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  • 8451.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Learning by computer-simulated laboratory exercises – effects on learning outcomes.2001Conference paper (Other academic)
  • 8452.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Simulation in university chemistry education: cognitive and affective aspects2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

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

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

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

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

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

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

  • 8453.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Using PCA for analysis of questionnaires, a journey into the affective domain.2001Conference paper (Refereed)
  • 8454.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Berg, A
    Lunberg, B
    Computer simulated acid-base titrations as prelab: effects on learning outcome2001Conference paper (Refereed)
  • 8455.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Lindahl, Britt
    Högskolan Kristianstad Sektionen för Lärarutbildning.
    Science for Life: development of a multi-concept instrument to study the impact of socio-scientific issues on student interest in science2008In: Planning science instruction: From insight to learning to pedagogical practices, 2008, p. 97-Conference paper (Other academic)
    Abstract [en]

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

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

  • 8456.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindahl, Britt
    Högskolan Kristianstad.
    Working with SSI: Factors influencing emotional and cognitive outcomes2009Conference paper (Refereed)
    Abstract [en]

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

  • 8457.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hellgren, Jenny M.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors2014In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 29, no 4, p. 673-691Article in journal (Refereed)
    Abstract [en]

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

  • 8458.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hofverberg, Anders
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindfors, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–112019In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 34, no 2, p. 295-315Article in journal (Refereed)
    Abstract [en]

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

  • 8459.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Taube, Fabian
    Hedman, Leif
    A comparative analysis of discussion quality in Face-to-Face and threaded discussion groupsManuscript (preprint) (Other academic)
  • 8460.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Thunberg, Hans
    Bengmark, Samuel
    Success-factors in Transition to University Mathematics for stronger and weaker secondary students2015In: Towards a Reflective Society: Synergies Between Learning, Teaching and Research. (Book of abstracts), 2015Conference paper (Refereed)
    Abstract [en]

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

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

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

  • 8461.
    Winberg, T. Mikael
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Assessing discourse quality in threaded discussion groups: a comparison of methodologiesManuscript (preprint) (Other academic)
  • 8462.
    Wind, Cathrine
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Hur lärare undervisar i problemlösning: En kvalitativ studie om lärarens roll vid problemlösning i lågstadiet1987Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

  • 8463.
    Windh, Sophie
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Bråk- och decimaltal i grundskolan: En systematisk litteraturstudie om likheter och skillnader i undervisning av bråktal respektive decimaltal.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

  • 8464.
    Windh, Sophie
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Tallinjen – ett hjälpmedel till att förstå bråk- och decimaltal?: En empirisk studie om vilket sätt tallinjen kan underlätta förståelsen för bråktal respektive decimaltal.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

  • 8465.
    Wingenblixt, Johan
    University of Gävle, Department of Education and Psychology.
    Gruppdynamik: Skillnader i synsätt mellan lärare och elever2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

  • 8466.
    Winka, Katarina
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Kartläggning av pedagogiska meriteringsmodeller vid Sveriges högskolor och universitet2017Report (Other academic)
    Abstract [sv]

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

  • 8467.
    Winnberg, Mattias
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Agens i matematikundervisning: En jämförande studie av elevers agens och makt i lärandesituationer där IKT används2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

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

  • 8468.
    Winninge, Karl
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Rasmussen, Philip
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Fritidslärares arbete med digitala verktyg: Hur fritidslärare kan använda digitala verktyg på fritidshemmet för att främja fysisk aktivitet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

  • 8469.
    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.

  • 8470.
    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)
  • 8471.
    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)
  • 8472.
    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.

  • 8473.
    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.

  • 8474.
    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.

  • 8475.
    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.

  • 8476.
    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
  • 8477.
    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)
  • 8478.
    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.))
  • 8479.
    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)
  • 8480.
    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)
  • 8481.
    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/

  • 8482.
    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.

  • 8483.
    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.

  • 8484.
    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?

  • 8485.
    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)
  • 8486.
    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)
  • 8487.
    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).

  • 8488.
    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.

  • 8489.
    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).

  • 8490.
    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.

  • 8491.
    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.

  • 8492.
    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
  • 8493.
    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.

  • 8494. 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.

  • 8495.
    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.

  • 8496.
    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. 

  • 8497.
    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.

     

  • 8498.
    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)
  • 8499.
    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.

  • 8500.
    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.

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