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  • 1.
    Enheden, Marie
    University of Skövde, School of Humanities and Informatics.
    Helhetssyn och samarbete kring ämnesinnehåll: En studie om biologiämnets innehåll genom grundskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about what contents students should work with in biology during grade 4-5 (Swedish nine-year compulsory school system) according to teachers in theese grades and teachers in secondary school (grade 6-9). It also shows if there is, or if the teachers whant, a cooperation regarding the contents in biology. The study is following a qulitative method and the resault shows that human body, knowledge about subjects like species and the environment are central contents in biology. Some of the teachers also agree that it´s important that biology is fun and based on experiences. Teachers from the different grades, however, does not agree in how wide the content should be. The teachers in secondary school (grade 6-9) feel that they have to start all over when teaching biology. In the diskussion it is clear that the teachers want cooperation concerning relevant contents in biology. Some of the teachers say that they want better definitions on what contents i biology the pupils should work with in different grades. One teacher want cooperation between different schools concerning biology contents.

  • 2.
    Gustavsson, Henrik
    et al.
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Informatics.
    Brohede, Marcus
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Informatics.
    Continuous assessment in software engineering project course using publicly available data from GitHub2019In: Proceedings of the 15th International Symposium on Open Collaboration, OpenSym 2019, Association for Computing Machinery (ACM), 2019, article id 4Conference paper (Refereed)
    Abstract [en]

    This paper describes an approach for assessment in a large software engineering project course. We propose an approach for continuously collecting information from a source code repository and collaboration tool, and using this information for assessing student contributions and also for assessing the course as a whole from the teacher's standpoint. We present how we display metrics for how the students perform in relation to some of the requirements of the course. We argue that continuous summative assessment feedback to the students on how they are performing in the project is a suitable strategy for ensuring active participation from the students for the duration of the project course. 

  • 3.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    BLIVANDE YRKESLÄRARES BESKRIVNINGAR AV YRKESÄMNETS DIDAKTIK2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 66-86Article in journal (Refereed)
    Abstract [en]

    The vocational education in upper secondary school contains general and vocational subjects.Its aim is to give the students relevant vocational competence and employability. This study investigates the nature of didactical choices in vocational subjects as described bystudent teachers (future vocational teachers). Social cultural approach and pedagogic content knowledge (PCK) are used as theoretical perspective and analysing model, respectively. The analysis shows that the choice of content in vocational subjects is the specialised vocational content as it relates to the general content. Teaching also focuses on silent knowledge as a useful competence. In the pedagogical practice the student and the students’ needs are central for teachers´ choices of methods and also the approach. The vocational teacher emphasises that the students develop relevant and useful vocational competence. Employability is related to the student´s possibility to succeed in the coming profession.

  • 4.
    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)
  • 5.
    Pettersson, Kerstin
    University of Skövde, School of Life Sciences.
    Algoritmiska, intuitiva och formella aspekter av matematiken i dynamiskt samspel: en studie av hur studenter nyttjar sina begreppsuppfattningar inom matematisk analys2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Focusing on the potentiality of students’ ways of treating a mathematicalmaterial this thesis aims to investigate how students use their conceptualunderstanding when working with mathematical tasks in calculus. Two casestudies were carried out to explore students’ understanding of thresholdconcepts. The first study, an interview study, explored engineering students’understanding of limit and integral. The second study, a problem solvingstudy, involved students within a mathematics programme, working on achallenging task including the concepts function and derivative, requiringproof by induction. Drawing on a theory of contextualisation data wereanalysed within a constructivist research framework following the principlesof intentional analysis. The results reveal that the students in themathematics programme expressed their understanding in a formal contextin which also intuitive ideas played an important role. They used intuitiveideas and formal reasoning in a dynamic interplay with several functions:to control intuitive ideas, to offer a new basis of reasoning, to reduce thecomplexity of the problem and to push the problem solving process forward.The engineering students expressed their conceptions in an algorithmiccontext, in which procedural knowledge was predominant and the operationsof the concepts were seen as defining features and a basis for understanding.However, faced with probing questions, the students appeared to shift to acontextualisation foregrounding ideas relating to conceptual dimensions ofcalculus. These contextual shifts display the transformative aspect ofthreshold concepts allowing the development of conceptions and students’awareness of ways of thinking and practising in mathematics.

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