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Kursplanens betydelse för eleverslärande: Hur några elevers kunskap om kursplanen i fysik påverkar deras lärande
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The importance of syllabus in students’ learning processes : How the knowledge about the syllabus affects students’ learning in physics (English)
Abstract [sv]

Syftet med min uppsats är att undersöka vad några elever i årskurs 9 har för kunskap om

kursplanen i fysik, samt hur de uppfattar att denna kunskap påverkar deras lärande.

Undersökningen består av sex kvalitativa elevintervjuer. En slutsats som framkommit i

undersökningen är att om elever delges kunskap om vad kursplanen är och dess syfte kan det

användas som ett verktyg till att höja motivationen och på så sätt även gynna

lärandeprocessen. Men kursplanen är endast en liten del i vad som kan påverka lärandet i den

formativa bedömningen. Även svårigheter i att förstå och göra skillnad på begrepp så som

kursplan, kunskapskrav och centralt innehåll framkommer. I det sociokulturella perspektivet

kan kursplanen och kommunikationen om den samma ses som en resurs och ett verktyg i

lärandeprocessen.

Abstract [en]

The purpose of my study is to evaluate what knowledge some Swedish fifteen year old

students’ in 9

th grade had about the syllabus in physics, and how they perceive that the

knowledge affects their learning process. The method, six qualitative interviews which is used

in the evaluation, is chosen by the principles which can be found in studies of social science.

One of the conclusions drawn from the study is that if students communicated knowledge

about what the syllabus is and its purpose, it could be used as an artefact in the socio-cultural

perspective of learning to improve motivation and increase the learning process. Over all, the

syllabus is a very small part in what impacts the learning process in the formative assessment.

Even difficulties in understanding concepts and the differences in concepts as syllabus,

knowledge requirements and the content of importance has appeal in the process. In the

perspective of social culture, communication of the syllabus can be seen as a resource in the

learning processes.

Place, publisher, year, edition, pages
2017. , p. 27
Keywords [en]
Syllabus, formative assessment, perspective of social culture, learning process
Keywords [sv]
Kursplan, formativ bedömning, sociokulturellt perspektiv, lärandeprocesser
National Category
Natural Sciences Learning Physical Sciences
Identifiers
URN: urn:nbn:se:kau:diva-57019OAI: oai:DiVA.org:kau-57019DiVA, id: diva2:1127463
Subject / course
Teacher Education - Science and Engineering
Educational program
Teacher education
Supervisors
Examiners
Available from: 2017-08-15 Created: 2017-07-15 Last updated: 2017-08-15Bibliographically approved

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