Endre søk
Begrens søket
15161718 851 - 864 of 864
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 851.
    Österling, Lisa
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    To Survey what Students Value in Mathematics Learning: Translation and adaptation to Swedish language and context of an international survey, focusing on what students find important in mathematics learning.2013Independent thesis Advanced level (degree of Master (One Year)), 20 poäng / 30 hpOppgave
  • 852.
    Österling, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Andersson, Annica
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Measuring Immesurable Values2013Inngår i: Proceedings of the 37th conference of the international group for the psychology of mathematics education (PME), vol 2 / [ed] Lindmeier, A. M. & Heinze, A., PME , 2013, s. 17-24Konferansepaper (Fagfellevurdert)
  • 853.
    Österling, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Christiansen, Iben Maj
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    PRODUCTIVE WAYS OF ORGANISING PRACTICUM – WHAT DO WE KNOW? A SYSTEMATIC REVIEW2018Inngår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter, Haifa: International Group for the Psychology of Mathematics Education (PME) , 2018, Vol. 3, s. 443-450Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The starting point for this review are questions on the empirical base for the organization of practicum.  Selecting peer reviewed, empirically based articles for 2001- 2017, with a focus on mathematics teacher education and the practicum, resulted in the inclusion of 51 articles for review. Exploring the outcomes and student teachers’ experiences of practicum suggested that responsibility for teaching together with support from mentors, university lecturers, university coursework, peers or prompts to use a theoretical framework improves learning outcomes in practicum, and the length of time in a school context does not do so on its own.

  • 854.
    Östman, Leif
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Uppsala University, Sweden.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Uppsala University, Sweden.
    A Pragmatic Approach on Epistemology, Teaching, and Learning2014Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 98, nr 3, s. 375-382Artikkel i tidsskrift (Fagfellevurdert)
  • 855. Östman, Leif
    et al.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Almqvist, Jonas
    Uppsala universitet.
    Ligozat, Florence
    University of Geneva, Switzerland.
    A pragmatist approach to scientific literacy2009Konferansepaper (Fagfellevurdert)
  • 856.
    Östman, Leif
    et al.
    Uppsala universitet.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Öhman, Johan
    Örebro universitet.
    Practical Epistemology Analysis: Aesthetic and moral learning2008Konferansepaper (Fagfellevurdert)
  • 857.
    Ünsal, Zeynep
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Bilingual students' learning in science: Language, gestures and phyiscal artefacts2017Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The objective of this thesis is to examine how language, gestures and physical artefacts are used in science classes with emergent bilingual students who do not share the same minority language as their classmates or teachers. The purpose is to contribute to findings that can enhance emergent bilingual students’ learning in science. The data consist of classroom observations in one 3rd grade (9–10 years old) and one 7th grade (13–14 years old) science class. In addition, the students in the 7th grade were interviewed. Whole-class instruction was carried out monolingually in Swedish. The students typically made meaning of the activities without any language limitations during conversations following an initiation, response and evaluation pattern (IRE). However, during longer conversations the students’ language repertoire in Swedish frequently limited their possibilities to express themselves. During group-work activities, students with the same minority language worked together and used both of their languages. One strategy used among the students to overcome language limitations was translating unfamiliar words into their minority language. In general, this supported the students’ learning in science. Occasionally, the students made incorrect translations of scientific concepts. The interviews with the students demonstrated how monolingual exams may limit emergent bilingual students’ achievements in science. When students’ language proficiency limited their possibility to express themselves, the students showed what they meant by using gestures. This resulted in the continuation of the lessons as both other students and teachers drew on the used gestures to talk about the science content. The physical artefacts implied that the students experienced the science content by actually seeing it, which the teacher then drew on to introduce how the phenomena or process in question could be expressed in scientific language. When students’ proficiency in the language of instruction limited their possibilities to make meaning, using physical artefacts enabled them to experience unfamiliar words being related to the science content and learn what they mean. 

  • 858.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students’ Languages and Their Meaning-Making in Science2018Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 48, nr 5, s. 1027-1048Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, ‘students’ conversations with the teacher’ and ‘student’s conversations with each other’. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students’ language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed. 

  • 859.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Science education in a bilingual class: problematising a translational practice2018Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 2, s. 317-340Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13–14. All students had Turkish as their minority language, whereas the teacher’s minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups.They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students’ everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher’s practice of facilitating and supporting students’ understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students’ language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students’ descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students’ achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language. 

  • 860.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Science education in a multilingual class: Problematizing a translational practice2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study we examine  how bilingual students construe relations between their everyday language in Swedish and Turkish, respectively, and the language of science in Swedish. The data collection consists of observations and group interviews in a multilingual science class with 13-14 years old students. For the analysis, Practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since some everyday words he used were not a part of the students' language repertoire. The study also shows how the students translated everyday words from Swedish to Turkish to proceed with the activities. However, translating scientific concepts were more problematic and lead to that the students' descriptions of concepts were not in line with how they are viewed in science. Finally, the study demonstrates how monolingual exams may limit bilingual students' achievments in science. The study contributes by presenting and discussing circumstances that are needed to be taken into consideration when planning and conducting science lessons in multilingual classes.

  • 861.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Gesticulating science: Emergent bilingual students’ use of gestures2018Inngår i: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 55, nr 1, s. 121-144Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article examines how emergent bilingual students used gestures in science class, and the consequences of students’ gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9–10 years old) were involved in a unit concerning electricity. The second class consisted of 7th grade students (13–14 years old) working with acids and bases. Data were analyzed by using practical epistemological analysis (PEA). When students’ language proficiency limited their possibility to express themselves, using gestures resulted in the continuation of the science activities. Furthermore, both peers and teachers drew on the used gestures to talk about the science content. In some situations, the meaning of the gestures needed to be negotiated. Regardless, the gestures were always related to language. Both students and teachers participated in this process, but the teachers directed the communication towards the goal of the lessons: learning how to talk science. The study contributes to the field by showing the importance of paying attention to and valuing bilingual students’ use of gestures as a way to express scientific knowledge. In addition, it demonstrates how teachers might draw on students’ gestures to teach science and discusses the importance of creating multimodal learning environments. 

  • 862.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jumping pepper and electrons in the shoe: Physical artefacts in a multilingual science classInngår i: Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article concerns how teachers can use physical artefacts as mediating means to support emergent bilingual students’ learning in science class. The data consist of non-participant observations in a Swedish 3rd grade (9-10 years old) science class. All students were bilingual, but in different minority languages, and the teacher was monolingual in Swedish. The study focused on four students, all of whom had Turkish as their minority language. During the observations, the science content was electricity and the lessons were conducted by using physical artefacts, such as wires, bulbs and batteries. The study takes its stance in the ideas of Dewey and sociocultural approaches, implying that students’ learning is viewed as situational. For the analysis, practical epistemology analysis (PEA) was used. The teacher used physical artefacts in two different ways. First, the physical artefacts implied that the students experienced the science content by actually seeing it. The students talked about their observations in everyday language, which the teacher then drew on to introduce how the phenomena or process in question could be expressed in scientific language. Second, when students’ proficiency in the language of instruction limited their possibilities to make meaning, using physical artefacts enabled them to experience unfamiliar words being related to the science content and thus learn their meaning. The study findings contribute to knowledge concerning how teachers can create learning contexts where physical artefacts are used to mediate scientific meaning. 

  • 863.
    Ünver, Yasemin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    En jämförande studie av svenska och turkiska lärares matematikundervisning i grundskolans tidigare år2013Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Studiens syfte är att undersöka hur svenska och turkiska lärare undervisar i matematik och vilka de centrala skillnaderna är mellan svenska respektive turkiska lärares matematikundervisning, med fokus på den kulturella och skolspecifika nivån. Den svenska nya läroplanen betonar innebörden med att eleverna ges möjlighet till att utveckla förmågan att lösa problem, använda logiska resonemang och kommunicera matematik, medan den turkiska läroplanen betonar innebörden av eleverna motivation till ämnet och att fokus har ändrats från enbart skriftlig huvudräkning till rimlighetsbedömning och problemlösning. För att analysera empirin används ramfaktorteorin som beskriver olika faktorer som påverkar undervisningens möjligheter och begränsningar. Studien genomfördes med kvalitativa intervjuer och observationer i årskurs 2 och 3 både i Sverige och i Turkiet, där observationerna filmades. I resultaten framkom det att svenska och turkiska lärares matematikundervisning skiljer sig genom att det var större fokus på gemensam genomgång vid introduktion av ett nytt område i Turkiet medan den gemensamma genomgången i den svenska undervisningen var kortare. Orsaken till att lärarna utformade sin undervisning på ett specifikt sätt är på grund av läroplanerna i de respektive länderna. Den svenska läroplanen möjliggör en fri planering av undervisning medan de turkiska lärarna har en lärarhandledning som är utformad efter kursplanen för matematik och utformad som en lektionsplanering. Något annat som studien visar är att kravnivån för eleverna är mycket högre i den turkiska matematikundervisningen, än den svenska matematikundervisningen.

  • 864.
    Ünver, Yasemin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Matematiska utmaningar i grundskolans tidigare år: En studie om hur elever med särskilda matematiska förmågor identifieras och utmanas i grundskolans tidigare år2012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
15161718 851 - 864 of 864
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf