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  • Sundqvist, Pia
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013). University of Oslo.
    Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary2019Inngår i: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 23, nr 1, s. 87-113Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purposes of this study are to examine the relation between playing commercial-off-the-shelf (COTS) games in the wild and L2 English vocabulary and to offer comparisons with non-gamers’ vocabulary. Data were collected from two samples of teenage L2 English learners in Sweden, Sample A (N = 1,069) and Sample B (N = 16). Questionnaires and English grades were collected from A and B, productive and receptive vocabulary tests from A, and interviews and essays from B. A quantitative-dominant mixed-methods approach was adopted. Results showed a significant positive correlation between time played and test scores. They also showed that time played was related to types of games played. Multiple regression analysis including time played and types of games as predictor variables and L2 vocabulary as the outcome variable showed that the effect from type disappeared when it was entered into the model, whereas time remained significant. A close examination of 45 words (productive test) revealed significantly higher scores for gamers (compared with non-gamers) at all vocabulary frequency levels, and for particularly difficult words. Overall, findings from Sample B regarding gaming habits and vocabulary (i.e., use of advanced or infrequent words in essays) reflected the results from Sample A, making it possible to conclude that playing COTS games matters for L2 learner vocabulary.

  • Disputas: 2019-02-22 10:00 Fryxellsalen, 1B 306, Karlstad
    Wahlberg, Sara
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Teaching and Learning Protein Synthesis through Domain-Specific Language in Upper Secondary Education2019Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The aim of this licentiate thesis is to contribute to understanding of upper secondary teaching and learning of protein synthesis with a focus on domain-specific language. It is based on two studies, designated Studies I and II. Study I addressed upper secondary students’ understanding of protein synthesis through their usage of domain-specific concepts. Data collected through semi-structured group interviews show that students can better reason about core concepts than peripheral concepts, and they compartmentalise the concepts into five clusters. Study II focused on chemistry and biology textbooks’ presentation of protein synthesis through domain-specific concept usage and effects of context on these presentations. The textbooks were analysed using a content analysis approach involving data mining techniques implemented by a computer-generated algorithm. The results reveal that chemistry textbooks focus more on peripheral concepts and generally tend to identify fewer relationships among more concepts than biology textbooks, which emphasise core concepts and tend to highlight more relationships among fewer concepts. Jointly, Studies I and II reveal four facets of teaching and learning protein synthesis: ‘mechanistic or conceptual descriptions’, ‘compartmentalisation’, ‘mRNA as a core concept’ and ‘canonical representation’. By acknowledging the results reported herein, teaching can improve the facilitation and reduce the hindrance in learning protein synthesis through the awareness of the domain-specific language usage. 

  • Disputas: 2019-02-22 10:00 1B 309 Sjöströmsalen
    Olsson, Anna-Karin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för sociala och psykologiska studier (from 2013).
    Functional Capacity as a Predictor of Everyday Functioning in Patients with Schizophrenia2019Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The overall purpose of this thesis is to increase knowledge of the concept of functional capacity and how it is related to everyday functioning for adult patients with schizophrenia spectrum disorders. The thesis comprises three papers (Papers I-III) based on empirical data from a clinically representative sample of outpatients. The results in the first study (Paper I) indicated that the Swedish version of University of California San Diego Performance-based Skills Assessment-Brief (UPSA-B) is a reliable instrument, with good psychometric properties in terms of both validity and reliability. UPSA-B is a performance-based instrument used to assess functional capacity, i.e. the patient’s ability to perform certain everyday tasks, necessary for independent functioning, in a controlled setting. In the second study (Paper II), the aim was to investigate if and how demographic variables and illness activities, together with functional capacity, contribute to predicting real-world functioning milestones. Functional capacity was mainly associated with education level and housing situation. In the third study (Paper III), the aim was to investigate how the patient's self-rating ability regarding functional performance relates to neurocognitive performance and real-world functional performance. The results showed that 37% of patients overestimate their functional performance. The results also showed that clinicians seem to have greater difficulty assessing patients who overestimate their functioning. In summary, this thesis states that using UPSA-B to measure functional capacity offers considerable advantages and plays an important role in capturing functional outcomes. The importance of taking control of limited self-rating ability in patients with schizophrenic spectrum disorders is also demonstrated.

  • Parsberg, Cecilia
    Umeå universitet, Institutionen Konsthögskolan.
    Sverige-Rumänien t/r2015Inngår i: Feministiskt perspektiv, ISSN 2002-1542, artikkel-id 2015-11-13Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Filmarna Tova Kurkiala Medbo och Caroline Kernen har under ett år följt tre kvinnor som reser mellan Stockholm och Rumänien för att tjäna pengar till sina familjer. De har fått många svar på sina frågor, men vilka var frågorna? Det undrar Feministiskt perspektivs recensent Cecilia Parsberg. Hon har sett dokumentären I jakt på ett bättre liv som har premiär ikväll på Stockholms filmfestival.

  • Parsberg, Cecilia
    Umeå universitet, Institutionen Konsthögskolan.
    Hur blir du en framgångsrik tiggare i Sverige?: en undersökning av tiggandets och givandets bilder 2011 till 20162016Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    Mitt första möte med en tiggande föranledde mig att under fem år undersöka den nya situationen för tiggeriet och giveriet i Sverige. Förutsättningen är att vardagliga handlingar och reaktioner gentemot en annan människa kan synliggöras estetiskt med en etisk klangbotten. Min undersökning utspelar sig i första hand i gaturummet och i medierna. Det är hela tiden bilderna som är utgångspunkten för resonemangen och de gestaltande verken. Bilder som både separerar och länkar samman kroppar. Vilka bilder är i spel i tiggeriets och giveriets sociala koreografi? Hur kan bilder i detta sammanhang aktiveras på nya sätt? Hur kan nya genereras? Tiggandet är en uppmaning till social interaktion, och vare sig givaren socialt interagerar eller inte med den tiggande människan på gatan så involveras givaren i det europeiska samfundets asymmetriska värdesystem. I min första gestaltning anlitas en professionell marknadsundersökare för att ta reda på hur en tiggare i Sverige skulle kunna göra för att bli framgångsrik. Det blir en film som jag sedan visar mittemot en film där tiggande pratar om hur givare ger. Ur detta verk följer så en rad gestaltningar och en interdisciplinär teoretisk diskussion med bland andra Judith Butler, Sara Ahmed och Hannah Arendt, samt med en rad konstnärers arbeten, kring hur bilder – och kroppsliga handlingar – är kopplade till samhällsbilden och samhällskroppen? Körernas uppställning i gestaltningen Tiggandets kör och Givandets kör anger ett utrymme för social interaktion och demonstrerar därmed en annan ordning som kräver andra insatser, i språk, rörelse och attityd gentemot varandra. Det är en social koreografi: när körerna tränade och sjöng tillsammans uppstod en politisk form. Min förhoppning är att estetiskt synliggöra ett politiskt handlingsutrymme mellan tiggandet och givandet som kan utnyttjas för fortsatta etiska förhandlingar, och nya gestaltningar. 

  • Parsberg, Cecilia
    Umeå universitet, Institutionen Konsthögskolan.
    Giveriet i den fria rörlighetens Europa2014Inngår i: Global Mental Health, ISSN 1104-5205, E-ISSN 1769-7425, nr 1Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Gatans informella fördelningspolitik synliggör den europeiska välfärdens systemfel. Samtidigt bidrar den till människors akuta överlevnad. Genom att genomföra en marknadsundersökning, fotografera, läsa rapporter och ställa frågor till folk på gatorna undersöker Cecilia Parsberg giveriets och tiggeriets europeiska koreografier.

  • Parsberg, Cecilia
    Umeå universitet, Institutionen Konsthögskolan.
    Giving in free movement Europe2014Inngår i: Eurozine, ISSN 1684-4637, artikkel-id 2014-08-06Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    The informal politics of distribution on the streets, of begging and of giving, makes visible the faults inherent in European welfare systems, writes Cecilia Parsberg. And the rules and statutes that aim to prevent poverty-stricken EU citizens from enjoying free movement add insult to injury.

  • Andersson, Jan-Olof
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Larsson, Samuel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Tobias, Sjöholm
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Implementation of the NEAT Policy Manager2019Rapport (Fagfellevurdert)
    Abstract [en]

    The NEAT system was developed in 2017 to increase flexibility in the choice of network transport protocol being used. One of the most important components of the NEAT system is the Policy Manager (PM), which determines what protocol is to be utilized by the application. The PM is written in Python while the rest of the NEAT system is C-based, so a natural evolution of the PM is to perform a functional translation of it to C. While the main goal was solely to develop a fully functional C-based PM, the difference in programming languages in the end also brought a performance increase of 28 times compared with the Python-based PM. There are still a few improvements left to do in the PM, but it is already a notable improvement for the NEAT system as a whole.

  • Wahlberg, Martin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Larsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Steinvall, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Mangafic, Armin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    PlayPOD: Multi-medial enhancement of audio theatre on Android smartphones2019Rapport (Fagfellevurdert)
    Abstract [en]

    The development of technology and digital revolution has led to a connection between humans and smartphones. Today smartphones are a big part of our lives and we interact with them every day. Most people are not aware about how powerful algorithms can be, what they can do and how they can affect their privacy. Playpod is a smartphone application created for the Android platform that utilise algorithms and Android permissions to implement side effects that enhance the story telling of six different short audio dramas also known as playpods. The side effects are related to the content of the playpods and use the Android permissions to access sensitive user information and incorporates this information in the side effects.

  • Sundberg, Simon
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Blomqvist, Alexander
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Bromander, Anton
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    KAUdroid - Project Report: Visualizing how Android apps utilize permissions2019Rapport (Fagfellevurdert)
    Abstract [en]

    This paper introduces and implements a web interface to visualize android permission usage with the help of using partial identity attributes. When an app is installed, it asks for permission to use the phones properties such as storage information, accessing WIFI, etc. With the web interface described in this report, they are visualized in multiple ways in forms of animated bubble charts, heatmaps, network graphs and bar charts.

  • Persson, Magnus
    Malmö universitet.
    Uppfinningen av ett skolämne: Ett historiesociologiskt perspektiv på samhällskunskapsämnets logik2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 160-183Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    From being a part of the history subject, social studies was established as an independent school-subject in Sweden during the first decades of the postwar era. By using a historical sociology analysis this article argue that the specific social and moral setting that dominated how the educational system were organized after WWII, formed durable and still present  logics of the definition of subject-content, the societal function of the subject and the means of knowledge (re)production related to the subject. Social studies developed a normative content taught with progressive methods in close relation to state-ideological ideas of citizenship and democracy rather than academic production of knowledge. This developed a school-subject based on institutionalized unpredictability, a content with high elasticity and with weak links to knowledge (re)production system most often carried out by the academic system.

  • Wendell, Joakim
    History Teaching between Multiperspectivity and a Shared Line of Reasoning: Historical  Explanations in Swedish Classrooms2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 136-159Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates the presence of multiperspectivity in history teaching through teachers' constructions of historical explanations in classroom interactions.  The concept of multiperspectivity is linked to the related concept of interpretation as a central aspect of comprehension of history, in particular to the idea of including different interpretations of the same historical event or process. This idea, as expressed in the current Swedish history syllabus, is contrasted with the notion of establishing a shared line of reasoning as a central aim of teaching practices. The study is built on classroom observations of three teachers in lower secondary school, and specifically analyses how historical explanations are constructed as more or less open to different interpretations. The results indicate that explanations only occasionally are presented as open to different interpretations, and that the degree of openness is influenced by adaptation to student groups, but also possibly by the content matter. The study suggests that the notion of multiperspectivity may come into conflict with the aim of establishing a shared line of reasoning.

  • Kimanen, Anuleena
    et al.
    University of Helsinki.
    Kallioniemi, Arto
    University of Helsinki.
    Towards Interpretive and Empathetic Encounters between Worldviews2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 118-135Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research on young people’s attitudes and skills in dealing with religious diversity has been conducted in many surveys, but in real life one is faced with many different types of diversity. How does pupils’ preparedness for inter-worldview dialogue develop? This article approaches young people’s emotions faced by different types of dissimilarity and skills of asking about others’ worldviews. Key theories in analysing the results were Abu-Nimer’s stage model of interreligious sensitivity and Jackson’s interpretive approach to religious education with a special focus on empathy. The use of pictures when studying emotions revealed that most of the participants experienced non-religious features as pleasant. The pictures depicting the most dissimilarity were experienced as the most negative but also in many cases as interesting. The questions written by the teenagers indicated a wide range of attitudes and skills. Many of them were capable of addressing religious or personal meanings, thus showing an ability to rise above the surface level and seek understanding. An interesting category of questions on the possibility of inter-worldview interaction also emerged. Visual techniques in the research on teenagers’ thinking should be further developed because young people today are surrounded by images.

  • Olovsson, Tord Göran
    et al.
    Umeå universitet.
    Näsström, Gunilla
    Umeå universitet.
    Ämnesövergripande undervisning och betyg i årskurs 4-6 i svensk grundskola i SO- och NO-ämnena2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 88-117Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Sweden introduced a new national curriculum (Lgr11) for the compulsory school in 2011. It included new syllabi for the school subjects and a grading system now starting from school year 6. Social studies (civics, geography, history and religious studies) and natural sciences (biology, chemistry and physics) received syllabus with knowledge requirements for each respective subject. Despite the sectioning, Lgr11 encourages subject-integrated teaching and, when teaching has mainly been subject-integrated, summarised grades in both social studies and natural sciences are possible in school year 6. The purpose of this study is to investigate, analyse and compare to which extent teaching in school year 4-6 is subject-integrated and whether the grades in school year 6 are summarised in social studies as well as natural sciences. In the autumn of 2017, principals from 113 schools comprehending school years 4-6, completed a questionnaire. The results, also analysed in relation to Bernsteins theoretical model, show that teaching in each individual subject, as well as alternation between subject-integrated teaching and teaching in the individual subjects is most common. Fully subject-integrated teaching in social studies and nature sciences respectively is the least common practise. Three quarters of the schools give grades in the individual subjects. In schools with fully subject-integrated teaching, it is more common with summarised grades than grades in the individual subjects. However, this is more common in social studies than in the natural sciences. Almost all of the schools that teach in the individual subjects also give grades in the individual subjects.

  • Ahlskog-Björkman, Eva
    et al.
    Åbo Akademi, Vasa Finland.
    Björkgren, Mårten
    Åbo Akademi, Vasa Finland.
    Barn och fred. En pilotstudie om förskolebarns förståelse av fred2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 65-87Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Enligt FN:s mål om hållbar utveckling (Agenda 2030) betonas bland annat främjandet av en kultur av fred och icke-våld. Utvecklingen i finländska styrdokument för förskolan visar däremot att temat fred har nedtonats. Denna studie vill genom ämnesdidaktisk samverkan mellan bildkonst och religion synliggöra 6-åringars förståelse av fred, deras sätt att samtala om och i teckningar gestalta ett liv i fred med varandra. Den kvalitativa temaanalysen visade att barn i denna pilotstudie förstår fred som tillstånd, fred som relationer, fred som förhandlingar och fred som möte och handling. Samtal kring barnens teckningar och de visuella konkretiseringarna stöder tolkningen. Pilotstudien har genom pedagogiska och ämnesdidaktiska perspektiv på lärande för fred uppmärksammat vikten av att barns lärandeprocesser om fred, icke-våld och globalt medborgaskap behöver beakta kravet på tid, rum, språk och struktur för interaktion, tolkning, fördjupning och handling.

  • Tväråna, Malin
    Stockholm University.
    Theories of justice among eight-year-olds: Exploring teaching for an emerging ability to critically analyse justice issues in social science2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 43-64Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study addresses the question of what conditions of teaching that benefits the development of the ability to critically analyse issues of justice in early social science and civics education. It also presents some indications of this emerging ability, where students treat the concept of justice not as a stated or explained fact or viewpoint but as a contested concept that needs critical examination. The analysis shows the possibility for eight-year-olds to start learning how to reason about justice as an essentially contested concept and to start participating in critical analyses of societal issues of distributive justice in a qualified way. This article discusses how teaching can be designed to help younger students develop and qualify the ability to analyse justice issues and proposes indications of such an ability.

  • Gregers Eriksen, Kristin
    University of South-Eastern Norway Drammen.
    Education for sustainable development and narratives of Nordic exceptionalism: The contributions of decolonialism2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 21-42Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper argues that approaches embedded in technology optimism hold a hegemonic stance in Education for Sustainable Development (ESD) in Norway. A monolithic focus on technology also leads to a lack of emphasis on the possible contributions of Social Studies. Although sustainable development is commonly understood as having the global goal of “saving the planet,” ESD remains situated within a colonial epistemological regime. In spite of its good intentions, ESD may in fact contribute to the construction and reproduction of differences between “Us” and “Them,” denoting the Global North and South. The aim of this paper is to explore the contributions of decolonial perspectives in providing possible interruptions of the hegemonic narratives, and fostering transformation. The paper exemplifies how current practices of ESD can serve to sustain rather than change the global economic and political systems. It is argued that decolonial perspectives can be tools for disrupting mainstream ESD.

  • Manni, Annika
    Umeå University.
    Contingency and transformation. Teachers’ and students’ experiences of a Climate Council School Project2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 1-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents a case study of a Climate Council School project within education for sustainable development (ESD). Students and their teachers from grade 9 and upper secondary school took part in this project when working on finding sustainable visions and solutions for their city in 2030. The project involved the local government as well as businesspeople, since they all met and shared sustainable visions at the climate council conference. Drawing on transformative learning theories, the case is studied and analysed from both teacher and student perspectives. Educational challenges as well as new possibilities are documented outcomes through the participants’ experiences in this school project aiming for sustainability. Initial contingency, in relation to the complex content and new ways of teaching, is found to be a presumption for learning as creative work, transformation, and new ideas contributing to a more sustainable society.

  • Franck, Olof
    et al.
    Göteborgs universitet.
    Osbeck, Christina
    Göteborgs universitet.
    Editorial Nordidactica 2018:42018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. i-vArtikkel i tidsskrift (Annet vitenskapelig)
  • Andersén, Annelie
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Asghari, Hamid
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Petersson, Maria
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination2018Inngår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, nr 3, s. 98-123Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.