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  • 51.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Olson, Maria
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Högskolan Dalarna / Stockholms universitet.
    Rahm, Lina
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Sandberg, Fredrik
    Linköpings universitet.
    Individualisering genom det kollektiva i svensk folkhögskola2015Conference paper (Other academic)
    Abstract [en]

    The aim of this paper presentation is to identify how the principles of democracy and the market are played out in Swedish adult education. More specifically, we focus on how collective and individually oriented notions of what it means to be a citizen, shape student subjectivity. By focusing on both formal adult education (municipal adult education) and non-formal adult education (folk high schools) we wish to illustrate how these principles are mobilized differently, thus shaping different kinds of citizen subjectivities. Drawing on a post structural theorization inspired by the work of Michel Foucault, we analyse interviews with students and teachers at one school for municipal adult education, as well as one folk high school. Our analysis illustrates how an individually oriented citizen is shaped through discourses mobilized in both settings. However, in the folk highs school, individualization is shaped through discourses on collectivization. We argue that such shaping are in line with neoliberal forms of governance.

  • 52.
    Fejes, Andreas
    et al.
    Linköping University.
    Sandberg, Fredrik
    Linköping University.
    Dahlstedt, Magnus
    Linköping University.
    Olson, Maria
    Stockholm University.
    The last exodus?: Discourses on the production of citizens in adult education2015In: Symposium: Citizenship in the making – Adult and popular education as bunkers of failures, computers and recognition, Göteborg, 2015, p. 33-Conference paper (Other academic)
  • 53.
    Fredriksson, Helen
    et al.
    University of Skövde, School of Humanities and Informatics.
    Jansson, Kristina
    University of Skövde, School of Humanities and Informatics.
    Limé, Gunilla
    University of Skövde, School of Humanities and Informatics.
    Komplement, konkurrent eller verktyg: Aktörsperspektiv på datoranvändning på en förskola2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore and illuminate opinions to computer use as educational tools in pre-school from pedagogues, children, parents and school principal perspective, ie from different participant perspectives. Research on computer use in pre-school is marginal, so the ambition of this study is to some extent contribute to knowledge in this area. Ljung-Djärfs (2004) dissertation has been used as a source of inspiration as part of her performance has been the basis for our questions: What opinion do participants have about the computer as a pedagogical tool related to other activities? What opinion do participants have about the computer as a free choice in the pre-school activities? What opinion do the participants have about the computers’ relevance as an educational tool in the pre-school activities? The study has a qualitative approach in the form of a case study and was conducted at a pre-school in central Sweden with the help of interviews, surveys and observations. The results suggest three approaches to computer use as educational tools in pre-school - a complementary activity, a competing option, and a tool of learning. It appears that the computer is not considered high priority in the pre-school activities. Other activities, values and needs, such as language development and outdoor activities, are valued higher. One conclusion is that the views are characterized largely by a caring rationality. Finally it discusses the importance of a common view among the pedagogues in how the computer as an educational tool can be used in the pre-school activities.

  • 54.
    Frånberg, Olle
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gullberg, Johanna
    University of Skövde, School of Humanities and Informatics.
    Matematikdidaktisk medvetenhet och yrkesrollens uppdrag i förskolan2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to investigate and gain knowledge of the factors that affect a conscious approach when dealing with mathematics in a preschool in central Sweden. The questions addressing this investigation were the following: what constitutes preschool mathematics, what is mathematical didactic awareness among teachers in preschool and in what way does a mathematically conscious way to work manifest itself in practice.

    In order to find out about the preschool teachers' mathematical didactic awareness we used a qualitative research method where five interviews were conducted with five preschool teachers. The interviews were analyzed with a phenomenographic research approach as it mainly focuses on how people perceive a particular phenomenon. The results show that among the preschool teachers there is a strong awareness that mathematics is something important. They also argue that mathematics exists all around them all the time and that it in different ways should have a prominent role in the preschool environment. With the help of Samara and Clement’s (2009) learning trajectories the interviews have been analyzed. These learning trajectories constitutes of three parts; a goal within the mathematical domain, a developmental progression of levels of thinking and the didactic ability to concretize the content. In light of these learning trajectories it shows that the preschool teachers in this study do not show awareness in strategy regarding mathematical didactics.

  • 55.
    Gabrielsson, Linda
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, Marina
    University of Skövde, School of Humanities and Informatics.
    Låt inte maten tysta mun!: En kvalitativ studie om samtal vid måltider i förskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    The aim of this essay was to examine the way preschool teachers and children converse during school meals, and also the way preschool teachers start and develop conversations during meals. The conversations were analyzed from the topic of conversation and the teachers' ways of using language acts such as questions, remarks, exhortations. The study was based on observations, tape recording and contact schedule. The result shows that the topic of conversation is significant for how involved teachers are in conversations during meals. The result also shows how conversations develop or end depending on what language acts teachers use. This is particularly clear when using questions and exhortations. The discussion of this study is mainly about the fact that teachers use of questions does not seem to make conversation progress. In several cases, teachers' shut conversations down by using language acts. The discussion also shows that conversation between children can develop and progress without the help of teachers.

  • 56.
    Gustafsson, Anna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Kling, Helene
    University of Skövde, School of Humanities and Informatics.
    Utmaningar och möjligheter i skrivundervisningen: några lärares uppfattningar2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today´s society is basically changed and the amount of information that the society is constituted of sets big requirements on read- and typing ability. Literacy stands for that to function in the society we need the capacity to use the language and text, to be able to use individual needs and personal goals and to develop within the personal conditions. The verbal and written language is different in many ways that can make it a lot more difficult for the pupil in teaching of the written language. The aim with this study is to examine if and in that case which challenges teachers’ in third degree apprehension that pupils can meet when they develop their written language and which possibilities teaching can offer.

     

    This study builds on the qualitative method with interviews as collection of data and has the sociocultural perspective according to Vygotskijs theory.

    According to the teachers apprehensions the study shows that teaching can contain many positive contributions for a pupil to be motivated to write but can also be challenging. The social context is an important and considerable condition for the pupil to be able to write. The pupils’ interests and their experiences can according to the teachers be used as teaching content. The pupil can however find difficulties to follow text structure. Throughout the teaching the teacher can illustrate written strategies towards the awareness of the written languages structure. The computer provides many possibilities for the pupils, above all the pupils with practical difficulties to write.

  • 57.
    Gustafsson, Linda
    et al.
    University of Skövde, School of Humanities and Informatics.
    Willnerth, Micaela
    University of Skövde, School of Humanities and Informatics.
    Varför matematikmaterial?: Material i Montessoriinriktade och Reggio Emilia inspirerade förskolor2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi har utgått ifrån det sociokulturella och  fenomenografiska  perspektivet i vår studie. Vår studie har behandlat vilket material som finns och används på respektive förskolor i arbetet med matematiken.  Vi har även undersökt på vilket sätt materialet används av lärarna och av barnen samt om det finns en  matematisk  miljö  på  förskolorna,  och  i  så  fall, hur  den  kommer  till uttryck.   Syftet   med  vår  studie   var  att   ta   reda   på   användningen   av matematikmaterialet  på  förskolor  som  arbetar  utifrån  Montessori  inriktad pedagogik och Reggio Emilia inspirerad pedagogik. Vi har även tagit reda på pedagogers tankar bakom matematikmaterial. Studien har inte som syfte att jämföra de olika pedagogikernas användning av material. Vårt empiriska insamlande  material  har  tagits  fram  via  intervjuer  och  observationer. Pedagoger  som  intervjuats  har  arbetat  med  barn  i  tre  till  fyra  års  ålder. Resultatet  visade  att  samtliga  förskolor  har  matematikmaterial  som  de arbetar  med.  En  del  material  fanns  det  en  specifik  tanke  bakom,  andra material   som   vanligtvis   inte   användes   till   matematik   kunde   bli   ett matematikmaterial  och  pedagogerna  hade  då  ingen  specifik  tanke  bakom detta  material.  Utifrån  resultatet  anser  vi  att  matematikmaterial  är  ett  bra redskap  att  använda  sig  av  för  att  barn  ska  få  en  förståelse  för  vad matematik  innebär.  Vi  anser  också  att  annat  material  som  exempelvis stövlar, bestick med mera kan bli matematikmaterial, det behöver inte finnas en matematisk tanke bakom det från början.

  • 58.
    Gustafsson, Patrik
    University of Skövde, School of Health and Education.
    En-till-en datorers påverkan på gymnasieelevers hälsa ur ett arbetsmiljöperspektiv2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The One-to-One project is initiated in schools across the country but there is no research on how it affects the students' physical work environment and health from a holistic perspective. Both national, public and private schools face a need to develop the work environment, especially for the students, as the school implements the One-to-One PCs. The study aims to investigate the impact of One-to-One computers on students’ physical and mental health in a work environmental perspective in a secondary school. This study examines: How does the introduction of One-to-One PCs affect mental and physical work environment for pupils in an upper secondary school with vocational training?

    The study was conducted as a quantitative survey of students at a Swedish secondary school. The result includes that students feel the school work is not geared towards working with a computer as a tool, and that there is a lot that can be done regarding school environment. The study discusses aspects of pupils' health and changes that could improve the school environment.

  • 59.
    Gustavsson- Rydenvald, Veronica
    University of Skövde, School of Health and Education.
    Socialpsykologisk metakognition: En intervjustudie om gymnasieelevers syn på det egna lärandet2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As a high school teacher I have a great interest in both student learning and the significance of relationships between student and teacher in the development of student knowledge. I have identified a shift in student attitudes to learning and ability to succeed in studies. Student attitudes to learning allowed me to recognise the significance of metacognitive learning to development of knowledge. Metacognition focuses on self-awareness in learning, but also on self-regulation of cognitive processes and metamemory. The theoretical standing point for this study is based on sociopsychological perspective, and presented with regards to students’ views on metacognition. According to researchers interpersonal relationships are vital to student development of subject related knowledge. The aim of this study was to describe students’ ability to reflect on their learning in relation to the sociopsychological perspective. This theoretical research paper is based on aqualitative empirical study and focuses on a phenomenographycial approach. Inductive nature of phenomenographical methodics defines the concept of knowledge. Semi-structured interviews with nine students of vocational programs were done in order to fulfil the aim of the paper. Results show that the students have various understanding of metacognition, as well as many of them claim taking responsibility for their learning. Metacognitive awareness is of importance to development of knowledge and future line of occupation. The ability to act and behave accordingly in practical moments helps students become self-aware of metacognitive processes, and makes the teacher responsible for guidance in the process of learning. The research identifies a need for development of students’ metacognitive abilities with focus on student self-responsibility and teacher responsibility. Relationships and meetings between students and teachers are of importance to students’ metacognitive development and to their attitude to learning. To conclude, students are willing to develop their metacognitive abilities, but teachers ought to believe in them and support them in this process. Students’ comprehension of their own learning can successfully be understood in sociopsychological perspective.

  • 60.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    Motstånd och mening: Innebörd i blivande lärares seminariesamtal2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Both historically and in our own time the teacher education has been discussed and changed to match current traditions and intentions. There is an ongoing debate about the scientifi c basis of teacher education and the relation to professional basis. The aim with this study is to develop understanding for student teachers’ introduction to education and profession. The study is carried out against the background of the provisions and assumptions that characterise an academic professional education, and in particular teacher education, such as the relationship between education and the profession, the scientifi c basis and professional basis, the fi eld-based and college-based educational practice. The point of departure is that teacher education cannot be dissociated from the practice and theory of the profession, and in addition that the expression of education must be understood through the student’s experience and interpretation. The overall aim of the study, starting out from the nature and objectives of the academic professional education, is to understand the field of tension expressed in this experience.

    During the study, dialogues with students were observed at an early stage in their education. These dialogues consisted of four authentic seminars and twenty-three subsequent stimulated recall-inspired interviews with individual students. Content of the dialogues and seminars are student teachers’ experiences from fi eld-based and college-based education. The method of the studyis based on critical hermeneutics with reference to Paul Ricoeur.

    The result shows the two roles of the student, as participant and as observer. The students also consider themselves as students and at the same time as future teachers. Fields of tension are identifi ed between what is recognisable and a talk of changes; between position and investigation; and between progression and process. Professional teachers do not seem as masters, they are instead objects for criticism. The early experience of the profession does not harmonise with the content of the education. Furthermore, the student appears to lack the tools to examine critically and understand both the content offered in the education and the theory and practice of the profession.

  • 61.
    Gustavsson, Susanne
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Eriksson, Anita
    Högskolan i Borås.
    Blivande lärares frågor vid handledning - Gör jag en kvalitativ studie med kvantitativa inslag?2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 79-99Article in journal (Refereed)
  • 62.
    Hallberg, Ann-Sofie
    et al.
    University of Skövde, School of Health and Education.
    Ivarsson, Annika
    University of Skövde, School of Health and Education.
    Matematikundervisningens karaktär i förskola och förskoleklass: En kvalitativ studie om matematikundervisning2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 63.
    Hegerius, Lina
    University of Skövde, School of Health and Education.
    Förskollärares val av sånger och ramsor ur ett genusperspektiv2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    By applying a gender perspective in the preschool environment, the preschool teachers can obtain knowledge about the values and traditional gender patterns that unconsciously can occur in the preschool environment. The content of the songs and chants are representing, the past and present values. It is now up to the preschool teachers to determine the values which the future selection of songs and chants represent. The purpose of the study was to explore preschool teacher’s selections of songs and chants that occur in preschool circle-time situations, from a gender perspective. The purpose aroused questions about the motives that the preschool teachers express in their selections of songs and chants in preschool circle-time situations and how preschool teachers reason about the selection of songs and chants from a gender perspective. In order to answer the questions, qualitative semi-structured interviews, with operative preschool teachers, was performed. The answers were analyzed by sentence concentrator and the results was interpreted based on the concepts: gender, gender perspectives, gender order, gender contract, apart relation, hierarchy and heteronormativity. All of the preschool teachers in the study show an interest and reflects and reason about the selection of songs and chants from a gender perspective. It is expressed both difficulties and opportunities in how the selection can be made. And it is not possible for one preschool teacher alone to determine the selection of songs and chants, because all preschool teachers, parents and children shall cooperate and have influence on the preschool environment.

  • 64.
    Helin, Charlotte
    University of Skövde, School of Humanities and Informatics.
    Den planerade undervisningen i förskolan: En jämförande studie i två olika länders förskolor2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The law of the school describes that education is the work which the preschool teacher accomplishes, based on goals from the curriculum. The purpose of this study is to investigate and compare the planned education in preschool in two countries. By comparing Swedish and Ukrainian preschool it became possible to identify similarities and differences between their ways to carry on education. The facts were collected through observations and the analysis accomplished by using the categorization scheme based on the chosen aspects; organization, substance, children’s participation and influence and also environment. The result showed that education in Sweden and in Ukraine both had similarities as well as differences. The similarities consisted of that both countries used songs, the time length of the education was nearly the same and the children got participation in similar ways. One difference was that in Ukraine there could be several occasions of education during one day, but in Sweden it was accomplished in one occasion of education. The substance varied a lot because the Ukrainian education offered different themes and items and the Swedish education was working longer with one and the same theme. Children got more influence in Sweden than in Ukraine. At the end the possibility of studying another country was discussed and what the researcher needs to take respect for. Also the similarities and the differences between the countries were discussed and how they got influenced by the culture and the tradition of the country.

  • 65.
    Hellström Muhli, Ulla
    University of Skövde, School of Life Sciences.
    I samtalet sker ett möte mellan två världar2008In: Vårdfacket, ISSN 0347-0911Article in journal (Other (popular science, discussion, etc.))
  • 66.
    Henriksson Persson, Anna
    et al.
    Högskolan Dalarna.
    Olson, Maria
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Högskolan Dalarna / Stockholms universitet.
    Att göra demokrati i samhällskunskapsämnet på mellanstadiet2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson och Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, 1, p. 139-158Chapter in book (Other academic)
  • 67.
    Hilmersson, Carin
    et al.
    University of Skövde, School of Humanities and Informatics.
    Ålebring-Jonsson, Carina
    University of Skövde, School of Humanities and Informatics.
    Yrkeshandledning - ett dubbelt uppdrag med motsägelsfulla funktioner: En intervjustudie med handledare i gymnasieskolans yrkesutbildning2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With a long experience from working life in the commerce and health care areas respectively, we have been able to see our work places from a different perspective during our teacher education. The university delegates the control of the education to the supervisor during a considerable time period of the total education. The supervisor is in reality responsible for a considerable part of the education taking place at the work place. The APU (workplace education) supervisor becomes an important part in students’ possibility of enhanced understanding and skill within the profession. The aim is to describe the function of the supervisor in a workplace located education, and the role of the supervisor there. What is the perception of the supervisor about his assignment? What is supervision? How to understand the competence needed for the supervisor assignment? Study´s theoretical starting points supervision, knowledge, competence and professional knowledge (silent knowledge). Supervision is described as a complex mission and an ongoing process.  There apprentice Model and the Action and reflection model are two traditions. The concept of knowledge is studied by the four forms of knowledge; facts, understanding, skill and confidence. Professional knowledge, the silent knowledge, is personal knowledge, or knowledge of confidence, characteristics of professionalism in a specific profession. A qualitative research approach was used. Interviews were performed with six APU supervisors from both public and private operations. The results of the study reveals two branches of supervision emerge; supervision where the student expected to be self-driven and supervision where the student to be adaptable. None of the supervision models can be described to be of a reflecting nature. Further, the study showed that supervisors have double and contradicting roles; the role as a colleague and socializing as well as the role of driving the process of the student and judging the result. This makes the supervision a complex mission which requires ethical competence. It is therefore crucial that the supervisor understands his mission and his role to be successful. The study further showed the need for supervisor training and the contents and aim necessary of such training.

  • 68.
    Hooshyar Yousefi, Bahram
    University of Skövde, School of Business. University of Skövde, Enterprises for the Future.
    Reflective Ethical Pedagogical Concerns: Characteristics, Values and Strategies2019In: The International Journal of Tarrah (The Designer), ISSN 2008-9538, Vol. 5, no 1, p. 30-35Article in journal (Other academic)
    Abstract [en]

    Moral and ethical concerns seem to emerge in the western societies current development regeneration; among the most visible recent changes of education, it is now inconceivable that the reduction of the educational activities to technical endeavor without ethical consideration is totally absurd. The theorists of the crisis of values , the illustrations of ethical questions, the traditions and to their modern aspirations, the multi-cultural society necessities, etc are issues which must be reconsidered in the sense of pedagogical concerns. Ethical issues, in general, are experiencing a revival in advanced modernized societies characterized by multi-cultural complexities. Education is one the main platforms of the mentioned regenerated interest of the discussion and it has been considered by all the involving actors in the pedagogic world that the process of education is a complex endeavor requiring several communicative competences. The eventual argument about professional ethics would cover the pedagogical relationship, the human qualities requirements in the teaching profession, justice and equity, etc. The mentioned communicative/relational dimensions have been being influenced by a wide range of various actors with whom the instructor/teacher interacts; the interactions which could lead to value-oriented dilemmas and conflicts and challenge the ability of the teachers’ ethical judgment.

  • 69.
    Hooshyar Yousefi, Bahram
    et al.
    University of Skövde, School of Business. University of Skövde, Enterprises for the Future.
    Hana, Mirkhezri
    Islamic Azad University, Tabriz, Iran.
    از پایبست علوم شناختی تا یک پلتفرم بازی بنیان: = From Cognitive Science Basics to the Game-based Platforms: مقدمهای بر استخراج پتانسیل بازیوارسازی در آموزش طراحی معماری = An Introduction to the Gamifying Potential in Architecture Design Training2019In: City & Landscape, Vol. 7, no 39, p. 98-111Article in journal (Refereed)
    Abstract [en]

    The importance of the Games has already been perceived for more than three decades by the use of computers in education as an aid in the process of knowledge construction. In Gamification, the game is dislocated from the distraction function, since it has influence in the sensory and cognitive development of the individual. The elements of the Gamification do not follow a specific rule or a standard, and can be applied in whole or in part of an educational process, remodeling of existing procedures in both theoretical tasks or practical procedures. Developing a gamification platform will depend on the purpose, available resources and cognitive pedagogical bases, since the concept tends to redefine the learning process, rescuing the interest and participation with a view to intellectual growth. The current architectural education methods in Iranian universities suffer from lack of coverage of methods both artistically and technologically; the mentioned methods are mostly following the traditional teacher-focused trainings.. Nowadays, considering the advancement of new educational technologies, one of the most fundamental issues facing the current educational systems would be the contextual innovation which seems to change the learning methods both in content and method. The new processes and methods have formed a new playground which makes it possible to take the next step and make a decision on the set of new tools, educational goals and quality of the courses in the discipline architecture. The method of teaching based on the gamification approaches is more effective than other educational methods but there must be a comprehensive platform accordingly. The current study extends the authors' prior work examining the possibility of the formulating a model-based integration of architectural design education with a gamified platform based on the associated literature and resulting in a comprehensive understanding of role games and serious games in the overall educational field. Finally, we have tried to shape the conceptual model of the platform as a framework for creating a followable pattern for regenerating a game-based architecture design education.

  • 70.
    Idebäck, Sofia
    University of Skövde, School of Health and Education.
    Fint att du gjorde det här men...: En studie om roller och barns möjlighet till identitetsskapande i förskolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With this study, I aim to create better conditions and deeper understanding of our teaching practice and understand how various identity positions and roles occur from an environmental, pedagogical material and preschool teachers' approach in the form of language. The study has used listening, the view of the competent child and the environment as the third teacher as in the focus of the consideration of children's learning processes and identity and subjectivity. By starting from a post-structural perspective, this study highlights the children's identity in terms of something that is constantly in motion and from a standard creative perspective; we will be different in different situations and contexts. The purpose of the study is to examine preschool teachers' approach, language, pedagogical material, the environment and how they contribute to children's subjectivity in educational practice. The study is qualitative with an ethnographic approach and the data is collected through observations of preschool teachers, two different groups of children and interviews of preschool teachers. The results show that teachers' approach are of great importance when the identity of the positions taken or are given in addition how the use of the environment and the pedagogical material found in the environment affect how different identity positions emerge.

  • 71.
    Ingvarsson, Jonas
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Digital epistemologi och tidigmoderna tankeformer: Mot en pedagogik för 2000-talets humaniora2016In: Edda. Nordisk tidsskrift for litteraturforskning, ISSN 0013-0818, E-ISSN 1500-1989, Vol. 103, no 1, p. 49-62Article in journal (Refereed)
    Abstract [en]

    Affirming Alan Liu’s concept of digital epistemology (2014), it is suggested in this article that media archaeological and pedagogical approaches be applied to both digital culture and the humanities more general. The concept of digital epistemology discussed here suggests that the historical curriculum should be revised, since «the digital» – understood as a perspective, or a lens (Lindhé 2013; O’Gorman 2006) – shifts our focus in the treatment of historical topics and aesthetics.Consequently, in this article it is argued that the answers to the epistemological and pedagogical challenges of today lie not just in digital tools and devices, but also in premodern and early modern modes of thought. By combining digital perspectives with premodern or early modern modes of thought we arrive at a deautomatization (Shklovsky 1917; Agrell 1997) of our own digital, pedagogical and theoretical present, as well as of our relation to cultural history and aesthetics.

  • 72.
    Ingvarsson, Jonas
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Göra bruk: texter i arbete2015In: Universitetet som medium / [ed] Matts Lindström och Adam Wickberg Månsson, Lund: Lunds universitet. Institutionen för kommunikation och medier , 2015, p. 225-248Chapter in book (Other academic)
  • 73.
    Irisdotter Aldenmyr, Sara
    et al.
    School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Olson, Maria
    School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good2016In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 24, no 3, p. 387-400Article in journal (Refereed)
    Abstract [en]

    In this paper, focus rests on the relatively new international phenomenon of therapeutic education. Taking in the fact that this phenomenon is part of the schools’ assigned task to see to the formation of young people, the aim of the paper is twofold: to highlight what rationales that emerge in the formation of young people’s emotions in school, and to discuss these rationales in terms of vital principles of public education for the common good in society. The results are based on an empirical case study of ten Swedish teachers involved in the so-called Life Competence Education, which serves as a contextualisation of this phenomenon. Two rationales of this formation stand out as key; the seriousness of the inward turn of the individual, and the crucial step of sharing one’s innermost. Although these rationales involve collective notions of the students’ emotional well-being, they are quite firmly anchored, we argue, in the single individuals’ well-being.

  • 74.
    Johansson, Beatrice
    et al.
    University of Skövde, School of Health and Education.
    Pettersson, Ellinor
    University of Skövde, School of Health and Education.
    Blogg som verktyg för pedagogisk dokumentation i samspel mellan två förskollärare och föräldrar.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Study: Degree project in teacher education, Advanced Level 15p

    University of Skövde

     

    Title: Using a blog as a tool for pedagogical documentation in interaction between two preschool teachers and parents.

     

    Pages: 39

     

    Authors: Beatrice Johansson and Ellinor Pettersson

     

    Tutor: Urban Carlén

     

    Date: HT 2013

     

    Keywords: Pedagogical documentation, interaction, blog, communication.

     

    The purpose of this study is to examine preschool teachers’ use of blogging as a tool for pedagogical documentation and the parents’ participation in the blog. The study examines the interaction between the preschool and the children’s homes as well as if the use of a blog contributes to a greater insight for parents in the pedagogical activities.In the latest curriculum, there have been a point of monitoring, evaluation and development, which seems to be a goal in the curriculum that creates uncertainty among the profession, how to configure them. Therefore, we felt that pedagogical documentation would be interesting to investigate. To examine documentation from a current perspective arose blog as a tool.

     

    The study is qualitative and interviews were conducted, as well as snippets of preschool blogs. Two preschool teachers and eight parents were interviewed at two separate municipal preschools in a municipality in Skaraborg. Both preschools conduct their own blogs.

     

    The result showed that a blog is a tool that contributes the parents a greater insight into the preschools pedagogical activities. The blog can be a tool for the preschool teachers to follow, document, evaluate and evolve their pedagogical operation. The results also showed that both the teachers and the parents felt that the blog contributed to more verbal communication about what is happening in the preschool.

     

    In the discussion, the study's methods are discussed and how interview as a method has affected the result of the study. We also debate the study's credibility and how analyzing the interview has provided a greater understanding of the blog as a tool. Then the results are discussed in parity to the literature of the study and our own reflections and expreriences. We also discuss how the use of blogs can be integrated in the preschools approaches and contribute to make parents more involved in the pedagogical activites.

  • 75.
    Johansson, Ellen
    University of Skövde, School of Humanities and Informatics.
    "Det är ju en överlevnadsfråga": Hinder och möjligheter att undervisa i och för Hållbar Utveckling i Engelska A/B2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.

  • 76.
    Johansson, Emma
    University of Skövde, School of Health and Education.
    Flerspråkighet på förskolan: En kvalitativ studie om hur förskollärare arbetar med tvåspråkiga barns modersmålsutveckling2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sverige har under de senaste decenierna blivit alltmer mågkulturellt, och antalet människor med annat modersmål än svenska blir allt fler. Skolverket har konstaterat att ett av fem barn i förskolan dagligen talar ett annat språk en svenska. Det är av vikt att de barn med annat modersmål än svenska får samma möjlighet till att lära sig sitt modersmål i förskolan som de svensktalande barnen får. Enligt Skolverket är barnens modersmål viktigt för att barnen i skolan ska kunna utvecklas och få goda resultat. Syftet med arbetet är att undersöka om och i så fall hur förskolpersonal arbetar för att utveckla de flerspråkiga barnens modersmål på förskolan.

     

    Arbetet är utfört genom intervjuer med sex förskollärare från sex olika förskolor, belagda i två kommuner i Västra Götaland. Det som framkommit av studien är hur förskollärarna arbetar med barn som har annat modersmål än svenska, vilka strategier de använder för att stimulera och utveckla flerspråkiga barn i deras modersmålsutveckling, samt vad förskollärarna har för verktyg och resurser för de flerspråkiga barnens språkutveckling i modersmålet.

     

    Det framkom att förskollärarna arbetade på olika sätt på de olika förskolorna, men att förskollärarna på samtliga förskolor arbetade aktivt och målmedvetet med de flerspråkiga barnens modersmålsutveckling. Förskollärarna saknar tillräcklig kompetens för detta arbete och de anser sig behöva ökad kompetens för att arbeta med modersmålsutveckling. På de olika förskolorna har de tillgång till olika verktyg, men appar på iPads och penPAL är populära verktyg. Vissa förskolor har även tillgång till en resursperson som arbetar med barns modersmål, dessa finns dock endast för ett begränsat antal språk. Resultatet visar också att det skiljer sig stort förskolor emellan hur det arbetas med de flerspråkiga barnens modersmålsutveckling och vilka verktyg de har att tillgå.

  • 77.
    Johansson, Frida
    et al.
    University of Skövde, School of Humanities and Informatics.
    Dahlborg, Christin
    University of Skövde, School of Humanities and Informatics.
    "Säger man att det inte finns så ljuger man": Lärares uppfattningar om kränkande handlingar mellan elever i grundskolans tidiga år2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The curriculum for preschool classes, after-school and the compulsory school system (Lpo 94) states that teachers should pay attention and take action to prevent and combat all forms of degrading treatment. Offensive acts still occur in schools and students believe that teachers have difficulties to detect and intervene when such acts take place. Previous research highlights the difficulty for the viewer to determine whether an action is offensive and that offensive act often occurs in secret. From personal experience we have found that much of teacher`s time are devoted to offensive acts and because teacher's assignment involves both educating and contributing to knowledge development, we found it interesting to investigate teacher`s perceptions of abusive acts among students in the early school years. For this a qualitative method with interviews were chosen. The materials obtained from interviews were analyzed based on two concepts, personality traits and social interaction, that have been central to the study and the results have been discussed with previous research. The results show that teacher`s perceptions about offensive acts are based on their own experience. It appears that the offensive acts from teacher's perspective is complex and can be traced to a person-oriented approach and to social interactions. Difficulties in distinguishing when offensive acts turns to bullying also appears. Teachers perceive offensive acts as either impulse-driven or subtle and find it difficult in assessing the offensive acts because they both see to those who have been wronged and to the responsible for the action. The teacher`s role is seen as important and their approach is essential to create a safe climate.

  • 78.
    Johansson, Lina
    University of Skövde, School of Health and Education.
    Förstelärarnas förutsättningar för att kvalitetssäkra undervisningen2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 2013, the reform of a career mission for teachers appeared, which includes both senior lecturer and First-teachers. This study is directed to First- teachers in the earlier stages of primary school. Since these career missions includes all of Sweden, it is necessary to explain the development that takes place around the First-Teachers mission. The purpose of this study is to investigate how First-teachers, in the early stages of primary school, experience that they promote the quality work of their schools. The study is made by a qualitative approach and the empiricism has been collected by 11 semi-structured interviews. The transcribed material has been analysed with the help of the seven analysing steps of the phenomenography, which creates the “outcome room” of the study. The main reason for why teachers have applied for the post First-teacher is due to recommendations from the head teacher. First-teachers are experiencing the lack of time to prefill their missions. First-teachers are actively working with regulatory documents and judgement reports to persistently develop their teaching situation. Collegial teaching is, according to the First-teachers, a necessity to make sure that they quality proof their teaching. However, today there is no interaction between First-teachers in the same interest groups.

  • 79.
    Johansson, Mona
    University of Skövde, School of Humanities and Informatics.
    Att  vara  ett  steg  före  eller  efter: Äldre  anhörigvårdares  erfarenheter  av kunskapsbehov2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In Sweden the number of elderly people has continually increased during the last decades. The older the person grows the more frequent the rate of illness and functional disability. The  number  of  beds  in  both  hospital  care  and  municipality  care  has  been  reduced  and about  250 000  persons  receive  domestic  care  today.  This  means  that  relatives  who  are caregivers play an important role in today’s society. The aim of this study is to describe the caregiver’s experiences and the need for knowledge in order to give care at home to a spouse  suffering  from  a  long-term  illness  and/or  a  disability.  Interviews  with  family caregivers  were  made  partly  through  a  focus  group  with  four  participants  and  partly through  four  individual  interviews  -  in  all  eight  informants.  The  interviews  have  been processed  according to  content  analysis. The study  was  undertaken in the  period  2009-2010.  The  result  can  be  divided  into  five  main  categories.  1.  Need  for  knowledge concerning  the  sick  spouse’s  illness  and  its  consequences.  2.  Need  for  knowledge  in handling complicated situations. 3. Need for knowledge about regulations and care given by  the  municipality.  4.  Need  for  knowledge  in  practical  individual  care.  5.  Need  for knowledge  concerning  the  caregiver’s  own  health.  The  study  also  shows  the  methods used by the caregiver to acquire knowledge. Above all, the caregiver requests individual practical guidance and knowledge in order to understand and cope with new situations. In the discussion I have chosen to illustrate what kind of knowledge the caregiver needs in order  to  care  for  his/her  spouse.  I  also  discuss  the  caregiver’s  view  on  his/her vulnerability  and  loneliness,  how  one  can  cope  with  one’s  life  situation  and  what possibilities there are for recovery.

  • 80.
    Johansson, Monica
    University of Skövde, School of Humanities and Informatics.
    Anpassning och motstånd: En etnografisk studie av gymnasieelevers institutionella identitetsskapande2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Nearly all pupils in Sweden continue their studies at upper secondary school. A central point of departure in this thesis is therefore to examine how the upper secondary school deals with its now both complex and difficult to interpret task of ”one school for all” and to describe and analyse the creation of identity for pupils within this institution. How the creation of identity occurs in different programmes during the pupils’ period of education is specifically studied with a theoretical starting point in Anthony Gidden’s structuration theory complemented with theories that concern pupil adaption and resistance.

    The study was conducted at a municipal upper secondary school and used critical ethnographic research and document analysis. The programmes that were included in the study are the individual programme, the health care programme and the technical programme. Five pupil groups were followed for three school years.

    The results show that the differentiation of pupils within the education system is strengthened in the everyday activities of the upper secondary school. At a general school level, an explicit pupil identity is sought after, but in the different programmes different possibilities for the pupils to achieve this are discerned. The pupils are faced with different demands and expectations depending on which upper secondary school programme they are studying at. This applies to both their performances and the social relations of the positioning processes involved in being a pupil. The creation of pupils' identities is formed and developed in different ways and can also be related to the prevalence of special support, as well as to gender, social background and ethnicity.

    During their education most pupils strive towards adapting to the pupil identity that the school, at a general level, seeks. But they do so with varying degrees of resistance. In the thesis, the results are discussed in relation to the increased marketisation of the education system where individual performance, control and the evaluation of pupils are becoming more and more central. There is a need to critically examine these questions since they have such significant consequences for the future of young people.

  • 81.
    Johansson Årebo, Sofie
    University of Skövde, School of Humanities and Informatics.
    Några lärares tankar kring IUP och elevers delaktighet: Begränsat till elever med läs och skrivsvårigheter2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative study where I have chosen to investigate teachers’ work with student’s individual development and participation in their learning process, but I have restricted myself to students in year three with difficulties in reading and writing. I wanted to find out how some teachers think and feel about the concepts I have used above and find out how you can work to get students more involved in their learning process. To carry out this study, I have conducted interviews with four teachers qualified to teach students in grades three in Swedish as I picked through the convenience sample. I chose to do unstructured interviews in order to get closer to respondents and that their responses would be more profound and so explain what they think about the questions I asked. These interviews, I then processed by analyzing and interpreting them. The result do I also link to the zone of proximal development by Vygotskij, as I have as theoretical approach in my work. What I have found is that teachers work relatively the same with student’s individual development and participation in its learning process, but also that the teachers pressure much that it is important to support students and help them in different ways for them to reach the goals in reading and writing.

  • 82.
    Johnsson, Lovisa
    et al.
    University of Skövde, School of Humanities and Informatics.
    Ahrling, Martina
    University of Skövde, School of Humanities and Informatics.
    Att synliggöra genus utifrån organiserade samlingar: En studie ur barns och pedagogers perspektiv2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Gender plays an important role in preschool. Educators in preschools should respond to all children equally regardless of children's gender. We are interested in how a gender role emerges from the organized collections that exist in the preschool. This is to gain an understanding of children's and teachers' opinions based on the concepts of boyish and girly. The study is based on a qualitative study in which both observations and interviews have been used as a data collection method. To counter the traditional gender patterns that exist in today's society, educators should first become aware of their approach. This is to be able to work in a neutral manner and respond to all children as individuals regardless of gender. Based on the children's perspective clarifies the way their preconceived notions of how they should behave as a girl or boy. Even when children are born different sexes are treated as pre-school should seek to counteract. Educators should strive to develop children's attitudes by gender to a neutral perspective. Study that shows that teachers' attitudes have an important role in contributing to children's awareness of the traditional gender roles. The children convey that their behavior does not depend on gender but rather individuals.

  • 83.
    Kajonius, Petri J.
    Högskolan Väst, Trollhättan.
    Kritiskt tänkande och högskolans kritiska uppdrag2012Conference paper (Refereed)
    Abstract [sv]

    De högre lärosätena har av Sveriges riksdag och regering fått i uppgift att skola självständiga och kritiskt tänkande studenter för samhällets bästa. Det kritiska tänkandet är förutom en värdering i vår kultur också en förtjänstfull metodik som har visat sig gynna djupinlärandet hos studenter. Studien tar sin teoretiska utgångspunkt i Kolbs (1984) inlärningsmodell för att beskriva hur det kritiska tänkandet med hjälp av ett arbetsintegrerat lärande (AIL)-perspektiv kan utvecklas. Kritiken som riktas i detta arbete är att reflektionens väg och mål idag på förhand ofta är givet studenterna. Detta skulle kunna resultera i antitesen till högskoleverkets målsättningar och att studenterna i själva verket blir osjälvständiga och okritiskt tänkande. Studien pekar på att arbetssätt och metakognition kring kritiskt tänkande inom det högre lärandet bör medvetandegöras mer och den argumenterar för att AIL-perspektivet kan förbättra det kritiska tänkandet på Sveriges högre utbildningar.

  • 84.
    Karlsson, Ann-Sofie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Törn, Marie
    University of Skövde, School of Humanities and Informatics.
    Små uttryck och stora intentioner: En studie om det yngre förskolebarnets inflytande i formella lärandesituationer2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 85.
    Karlsson, Josephine
    University of Skövde, School of Health and Education.
    Hur ska man tänka?: Om bristande läsförståelse hos elever i Vuxenutbildning med Svenska som modersmål2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Through observations during the activity-related part of my vocational education program, I have made observations that underlie this study. Reading comprehension is crucial in order to be able to study their studies in the best possible way. There is research, but what does the research look like when it comes to reading comprehension in adult education?

    In this study, I have chosen to focus on those students who have Swedish as a mother tongue as it does not tend to be a priority area in research on reading comprehension.

    By means of phenomenology as a method, I have investigated how students with Swedish as a mother tongue interpret some of the key concepts used in healthcare and education. Together with the ethnographic approach of the study, I have been able to observe and analyze what influences reading comprehension in adult education students but also to put the reading comprehension into a broader and further context through the school-didactic theory underlying the discussion.

    The result shows that there is a need to review how to work with reading comprehension, even in adult education, to give all students the best possible conditions for progression in their education.

  • 86.
    Kjell, Jenny
    et al.
    University of Skövde, School of Humanities and Informatics.
    Karlsson, Maria
    University of Skövde, School of Humanities and Informatics.
    Ett syfte bakom målandet?: En kvalitativ studie om bildskapande aktiviteter på två Reggio Emilia-inspirerade förskolor2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Image-building includes the art forms sculpture, painting, drawing and graphics. One argument for the importance of image-building is the development of visual “readingand writing skills”. In this study we’re going to illuminate image-building within the early childhood perspective. The purpose of our study is to find out how two preschool teachers work with image-building and how they link this to the preschool curriculum.The preschool curriculum writes about the different forms of expression; art, singing and music, dance and movement as a tool to create and communicate. We have used qualitative approach with observation and interviews. The result shows the study’s participants answers in the final interviews and in the discussion we draw parallels between the answers and the curriculum.

  • 87.
    Klaar, Susanne
    University of Skövde, School of Humanities and Informatics.
    Barnet eller ämnet?: Lärarstudenters preferenser av didaktiska val vid naturvetenskaplig undervisning i förskolan2007Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Teaching in pre-school usually takes its starting-point in children’s reality and curiosity. Apart from that it has also been important to take contains of a special subject under consideration, for example development of language and communication or mathematics development. The purpose of this study was to investigate how natural science as a special subject in pre-school education is expressed by five trainee teachers when they teach children at the age of 2-7. Generally the study focuses on the students’ teaching actions as well as their line of argument about their teaching and the choices they have to make. More specific the study focuses on the goal and important perspectives in young children’s natural science education, from the students’ point of view. Observations and interviews were carried through during the students’ last period of practical training in five different pre-schools. Natural science as a subject was predetermined but the students were free to choose any contain within the subject. The study is inspired by hermeneutic research, mainly in the procedure of analyzing the students’ expressions and statements.

    The results show that the trainee teachers have different goals with their science teaching. The purposes for individual learning focus on the subject, the individual child and/or the society in a more wide perspective. The students also have purposes for the pre-school activity which they express as taking the starting point in children’s experiences, interest, specific conditions and letting the children have fun during learning. The two perspectives “The Child or the Subject” became of special interest. The trainee teachers made their teaching choices from the child’s point of view and also from the natural science subject. These perspectives were used in a mix by the students, and even if their first focus was at the subject they immediately took the child’s interest under consideration.

  • 88.
    Klaar, Susanne
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. School of Humanities, Education and Social Sciences, Örebro University, Sweden.
    Öhman, Johan
    School of Humanities, Education and Social Sciences, Örebro University, Sweden.
    Children's meaning-making of nature in an outdoor-oriented and democratic Swedish preschool practice2014In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, no 2, p. 229-253Article in journal (Refereed)
    Abstract [en]

    Previous research has shown that the Swedish preschool educational tradition is characterised by outdoor-oriented and democratic approaches. The purpose of this study is to empirically investigate what consequences these approaches have for preschool children's meaning-making of nature, when studied in practice, in children's spontaneous outdoor activities. The methodology is based on John Dewey's pragmatism with a specific focus on transaction, habits and customs. A transactional analysis method has been developed to fulfil the purpose of the investigation. The analysis illuminates relations between: (1) the Swedish preschool's educational tradition in terms of national customs; and (2) the local customs expressed in practice. Fifty-seven events were chosen for further analysis including play with water and sand, and sliding on snow. Consequences for children's meaning-making of nature are shown as possibilities for experience-based inquiry based on children's own choices and also for enjoying and feeling good in nature. The results show fewer possibilities for scientific concept learning. The results can thus be seen as a contribution to the early childhood educational discussion about how to arrange learning situations of natural phenomena and processes in preschools and at the same time maintain their democratic/outdoor-oriented characteristics.

  • 89.
    Knutsson, Sabina
    University of Skövde, School of Humanities and Informatics.
    "En dum fråga får ett dumt svar...klart man tänker sig för innan man frågar": Ett elevperspektiv av sambandet mellan formativ bedömning och lärande i ett yrkessammanhang2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I studien undersöks sambandet mellan elevers upplevelser av lärarnas formativa bedömningar och effekten av lärandet i ett yrkessammanhang. Tidigare forskning visar att kommunikation kring lärandet är viktigt för att en vidare utveckling ska ske. Framförallt måste de kunskaper som saknas i förhållande till målen definieras av både lärare och elever, samt att målens kvalité är tydlig för båda parter. Avsikten är att öka förståelsen av hur yrkeslärare kan ge eleverna ett yrkeskunnande i linje med nationella målbeskrivningar via sin formativa bedömning. Undersökningen är gjord med kvalitativa forskningsintervjuer i en yrkesförberedande utbildning på två Hotell- och restaurangprogram. Den sociokulturella teorin om lärandet och den proximala utvecklingszonen har använts för att analysera resultatet. Resultatet visar att eleverna upplever att lärarna värderar specifika yrkeskvalitéer som speglar den yrkeskulturella förståelsen högst i samband med bedömningen. Dessa är enligt eleverna handlingskraft, arbetstempo, samarbetsförmåga, självständighet och att kunna prestera ett gott resultat. Lärandet i yrkessammanhanget saknar formativa bedömningar i den mening att lärarna inte kommunicerar kursmålen eller ger återkoppling på elevernas prestationer och utveckling. Lärarna förmedlar att yrkeskvalitéer bedöms genom kroppsspråk, kritisk återkoppling och det krav som ställs på eleverna att arbeta utan handledning. Resultatet visar också att eleverna redaninnanlärandetillfället måste ha ett tekniskt kunnande för att nå upp till lärarnas krav på yrkeskvalitéer. Yrkessammanhanget utgör en problematik kring det individuella lärandet eftersom undervisningen inte utgår från den enskilde elevens förutsättningar och behov. Vidare diskuteras den motsättning som utgör en yrkeslärares profession, att kunna förena kursmål och programmål med den egna synen på relevant kunskap inom ett yrkesområde, samt hur detta ska förmedlas och läras ut till eleverna.

  • 90.
    Korpi, Maria
    University of Skövde, School of Health and Education.
    Tyst kunskap: Yttrande och omsättning enligt vuxenstuderande - en nätbaserad studie på vuxenstuderande inom Komvux2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate how adult students handle and learns through their silent knowledge (also named tacit knowledge) and through formal learning environment such as teaching in classroom at adult educational site of Komvux, in Sweden. It points out silent knowledge seen from a student’s perspective. This learning can appear in different ways, one example is work-based practise learning. The study is based on Folkesson (Folkesson, 2005), that takes point of departure in Polanyi. But also, on the adult students experience and knowledge. To get a result I let the students do a survey in writing, based on the studys two questions:·       How does adult students handle silent knowledge from their perspective on the formal learning environment on Komvux?·       How does adult students’ revenue the silent knowledge in formal learning environment such as teaching in classroom at adult educational site of Komvux. The silent knowledge perspective is further based on the triangle of practice, where it is divided into three levels, based by action, knowledge and ethical identity.  The result of the study has two headlines where the adult student’s silent knowledge is being described through the work-based practise learning and through learning environments on Komvux. The result shows that, the adult student needs to attend on the theoretical courses and their work-based practice learnings. The results two headlines are: ·       Silent knowledge- is described as an important learning environment in work-based practise learning.·       Silent knowledge is learned and handled by adult students on the practice learning environment om Komvux, where it isn´t described in books. The conclusion shows that adult student should attend on the theoretic and the practise learning environments on Komvux to handle and learn through silent knowledge and to keep the silent knowledge to their future work in health and social care. The study also shows that the teachers silent knowledge and experiences in social and health care has big impact on the students and the teachers body language has also a big impact in the students silent learnings, This is something adult students mean is an important way to keep the information and they can take what they learned on Komvux in future work in health and social care.

  • 91.
    Korslind, Charlotta
    University of Skövde, School of Humanities and Informatics.
    Pedagogers erfarenheter av en skriftlig utformad plan för att motverka diskriminering och kränkande behandling i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate and analyze teachers´ experiences of a written

    plan designed to counter discrimination and offensive behavior in preschool. It is a qualitative

    study based on interviews with educators at preschools.

    The questions that formed the basis for the study was: How do preschool teachers experience

    the process of designing the written plan designed to counter discrimination and offensive

    action? How do teachers describe the use of the written plan designed to combat

    discrimination and offensive action? What development opportunities do the teachers see

    around the written plan designed as a tool in efforts to combat discrimination and offensive

    action?

    The results of the study show that teachers experience the process of designing the plan as

    difficult as it was difficult to obtain information. The teachers describe the use of the plan as

    an agenda item, they think that it is used while it is perceived more as a paper product than

    as a content embedded documents. When it comes to development opportunities of the plan

    the teachers express that they need more knowledge on the subject and the plan needs to be

    more implemented in the preschool’s activity.

  • 92.
    Lanner, Kenneth
    University of Skövde, School of Humanities and Informatics.
    Serious Games, körsimulatorer och lärande: En studie om strukturerande verktyg - som stöd vid återkoppling2007Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
    Abstract [sv]

    Uppsatsen fokuserar på hur körinstruktörer använder IKT som en strukturerande resurs vid sin undervisning och hur de uppfattar ett datorbaserat utvärderingsverktyg kopplat till ett dataspel i en körsimulator. Syftet med studien har varit att förstå hur externa verktyg (artefakter) används pedagogiskt för att överföra kunskap och om individen kan bli oberoende av dessa verktyg. Studien genomfördes genom intervjuer som kopplades till testkörningar i en körsimulator. Körsimulatorn ingick i en större studie (Spel och trafiksäkerhet) där ett dataspel (serious games) utgjorde testpersonens upplevelse av bilkörning i en virtuell värld. Svaret blev att körinstruktörer har externa verktyg såsom leksaksbilar, penna och papper för att underlätta kommunikationen vid utvärdering av elevernas körning och att användandet av dessa verktyg som metod är likartad med användningen av metoden med körsimulatorns utvärderingsverktyg, samt att individen till sist automatiserar metoden och då blir oberoende av de pedagogiska verktygen och kan använda sina kunskaper när den kör bil.

  • 93.
    Larsson, Anna
    et al.
    University of Skövde, School of Humanities and Informatics.
    Pettersson, Carina
    University of Skövde, School of Humanities and Informatics.
    Barns inflytande i förskolan: En studie om och hur pedagoger arbetar när det gäller barns inflytande under skogsutflykter2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to pre-school curriculum, the children´s needs and interests from the basis for the design and planning of the educational activities. The curriculum also highlights that all children should have the opportunity to satisfy their increasing ability to influence the content and approach. The purpose of this study is to examine whether and how teachers work in involving children's influence and interest in forest excursions.

    The essay is based on a qualitative approach in which we have chosen to carry out unstructured observations by a team of three educationalists. The study includes children of 3-5 years of age.

    The results show that the educationalists take advantage of children's interests and needs foremost in conversations. The children are given the possibility of influence that of which concerns only themselves and nobody else. In other words, the children are not given the possibility to influence that the educational activities that the curriculum advocates with regard to the content and approach. The results revealed a variety of reasons that prevent educators to give the children influence on the educational activities. The main reasons were related to lack of time, security context, rules and procedures.

  • 94.
    Larsson, Emma
    University of Skövde, School of Humanities and Informatics.
    Tar tid ifrån dem som sitter fint: en kvalitativ studie kring lärarens bemötande av elever med koncentrationssvårigheter.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay was based on the teacher's choice of mathematics education created opportunitiesfor educational and social inclusion, for students who had expressed difficulty inconcentration. This definition included the students who showed difficulties in implementingand completing tasks, and students who did not have to have a positive diagnosis. I have alsodecided to study students' ability to goal attainment according to teacher teaching and thecompliance rate was based on the goals to strive for mathematics.The study included observations through three teachers' math lessons in classes in highschool. After the observations have since conducted interviews with teachers. The resultsshowed that the respondents shared conviction that the teacher as a person had a big impacton students' learning process and the opportunity for participation and achievement ineducation. However, respondents chose various reasons that supported this view. Thesentences consisted of a broad spectrum from the teacher's personality to the meaning ofdidactics. The teacher's reflection on the choices of education and pupil view affect students'ability to place in programs for effectiveness and participation. This reflection also reflectedhow the teacher looked at students with attention deficit and individual needs andcircumstances before the teacher's choice of teaching method. Teacher education was able tostrengthen or weaken students' confidence and attitude toward mathematics. These results arediscussed for the teacher in its work actively to develop reflections on their education. Theteacher may also become aware of the doors they open and close the student's learningprocess.

  • 95.
    Liljestrand, Johan
    et al.
    Faculty of Education and Business Studies, University of Gävle, Gävle, Sweden.
    Olson, Maria
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. School of Education, Health and Social Studies, Dalarna University, Falun, Sweden / Centre for Teaching and Learning in the Humanities, Stockholm University, Stockholm, Sweden.
    The (educational) meaning of religion as a quality of liberal democratic citizenship2016In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 48, no 2, p. 151-166Article in journal (Refereed)
    Abstract [en]

    Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers’ conceptualizations of religion are of vital concern to investigate. In this article, RE teachers’ descriptions of ‘religion’ are scrutinized and analysed in terms of implications for citizenship with special regard to the role of RE. Three vital conceptions of religion emerge in teachers’ descriptions. First, religion is mainly individual or private, secondly, it denotes ethical guidance, and thirdly, it relates to sociocultural systems for thinking. Taken together, these conceptualizations share two characteristics about religion: religion as being individual-centred and private, and religion as being mind oriented. Out of this analysis, we discuss the role of religion and RE in contemporary liberal democratic life in society. The discussion is concluded by addressing two key things; the importance of the RE teacher as a curriculum maker, and the importance of religion and RE as active interventions in today’s contemporary discussion about pluralism in liberal democratic societies.

  • 96.
    Lukic, Gordana
    University of Skövde, School of Humanities and Informatics.
    Språkutvecklande arbetssätt i förskolan2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This report concerns language development work in preschool. The purpose of this study was to investigate and gain knowledge of the meaning of language development approach in preschool and the characteristics of this approach, as well as the importance of the children´s play in this matter. In this study, the socio-cultural perspective on learning and development was adopted. The qualitative method was applied by collecting material from the interviews of five preschoolteachers.

    The result shows that language development approach is characterised by dialogue, communication, gathering, play, literature and the use of Internet. It is also clear that children develop the linguistic ability better if they have been involved in language stimulation activities in preschool. Another result of hte study was that the deficiency in the progress of a childs languageability can easily be observed by the preschoolstaff. The teacher can plan appropriate activities and support the children in their playing in order to help them develop their language.

    The results also shows that the play is involved all the time in the language development approach. The meaning of the play is to motivate children to learn and the childs interest in the language development activities carried out in preschool. Finally it should be observed that preschoolactivities play an inportant role in childrens language development.

  • 97.
    Lundmark, Jessica
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gyllspång, Ingela
    University of Skövde, School of Humanities and Informatics.
    Man måste anpassa sig hela tiden: Två föräldrars livsberättelser2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is by using life-history method, to provide a deeper understanding of how parents of foreign origin experience their arrival to Sweden and how they remember and reconstruct their own migration history and their sons schooling.

     

    The life­ histories are based on interviews with two parents from Iraq and Iran. The parents’ statements show that the parents’ life choices have influenced the sons’ schooling. They have chosen to avoid living in segregated areas and they have been trying to get integrated into the Swedish society. The integration of families with foreign origin varies and the two informants belong to assimilated families which mean they have embraced the dominant culture norms.

     

    The informants’ statements show the experiences of power between majority and minority cultures, cultures which brings us to the concept of intersectionality. The parents’ life histories also show the different references of the school’s content that parents of foreign origin can carry around and it is important that the school can address it in a good way and the intercultural dimension should influence the school’s activities. To study native language has proven to have little impact on the sons’ academic performances, however, the parents’ different life choices had more impact.

  • 98.
    Matsson, Annemarie
    et al.
    University of Skövde, School of Humanities and Informatics.
    Albertsson, Kristian
    University of Skövde, School of Humanities and Informatics.
    Svensson, Linus
    University of Skövde, School of Humanities and Informatics.
    Elevers stress: En studie på grundskolans senare år om elevers upplevelser av stress och hur de tror att man kan reducera den2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Students’ experience of stress is generally considered to be an isolated problem, caused by school work. Students’ experience of stress at school can also be affected by exterior influences.

    This research aims to discover what factors Swedish students, age 13 – 16, experience as stressful. It also aims to describe how students believe this stress can be reduced. This project originated from a request from a secondary school. A questionnaire was used to map the different stress factors. Interviews enabled greater understanding of these factors and what students themselves believe can reduce the stress. The gathered material was interpreted in several steps by the use of ad hoc methods.

    The result shows that half of the students experience stress every week. The main causes are lack of time and demands. They lack “free time”, which enables the body to recover from the stress. The students desire management, including guidance from parents concerning prioritising and setting limits. The school should help the students to develop study techniques. The stress is caused by a feeling of not being able to live up to and deal with own and exterior demands. It can be reduced by planning (enabling “free time”), influence (co-operation), personal development (improvement of self-esteem and identity) and management (guidance, limitations, acceptance and development).

  • 99.
    Mattsson, Anita
    University of Skövde, School of Humanities and Informatics.
    Flexibel utbildning i praktiken: En fallstudie av pedagogiska processer i en distansutbildning med en öppen design för samarbetslärande2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to examine the pedagogical processes that evolve in an "open" design for online learning realized in relation to a specific setting. The study describes and analyzes pedagogical activities in a distance education course in higher education that uses an asynchronous conference system for communication and interaction.

    The study's theoretical framework is based on the CSCL field, and a socio-cultural perspective, where the aim of the research is to create artefacts and environments that support meaning making in practice. The study was conducted in an authentic environment and can be described as an ethnographic exploratory case study. The analysis focuses on how the practice is established and constituted over time. The unit of analysis is ongoing interaction between nine groups of students and their teacher.

    Some overall patterns has been analysed and three models of division of labour emerged in the study. The produced assignments mirror the negotiations the groups’ members have in understanding how and when they will be working with the assignments. The course had a weak educational framing and the participants were responsible for their own learning. The teacher's instructions were intentionally broad and vague, an open design, which allowed the students to use their creativity in the work. Even if the teacher was responsible for monitoring the students' discussions, she did not participate because she thought it was too difficult to understand when her active participation supported the students and when it did not.

    The relations between and within the structuring resources were used in learning communities and the students acted in relation to them. To understand how to divide and allocate tasks, and how to solve problems, is not only done in relationships and people's thinking, but also implicit in learning communities. This means that teachers have to design courses in new ways. The requirements for participation, interaction, and communication, must be determined. The way in which an assignment is formulated structured the students' way to solve the assignments.

     

  • 100.
    Messina Dahlberg, Giulia
    Örebro University.
    Languaging in virtual learning sites: Studies of online encounters in the language-focused classroom2015Doctoral thesis, comprehensive summary (Other academic)
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