverna på lärarens och föräldrarnas roller? Vad kan man enligt eleverna göra för att bli bättre i matematik?

    Jag har gjort en kvalitativ studie och försökt besvara mina frågor genom att analysera och tolka 6 högstadieelevers berättelser om deras orsakstolkningar till fram- och motgång, hur de ser sig själva som matematikelever och sina tankar om förändring och förväntningar. Jag har genomfört semi-strukturerade intervjuer och analyserat och tolkat resultatet genom att bland annat jämföra vad som skiljer de olika elevkategorierna, hur deras berättelse kan kopplas till teorier om orsakstolkningar och prestationsmotivation och begrepp som självuppfattning och förväntningar. Till stöd för min analys och tolkning har jag även kopplat mina resultat till tidigare undersökningar på området.

    Eleverna som intervjuats var väl medvetna om hur bland annat självförtroende kan påverka studieresultat. De hade många synpunkter på vad som orsakar fram- och motgång i matematik, och även om vad man bör göra för att förbättra sina resultat. Intressant var även resultatet att eleverna nästan aldrig samtalar med vuxna om varför det går bra eller dåligt i matematiken, och det framkom även att eleverna inte verkade medvetna vissa orsaker till misslyckanden som framkommit ur en tidigare studie där lärare intervjuats.

  • 8348.
    Zahiti, Kreshnik
    et al.
    Jönköping University, School of Education and Communication.
    Al-fatlawy, Athir
    Jönköping University, School of Education and Communication.
    Lärande i fritidshemmet: En intervjustudie med vårdnadshavare angående lärandet som sker i fritidshemmet2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Antal sidor: 33

    Denna studie syftar till att belysa vårdnadshavarnas reflektioner kring lärandet som sker i fritidshemsverksamheten. Studien har genomförts på två skolor i Jönköpings län och 10 respondenter har deltagit. Intervjuerna har genomförts i form av semistrukturerad intervju och de svar som har angivits ligger till grund för resultatet. Vi valde att använda oss av ett sociokulturellt perspektiv då detta är relevant för det lärande som sker i fritidshemmet då den verksamhet som bedrivs i stor utsträckning sker mellan eleverna samt mellan lärare och elev. Genom att jämföra datamaterialet med tidigare forskning inom området, som har utgått från liknande syfte, har vi kommit fram till olika likheter och skillnader. Resultatet av denna studie visar att vårdnadshavarna beskriver att eleverna i fritidshemmet lär sig en rad olika saker och dessa i stor utsträckning sker i informella sammanhang men även i formella sammanhang. Vidare skiljer sig fritidshemmet mot den obligatoriska skolan främst genom att eleverna i fritidshemmet lär sig i det sociala samspelet och att fritidshemmet har en struktur vilken bjuder in eleverna till att ta ansvar och påverka utformningen av verksamheten.

  • 8349.
    Zalewska, Magdalena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Den älskade hatade kroppen: En netnografisk studie om unga tjejers iscensättning av heteronormativ femininitet på hälso- och träningsbloggar2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The human body, in terms of everyday experiences and young women’s body staging of similar or unequal experiences that is exposed among an Internet culture on lifestyle blogs about health and fitness has based the empiric analyses. The study aims to examine how young women practice and negotiate hetero normative femininity on popular blogs about health and fitness and what conveys girls’ interest to read and interact in these type of online communities. The main questions of the study concern what type of feminine body standards are negotiated and orchestrated in blogs consumed by young women, what messages and ideals about health are conveyed and communicated through text and images, what kind of femininity do the girls strive to achieve by active consumption of and communication in blogs and why is it desirable, what enables the staging and what legitimizes the writers position as a role model and how can young girl’s health as a discursive practice be analysed and related to a broader social perspective concerning norms and ideals. The theoretical framework of the study is based on gender theories such as performativity, class, queer theory, normativity, power and social control, stereotypes and sociomental relationships. The methodology for the study is a netnographic observation of three blogs with further text- and image analysis both for published material and interactive fragments - blog posts and readers’ comments and questions. The three main themes that were specifically disclosed in the results are modifying of the body, the implementation of hetero normative femininity according to ideal images and consumption and class disparities. The results are illustrating the girls’ notions and staging of a specific heteronormative femininity among the Internet culture. The ideas about the ideal female body and lifestyle can structure thoughts as well as actions. Consumption and various types of labels and markers are used as tools for enabling the staging of the ideal lifestyle. The relation between the writer and the readers has been discussed in aspects of power, class and expertise. Further analyses and discussions has been held in terms of the theoretical framework of the study.

  • 8350.
    Zamani, Sebastian
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    En textanalys av läroböcker för gymnasieskolans kurs Teknik 1 med kursplanen i fokus2015Independent thesis Advanced level (degree of Master (Two Years)), 300 HE creditsStudent thesis
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