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  • 8351.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    De förskingrade: Norrland, moderniteten och Gustav Hedenvind-Eriksson2004Book (Other academic)
  • 8352.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Det dialogiska klassrummet2009In: Sjätte nationella konferensen i svenska med didaktisk inriktning. Muntlighetens möjligheter - retorik, berättande, samtal: Uppsala 27-28 november 2008 / [ed] Anne Palmér, Umeå: Nationella nätverket för svenska med didaktisk inriktning , 2009, p. 162-168Conference paper (Refereed)
  • 8353.
    Öhman, Anders
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Det dialogiska klassrummet2009In: Sjätte nationella konferensen i svenska med didaktisk inriktning: muntlighetens möjligheter - retorik, berättande, samtal / [ed] Anne Palmér, Uppsala: Nationella nätverket för svenska med didaktisk inriktning (SMDI) , 2009, p. 162-168Conference paper (Other academic)
  • 8354.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Det excellenta universitetet2008In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 17, no 2, p. 36-40Article in journal (Other (popular science, discussion, etc.))
  • 8355.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Doxa och debatt: Recension av Hanne-Lore Anderssons avhandling Doxa och debatt2009In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 1, p. 96-99Article in journal (Other academic)
  • 8356.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Intrig, perspektiv och narrativ kompetens2010In: Tekst og kontekst - en fagdidaktisk udfordring: 17.-19. marts 2010 i Middelfart (DK), 2010Conference paper (Other academic)
  • 8357.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jaget, rättegången och det kärleksfulla seendet2008In: Tänd eld!: Essäer om Agnes von Krusenstjernas författarskap, Stockholm: Norstedts akademiska förlag , 2008Chapter in book (Other academic)
  • 8358.
    Öhman, Anders
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Litteraturdidaktik, fiktioner och intriger2015 (ed. 1)Book (Other academic)
  • 8359.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Norrland and the question of cultural identity2007In: Centring on the peripheries: studies in Scandinavian, Scottish, Gaelic and Greenlandic Literature, Norwich: Norvik Press, 2007Chapter in book (Other academic)
  • 8360.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Recension av : Staberg, Jakob, Att skapa en ny man2004In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 124, p. 216-222Article in journal (Other academic)
  • 8361.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Recension av Yvonne Leffler, "Jag har fått ett bref..." Den tidiga svenska brevromanen 1770-1870, Gidlunds Hedemora 20072007In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 128, no 1Article, book review (Other academic)
  • 8362.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Review of Bjarne Thomsen: Lagerlöfs litterære landvinning2007In: Scandinavica - International Journal of Scandinavian Studies, ISSN 0036-5653, Vol. 46, no 2, p. 260-264Article in journal (Other academic)
  • 8363.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Sagofolket och norrlandslitteraturen2004In: Västerbotten, ISSN 0346-4938, Vol. 2004, no 1, p. 8-13Article in journal (Other (popular science, discussion, etc.))
  • 8364.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Sestaviti vse skupaj: O romanu Knjiznica Pera Olova Enquista2008Other (Other (popular science, discussion, etc.))
  • 8365.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vägen från Hjoggböle: om Kurt Salomonson och Per Olov Enquist2010In: Replikens platser: en Dagbok : festskrift till Dag Nordmark, Karlstad: Karlstad University Press, 2010, p. 13-29Chapter in book (Other academic)
  • 8366.
    Öhman, Anders
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Äventyret och historien2009In: Kulturhjälten: Viktor Rydbergs humanism, Stockholm: Bokförlaget Atlantis, 2009, p. 271-284Chapter in book (Other academic)
  • 8367.
    Öhman, Anders
    et al.
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Lindell, Ingrid
    Göteborgs universitet.
    Inledning2019In: För berättelsens skull: modeller för litteraturundervisningen / [ed] Ingrid Lindell och Anders Öhman, Stockholm: Natur och kultur, 2019, 1, p. 7-15Chapter in book (Other academic)
  • 8368.
    Öhman, Anders
    et al.
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Tornberg Pantzare, Malin
    Sävar skola.
    Att skugga intrigen: en modell för litteraturläsning i teori och praktik2019In: För berättelsens skull: modeller för litteraturundervisningen / [ed] Ingrid Lindell och Anders Öhman, Stockholm: Natur och kultur, 2019, 1, p. 17-38Chapter in book (Other academic)
  • 8369.
    Öhman, Johan
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Sundberg, Marie
    Örebro University, School of Health and Medical Sciences.
    Rörelse i naturen: ett alternativt kroppsmöte2004In: Utomhusdidaktik / [ed] Iann Lundegård, Per-Olof Wickman, Ammi Wohlin, Lund: Studentlitteratur , 2004, p. 171-186Chapter in book (Other academic)
  • 8370.
    Öhman, Johan
    et al.
    Pedagogiska institutionen Örebro universitet.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Clarifying the Ethical Tendency in Education for Sustainable Development Practice: a Wittgenstein-Inspired Approach2008In: Canadian Journal of Environmental Education, ISSN 1205-5352, Vol. 13, no 1, p. 57-72Article in journal (Refereed)
  • 8371.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Analysing the direction of socialisation from a power perspective2010In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 15, no 4, p. 393-409Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to describe and illustrate an approach that facilitates a study of power and governing processes in teachers' and students' interactive actions and dealings. This approach is inspired by Foucault's work on power and the research field emanating from the concept of governmentality. The approach is illustrated through an analysis of texts of teacher and student interactions derived from video-recorded physical education lessons conducted in Swedish nine-year compulsory schools. This analysis is used to demonstrate how governing processes appear in Physical Education practices, and the socialisation content of this governance. Here the term socialisation content refers to the direction of governance, which constitutes a discursive resource for the constitution of particular forms of subjectivity.

  • 8372.
    Öhman, Marie
    et al.
    Örebro universitet.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan.
    Quennerstedt, Mikael
    Örebro universitet.
    Competing for ideal bodies: a study of exergames used as teaching aids in schools2014In: Critical Public Health, ISSN 0958-1596, E-ISSN 1469-3682, Vol. 24, no 2, p. 196-209Article in journal (Refereed)
    Abstract [en]

    Since the development of the welfare state, the Swedish school subject Health and Physical Education (HPE) has been regarded as an important site for public health work, and still assumes a central role in promoting the health of the coming generation. A specific type of health intervention, promoted by researchers in recent years, is the use of so-called exergames. In some countries, these fitness games are used as teaching aids in physical education classes and can be seen as examples of how public health issues and popular culture are shaping HPE in schools. The aim of the study reported in this paper is to examine which messages about health and body are offered, and how these are expressed in some of the fitness games used as teaching aids in school. The results of the study highlight the dangers of using exergames in the teaching of HPE in schools. The messages communicated by the games have a number of potentially harmful consequences, particularly with regard to the creation of specific health and bodily norms based on a measurable ideal. The use of this tool in education is thus far from value free, and the problems that might be solved when using the games are not necessarily the ones that education should privilege.

  • 8373.
    Öhman, Marie
    et al.
    Örebro University, School of Health Sciences.
    Segolsson, Joakim
    Örebro University, School of Health Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Lennqvist Lindén, Ann-Sofie
    Örebro University, School of Humanities, Education and Social Sciences.
    Tolgfors, Pernilla
    Fysisk beröring mellan lärare och elev i utbildningssammanhang2017In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karim Hamza, Anette Olin, Lund: Studentlitteratur AB, 2017, p. 155-171Chapter in book (Other academic)
  • 8374.
    Öhrn, Helena
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Barns upptäckter av matematik: ett undervisningsförsök med utgångspunkt från en barnbok2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Användandet av barnböcker för att upptäcka matematik är ett tillvägagångssätt som inte är helt vanligt. Efter en kurs i matematik under utbildningen väcktes min nyfikenhet inför detta.

    Syftet med studien är att se vad en barnbok ger för pedagogiska möjligheter att upptäcka matematik. Metoden grundar sig på ett undervisningsförsök där jag tillsammans med en grupp barn och utifrån en bok inspirerats att arbeta med matematik. Resultaten visar att en barnbok lämpar sig mycket väl som tillvägagångssätt för att upptäcka och utforska matematikens aspekter. Min slutsats är att genom att vara en medveten pedagog och se så väl till barnens förförståelse som till sina egna förgivettaganden, kan man med inspiration av barns tankar och idéer från en boks text och bilder hitta vägar till matematikens värld.

  • 8375.
    Öhström, Erika
    et al.
    University of Gävle, Faculty of Education and Business Studies.
    Hedlund, Emma
    University of Gävle, Faculty of Education and Business Studies.
    Samling - En del av förskolans vardag: En undersökning om samlingens syfte och ledarrollens betydelse2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen var att ta reda pedagogers och barns inställning till samling samt hur de resonerar kring samlingens innehåll.

    Undersökningen genomfördes med hjälp av ostrukturerade enkäter samt observationer av samling på förskolan. Vi utförde även intervjuer av barn för att få en övergripande bild på området. Resultatet visade att förskollärare anser att samlingen är en betydelsefull aktivitet som bör leda till att läroplanens mål uppfylls, genom att förskollärarna försöker förhålla sig till en pedagogisk tanke. I resultatet synliggörs även likheter med tidigare forskning och litteratur.  

  • 8376.
    Öijerholm, Alexandra
    et al.
    University of Gävle, Faculty of Education and Business Studies.
    Jansson, Emma
    University of Gävle, Faculty of Education and Business Studies.
    Får jag använda lärplattan?: En studie i förskolans verksamhet2013Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to highlight some aspects of the increased usage of tablets in preschool environments by answering the questions: what does the tablet become in the preschool environment, how much freedom does the children have over its usage.

    To answer these questions a series of observations were made at two different preschools. The observations were then complemented by interviews with teachers at the same preschools.

    This qualitative study focuses on some of the didactic questions regarding the tablets, based on a theoretical framework that is within the design-oriented perspective; which addresses the children's’ autonomy, the institutional framework and affordance.

    Our conclusion is that the tablet’s introduction in the preschool has helped the teachers in numerous parts of their documentation, but we can also see that the children's opportunities to make choices regarding the tablet are more limited than with any other resource on the preschool. In our results we also see that when the children get access to the tablet they receive a learning experience, which among other things, strengthens their language skills and their social interaction with each other.

  • 8377.
    Öman, Jennifer
    Mälardalen University, School of Education, Culture and Communication.
    Makt att skriva2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka om några gymnasieelever utvecklas i sitt skrivande i en genrepedagogiskt inspirerad undervisning. Eleverna vars texter analyserades studerade på det samhällsvetenskapliga programmet på en gymnasieskola belägen i Mellansverige. Studien var longitudinell och metoden som användes var innehålls­analys som bestod av både en kvalitativ strukturanalys och en kvantitativ stilanalys. Strukturanalysen analyserade texternas helhet och med hjälp av den kunde olika språkliga variabler synliggöras för vidare stilanalys. Det insamlade materialet bestod av fyra gymnasieelevers texter skrivna under vårterminen 2014 och höstterminen 2014. Undersökningen gick ut på att undersöka vad som utvecklades och vilka språkliga skillnader som kunde utläsas i dessa fyra gymnasieelevers texter. Resultatet visade att av de fyra elever vars texter analyserades utvecklade deras skrivande. Anledningen till skrivutveckling kan dock inte fastslås helt men skrivutvecklingen skedde när en genrepedagogiskt inspirerad undervisning användes. 

  • 8378.
    Öqvist, Anna
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Malmström, Malin
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Modell för pedagogisk utveckling i Malmfälten: Lärares ledarskap i fokus2017Report (Other academic)
  • 8379.
    Örberg, Mimmi
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Särskilda avdelningar, särskilda barn?: En studie om resursavdelningen som diskursiv arena2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande uppsats ämnar studera hur pedagoger som arbetar inom förskolans resursavdelningar genom sitt tal konstruerar barnen i behov av särskilt stöd samt försöka förstå vilka konsekvenser en särskiljande praktik får för dessa konstruktioner. Studien är genomförd på tre resursavdelningar i en kommun i Sverige. Metoden som används i undersökningen är kvalitativa gruppintervjuer med arbetslag som fokusgrupper. Som underlag vid intervjuerna har frågeområden funnits men samtalen har tagit olika form beroende på vad informanterna har valt att lyfta. Det empiriska materialet har sedan analyserats med hjälp av en verktygslåda hämtad från kritisk diskursanalys. Resultaten tyder på att pedagogerna konstruerar barnen i behov av särskilt stöd utifrån kategorier kopplade till deras särskilda behov som t.ex. diagnoser. Vid talet om barnen i behov av särskilt stöd är det vanligare förekommande med begrepp hemmahörande i en medicinsk diskurs snarare än i en pedagogisk diskurs. Barnhabiliteringen ses som en viktig instans för att förstå vilket slags stöd barnen i behov av särskilt stöd behöver. Diskursen om barnet i behov av särskilt stöd reproduceras genom, för verksamheten, meningsbärande konstruktioner och utmanas då normen för dessa konstruktioner bryts. 

  • 8380.
    Örbring, David
    Lunds universitet, Campus Helsingborg.
    Geografiska perspektiv i utbildning av lärare i samhällskunskap2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:1, p. 41-52Article in journal (Refereed)
    Abstract [en]

    Teachers in Social Studies can benefit from geographical perspectives in their teaching of Social Studies in elementary and high school. The aim is to connect geographical perspectives to various social processes and to integrate it in teaching of Social Studies. But how can the relevance of geographical perspectives in an education for teachers in Social Studies be motivated and to what benefits can it be internalized? I will try to answer that question in this article. This relevance is mainly, with basis in a literature study, focused on democracy, sustainable development and digital literacy. It is also relevant by giving teachers a broader teaching skill and thus they are able to help pupils achieve higher-order skills.

  • 8381.
    Örn, Joel
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Andersson, Jesper
    Örebro University, School of Humanities, Education and Social Sciences.
    "Ibland skulle jag lika gärna kunna undervisa från ett fik i Bangkok": Lä r a r e s u p p f a t t n i n g ar o m d a t o r e r o c h i n t e r n e t i s ko l a n2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 8382.
    Östangård, Tilda
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Smedberg, Stina
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Konkret material som resurs: En studie om konkretiseringen av bråk och decimaltal2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att, utifrån ett elevperspektiv, analysera väsentliga aspekter av konkret material som resurs vid övergång mellan bråktal och decimaltal samt hur det konkreta materialet kan hjälpa elevers diskussioner och resonemang framåt. Studien baseras på tidigare forskning samt observationer av elever i årskurs fem. För att komma fram till ett resultat och analysera detta används variationsteorin, utifrån begreppen lärandeobjekt, kritiska aspekter och variationsmönster. Resultatet visar att konkret material kan vara ett stöd i förståelsen av övergången mellan bråk- och decimaltal, förutsatt att eleverna vet hur material används. Med hjälp av det konkreta materialet kan eleverna visa sina tankegångar och styrka sina resonemang. Genom att fler elever kan följa resonemanget förs diskussionen framåt. Studien bidrar till en medvetenhet om elevers användning av konkret material.

  • 8383.
    Östblom, Jenny
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Materialkostnader i skolans textilslöjdundervisning: Hur lärare upplever prioriteringarna i textilslöjden2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 8384.
    Östensson, Erika
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Begreppsförståelse i matematikundervisningen: En studie om hur matematikundervisning bidrar till att främja andraspråkselevers begreppsförståelse i årskurs tre2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Antalet andraspråkselever har ökat i den svenska skolan och många av dessa elever har inte utvecklat tillräckliga kunskaper för att nå matematisk begreppsförståelse. Syftet med denna studie är att från ett lärarperspektiv undersöka på vilka kommunikationssätt matematikundervisningen bidrar till att främja andraspråkselevers begreppsförståelse. För att kunna besvara arbetets syfte och frågeställningar har en empirisk studie gjorts genom observationer i en årskurs tre och intervju med en matematiklärare. Materialet som insamlats har analyserats utifrån bland annat Prediger et al. (2012) tre grundidéer om språkväxling i matematikundervisning. Resultatet visade att kommunikationssättet i en matematikundervisning är viktigt för att främja andraspråkselevers begreppsförståelse i matematik. Vidare visade resultatet att en språkväxling mellan elevernas första– och andraspråk till en viss del kan vara fördelaktigt. Dessutom visade resultatet att det är gynnsamt att växla mellan skolspråk och vardagsspråk i matematikundervisningen. Resultatet visade även att det är bra att använda sig av olika matematiska representationer för att underlätta för andraspråkselever i matematikundervisningen. De slutsatser som dragits utifrån studiens resultat är att kommunikationen i matematikundervisningen är av stor vikt för andraspråkselevers utveckling i matematik.

  • 8385.
    Österdahl, Matilda
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Sex utan lust till samlevnad. En kvalitativ studie om bedrivande av och problematik i sex- och samlevnadsundervisningen2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ämnen kopplade till sexualitet och relationer är populära att diskutera i samhället, och i och med kampanjen ”Metoo” så synliggörs också vikten av kunskap om jämställdhet och respekt. Mycket ansvar ligger på skolan att utbilda demokratiska medborgare med sunda värderingar som kan ta kloka beslut. Sex och samlevnad är ett ämnesövergripande ämne, och i biolog och i naturkunskap har ämnet en viktig plats i kursplanen. Studier visar att sex- och samlevnads-undervisningen varierar på svenska skolor. De visar också att sex och samlevnad är ett känsligt ämne att prata om både för lärare och elever, och även att lärare inte alltid får verktyg från lärarutbildningen i hur de ska bedriva undervisningen. Därmed uppfylls inte målet om att Sverige ska ha en likvärdig skola. Denna studie syftade till att ta reda på vad lärare fokuserar på i sin sex- och samlevnadsundervisning samt vilka didaktiska val de gör. Vidare undersöktes hur lärarna bedömer elevernas kunskaper i ämnet, och slutligen har eventuella problem i sex- och samlevnadsundervisningen undersökts och hur de i så fall hanteras.

    Studien visade att sex- och samlevnadsundervisningen inte var likvärdig mellan och inom skolorna samt att lärarnas kunskaper om hur undervisningen ska bedrivas är bristfällig då de inte alltid följer de styrdokument som finns. Flera lärare var också omedvetna om att deras sätt att undervisa utgick från traditionella perspektiv på genus och sexualitet. Ingen av lärarna hade fått några verktyg i hur sex och samlevnad kan bedrivas på sin lärarutbildning, och ett annat problem som framkom var att det inte heller fanns någon närvarande rektor som ansvarade för att sex- och samlevnadsundervisningen höll hög kvalitet. Eftersom ämnet är så pass viktigt i samhället kommer det därför att behöva prioriteras mer. Lärarna behöver mer utbildning i hur man kan ta upp ämnet och få bättre didaktiska verktyg för att öka elevers inlärning och förståelse, och sex och samlevnad behöver få större plats i hela skolan.

  • 8386.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    A framework for studying differences between process- and object-oriented discourses2011In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, vol 1: Developing mathematical thinking / [ed] Behiye Ubuz, 2011, p. 367-367Conference paper (Other academic)
  • 8387.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    A framework for studying differences between process- and object-oriented discourses2011In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, vol 1: Developing mathematical thinking / [ed] Behiye Ubuz, 2011, p. 367-367Conference paper (Other academic)
  • 8388.
    Österholm, Magnus
    Linköping University, Department of Mathematics, Applied Mathematics. Linköping University, The Institute of Technology.
    A metacognitive perspective on reading mathe-matical texts: Students’ beliefs and criteria for comprehension2006Manuscript (preprint) (Other academic)
  • 8389.
    Österholm, Magnus
    Linköpings universitet, Tillämpad matematik.
    A reading comprehension perspective on problem solving2006In: Developing and researching quality in mathematics teaching and learning : proceedings of MADIF 5 : the 5th Swedish Mathematics Education Research Seminar, Malmö, January 24-25, 2006 / [ed] Christer Bergsten and Barbro Grevholm, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2006, p. 136-145Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss the bi-directional relationship between reading comprehension and problem solving, i.e. how reading comprehension can affect and become an integral part of problem solving, and how it can be affected by the mathematical text content or by the mathematical situation when the text is read. Based on theories of reading comprehension and a literature review it is found that the relationship under study is complex and that the reading process can affect as well as act as an integral part of the problem solving process but also that not much research has focused on this relationship.

  • 8390.
    Österholm, Magnus
    Linköping University, Department of Mathematics, Applied Mathematics. Linköping University, The Institute of Technology.
    A reading comprehension perspective on problem solving2006In: Developing and researching quality in mathematics teaching and learning : proceedings of MADIF 5 : the 5th Swedish Mathematics Education Research Seminar, Malmö, January 24-25, 2006 / [ed] Christer Bergsten and Barbro Grevholm, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2006, p. 136-145Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss the bi-directional relationship between reading comprehension and problem solving, i.e. how reading comprehension can affect and become an integral part of problem solving, and how it can be affected by the mathematical text content or by the mathematical situation when the text is read. Based on theories of reading comprehension and a literature review it is found that the relationship under study is complex and that the reading process can affect as well as act as an integral part of the problem solving process but also that not much research has focused on this relationship.

  • 8391.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Beliefs: A theoretically unnecessary construct?2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon, France / [ed] V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello, Lyon: Institut National de Recherche Pédagogique , 2010, p. 154-163Conference paper (Refereed)
    Abstract [en]

    In this paper I analyze different existing definitions of the term beliefs, focusing on relations between beliefs and knowledge. Through this analysis I note several problems with different types of definitions. In particular, when defining beliefs through a distinction between belief and knowledge systems, this creates an idealized view of knowledge, seen as something more pure (less affective, less episodic, and more logical). In addition, attention is generally not given to from what point of perspective a definition is made; if the distinction between beliefs and knowledge is seen as being either individual/psychological or social. These two perspectives are also sometimes mixed, which results in a messy construct. Based on the performed analysis, a conceptualization of beliefs is suggested.

  • 8392.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Beliefs: A theoretically unnecessary construct?2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon, France / [ed] V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello, Lyon: Institut National de Recherche Pédagogique , 2010, p. 154-163Conference paper (Refereed)
    Abstract [en]

    In this paper I analyze different existing definitions of the term beliefs, focusing on relations between beliefs and knowledge. Through this analysis I note several problems with different types of definitions. In particular, when defining beliefs through a distinction between belief and knowledge systems, this creates an idealized view of knowledge, seen as something more pure (less affective, less episodic, and more logical). In addition, attention is generally not given to from what point of perspective a definition is made; if the distinction between beliefs and knowledge is seen as being either individual/psychological or social. These two perspectives are also sometimes mixed, which results in a messy construct. Based on the performed analysis, a conceptualization of beliefs is suggested.

  • 8393.
    Österholm, Magnus
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Characterizing mathematics education research discourse on belief2011In: Current state of research on mathematical beliefs XVI: Proceedings of the MAVI-16 Conference, June 26-29, 2010, Tallinn, Estonia / [ed] Kirsti Kislenko, Tallinn, Estonia: Institute of Mathematics and Natural Sciences, Tallinn University , 2011, p. 200-217Conference paper (Refereed)
    Abstract [en]

    The discursive use of ‘belief’ in research articles are analyzed as a contribution to the reflexive activity in belief-research, in particular regarding theoretical aspects of the notion of belief. The purpose of this paper is to create an explicitly described procedure for such an analysis, from the selection of data to categorizations of the smallest unit of analysis. The method of analysis builds on some linguistic structures, focusing in this paper on the use of adjectives and verbs in relation to ‘belief’. From the analysis of the use of ‘belief’ in eight articles a set of categories is created describing different uses of the notion of belief.

  • 8394.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Characterizing mathematics education research discourse on belief2011In: Current state of research on mathematical beliefs XVI: Proceedings of the MAVI-16 Conference, June 26-29, 2010, Tallinn, Estonia / [ed] Kirsti Kislenko, Tallinn, Estonia: Institute of Mathematics and Natural Sciences, Tallinn University , 2011, p. 200-217Conference paper (Refereed)
    Abstract [en]

    The discursive use of ‘belief’ in research articles are analyzed as a contribution to the reflexive activity in belief-research, in particular regarding theoretical aspects of the notion of belief. The purpose of this paper is to create an explicitly described procedure for such an analysis, from the selection of data to categorizations of the smallest unit of analysis. The method of analysis builds on some linguistic structures, focusing in this paper on the use of adjectives and verbs in relation to ‘belief’. From the analysis of the use of ‘belief’ in eight articles a set of categories is created describing different uses of the notion of belief.

  • 8395.
    Österholm, Magnus
    Linköpings universitet, Tillämpad matematik.
    Characterizing reading comprehension of mathematical texts2006In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 63, no 3, p. 325-346Article in journal (Refereed)
    Abstract [en]

    This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit teaching of reading comprehension for texts including symbols.

  • 8396.
    Österholm, Magnus
    Linköping University, Department of Mathematics, Applied Mathematics. Linköping University, The Institute of Technology.
    Characterizing reading comprehension of mathematical texts2006In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 63, no 3, p. 325-346Article in journal (Refereed)
    Abstract [en]

    This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit teaching of reading comprehension for texts including symbols.

  • 8397.
    Österholm, Magnus
    Umeå universitet, Matematik, teknik och naturvetenskap.
    Do students need to learn how to use their mathematics textbooks?: The case of reading comprehension2008In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, no 3, p. 53-73Article in journal (Refereed)
    Abstract [en]

    The main question discussed in this paper is whether students need to learn how to read mathematical texts. I describe and analyze the results from different types of studies about mathematical texts; studies about properties of mathematical texts, about the reading of mathematical tasks, and about the reading of mathematical expository texts. These studies show that students seem to develop special reading strategies for mathematical texts that are not desirable. It has not been possible to find clear evidence for the need of a specific ”mathematical reading ability”. However, there is still a need to focus more on reading in mathematics teaching since students seem to develop the non-desirable reading strategies.

  • 8398.
    Österholm, Magnus
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Do students need to learn how to use their mathematics textbooks?: The case of reading comprehension2008In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, no 3, p. 53-73Article in journal (Refereed)
    Abstract [en]

    The main question discussed in this paper is whether students need to learn how to read mathematical texts. I describe and analyze the results from different types of studies about mathematical texts; studies about properties of mathematical texts, about the reading of mathematical tasks, and about the reading of mathematical expository texts. These studies show that students seem to develop special reading strategies for mathematical texts that are not desirable. It has not been possible to find clear evidence for the need of a specific ”mathematical reading ability”. However, there is still a need to focus more on reading in mathematics teaching since students seem to develop the non-desirable reading strategies.

  • 8399.
    Österholm, Magnus
    Linköpings universitet, Tillämpad matematik.
    Epistemological beliefs and communication in mathematics education at upper secondary and university levels2009In: Perspectives on mathematical knowledge. Proceedings of MADIF 6, the 6th Swedish Mathematics Education Research Seminar, Stockholm, January 29-30, 2008 / [ed] Christer Bergsten, Barbro Grevholm, Thomas Lingefjärd, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2009, p. 132-134Conference paper (Other academic)
  • 8400.
    Österholm, Magnus
    Linköping University, Department of Mathematics, Applied Mathematics. Linköping University, The Institute of Technology.
    Epistemological beliefs and communication in mathematics education at upper secondary and university levels2009In: Perspectives on mathematical knowledge. Proceedings of MADIF 6, the 6th Swedish Mathematics Education Research Seminar, Stockholm, January 29-30, 2008 / [ed] Christer Bergsten, Barbro Grevholm, Thomas Lingefjärd, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2009, p. 132-134Conference paper (Other academic)
165166167168169170 8351 - 8400 of 8462
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