Change search
Refine search result
1234 1 - 50 of 156
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • apa.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Abrahamsson, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Bokrecension, en tydlig genre?: En studie om hur lärare arbetar med bokrecensioner och vad deras syfte med arbetet är2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how teachers at secondary school work with book reviews in their teaching, what they consider the intent of book reviews to be and what methods they consider to be favourable in the work. This is a qualitative study in which semi-structured interviews have been conducted with eight teachers to demonstrate similarities and differences between their different approaches and mindset. After the interviews have been transcribed, they are analysed on the basis of a thematic analysis.The results show that the teachers have a predominantly positive attitude towards book reviews. However, there is an ambiguity among them, while they consider that book reviews are a favourably element that can include several important knowledge development elements, they also consider that the element should not take up too much space in the teaching as there are other things that need more space. The idea of book reviews does not seem to be to develop students' knowledge of book reviewing as a genre, however they are used more as an implement to verify students' reading comprehension and other abilities. The results also show that specific methods are in fact barely used in the writing on book reviews because the intention is more of a controlling nature than developing students' genre knowledge.

    Download full text (pdf)
    fulltext
  • 2. Admund, Helena
    Moralisk utveckling i läroböcker: En jämförelse med fokus på etik och moral i läroböcker för elever i årskurser 4–6 med ett innehållsperspektiv inspirerat av Rest´s four – component model som teoretisk utgångspunkt.2021Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the thesis is by advancing Hartman and Osbeck's research results towards the results of the thesis, discussing how the textual content of textbooks corresponds or differs based on James Rest's Four – Component model and previous research works, this thesis will provide an increased understanding of how textbooks might provide opportunities for studentsto deepen their moral reasoning from the didactic perspective of a religion. 

    The research method used in this thesis is a qualitative content analysis based on an analysis model based on Osbeck's analysis model's categories of ethical competences: Rethinking information, Conducting action, Taking in information and Values. 

    The thesis’s result that not all the reviewing textbooks contain the example concepts set out in lgr11, and do not contain everyday moral questions that touch on the content that also appears in lgr11 for the subject of religion. The results also did not match Osbeck's research findings, which claim that the curriculum is only consistent with FCM steps 3 and 4. Since this paper's results show that the questions may develop students' moral reasoning based on FCM two steps: 2 – moral judgment and step 3 – moral motivation.

    Download full text (pdf)
    HelenaAdmund_Moral_i_läroböcker
  • 3. Afrasiabi, Soran
    High-Functioning Autism Spectrum Disorder in the English Classroom: A qualitative study on how teachers foster students’ communicative skills2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
    Download full text (pdf)
    arkivfil
  • 4.
    Aldeland, Leo
    Karlstad University.
    Du sköna nya era – det måste inte vara text.: En intervjustudie om hur samhällskunskapslärare integrerar specialpedagogik och multimodala verktyg i undervisningen. 2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is a study that aims to increase knowledge about how social studies teachers work with special education. Where the research questions concern which extra adaptations and special pedagogical measures the teachers apply in their teaching. If teachers believe that multimodal tools as a tool in this context generate positive results. In addition to the teaching itself, the teachers also describe where they acquired their knowledge of special education and what their relationship looks like with their local special educators.

    The theory used is called the KASAM-theory and it has been necessary to understand why teachers constantly returned to the relational. Teachers believe that students mental well-beingis a factor just as autism, ADHD and dyslexia are. But that the relational is not only about mental illness but it permeates the whole profession. The relational is incorporated in all parts where teachers and students meet, for example for the student to use and adopt special education, a relational aspect is needed.

    The method the essay has used to generate data is a qualitative semi-structured interview in which six social studies teachers have participated. In the interviews, the teachers share their experiences and knowledge of special education and the use of multimodal tools. In addition,it is investigated how and when collaboration and communication with the special educator occurs, where the teachers pick up the techniques and methods used to help and compensate the students for their difficulties or differences. The teachers are briefly presented in the method chapter in order to then one by one answer the research questions on which the thesis is based.

    The results and the analysis have shown that the data the interviews have generated show an openness and broadness of tools and methods the teachers use to ensure that the students, regardless of whether they have diagnoses or not, have access to a good and educational teaching. However, the use of special education is so common in the informant’s classrooms that it can be difficult for them to distinguish concrete results when another special education instrument is applied. The teachers who participated in the study unanimously describe that the main source of special education comes from other teachers and then most often from teachers with the same subject. The special educators are often regarded as a resource that takes care of individual students where they can sit and work with a special educator individually or in a small group. Another common occasion when teachers contact the special educator is when the matter concerns individual students. In the issue of multimodality, this is primarily linked to the digital, where teachers generally have a positive and sometimes a very positive view of the multimodal. Students with dyslexia are considered to be the group of students who have the greatest advantage of the digital, even if all students are perceived to benefit from the multimodal. The digital is described as having an opportunity to work with several semiotic impressions, something that teachers believe should particularly benefit students with ADHD, concentration difficulties and autism.

    Download full text (pdf)
    Du sköna nya era – det måste inte vara text.: En intervjustudie om hur samhällskunskapslärare integrerarspecialpedagogik och multimodala verktyg i undervisningen. Leo Aldeland
  • 5. Allansson, Jimmy
    Informationskompetens: Elevers hantering av information på internet2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    Informationskompetens
  • 6.
    Andersson, Katarina
    et al.
    Karlstad University.
    Brogren, Ulrica
    Karlstad University.
    Konsten att bedöma kunskaper hos elever i grundsärskolan: En intervjustudie med lärare som tar emot nya elever2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe how teachers in the special school view their assessmentassignments in connection with new pupils starting in school. The special school is a compulsoryschool for children with intellectual disabilities who are not considered to have the prerequisites tomeet the mainstream school’s knowledge requirements. In our study, we used a qualitative methodand conducted eleven qualitative interviews with teachers in special school. Schiro's (2013)Curriculum Ideological perspectives were used as theoretical perspectives in the analysis. We havestarted from four different research questions during the course of the work. The first question waswhat strategies the teachers describe that they use to inform themselves about students who arenew in school. Here, one of the results shows that creating relationships with the student may gobefore During the question how teachers view the significance of assessment for students'knowledge development, results of the study vary, but the common feature is that a search for thestudent's ability to show knowledge is similar to a “detective job” (informant L9). The study showsthat the teachers consider that assessment has a certain importance for the pupil's knowledgedevelopment but especially for the adaptation of the teaching. The results also show that teacherslook at how meaningful it is for the pupil to be involved in their own knowledge assessment. Thenext research question was about the challenges presented in the assignment to assess theknowledge of students who are newly admitted to special school. Here, the result shows that allteachers express that students with intellectual disabilities are difficult to assess because everythingdepends on the student's ability and form overall state. Our fourth resurge questions is about whichCurriculum Ideologies become visible. Here the result shows that a Learner centred Ideology isprominent in the teachers' responses. To some extent, teachers experience a conflict in theirassessment assignments, mainly in relation to the interpretation of the wording of the steeringdocuments. The study's results also showed that the teachers need to reflect on the assessmentassignment, here the special teacher can be ascribed an important role as a qualified interlocutor.

    Download full text (pdf)
    fulltext
  • 7.
    Andersson, Moa
    Karlstad University.
    Lika, olika och unika: Ett mångfaldsarbete med fokus på barnlitteratur i förskolan2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis uses a norm-critical perspective to highlight the diversity presented from a selection of picture books published by swedish authors between the years 2016-2021. The work will focus on some of the norms that the picture book presents regarding, among other things, gender, functional variations and culture

    Furthermore, the picture book's multimodal communication method will be analyzed on the basis of the method approach semiotic modality and further examined through quantitative and qualitative analysis methods. This is to highlight the importance of the text and the equivalence of the illustration in the multimodal communication.

    In my process, a selection of nine books has been selected and critically examined on the basis of norm-critical criteria and through both conventional and iconic signs in order to create as comprehensive an analysis as possible.

    In conclusion the results of this study are presented where norms and/or themes that recur, or are not noticed, are also addressed in several of the books. Furthermore, the importance of the preschool educator's understanding of the picture book, norm criticism and inclusion is highlighted. Emphasis is placed on the educators understanding why regular reflections and analyzes of the material the preschool offers the children should be made.

    Download full text (pdf)
    Lika, olika och unika
  • 8.
    Andersson, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Undervisning av elever i läs- och skrivsvårigheter i årskurs 1 - 6: En intervjustudie med sju grundskollärare2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study is a qualitative study using semi-structured interviews carried out with seven primary school teachers. The main questions focus on how these teachers view own education, their teaching when working with students with reading- and writing disabilities, scaffolding as a method and which factors they find important to create a successful classroom. The theoretical conception is the sociocultural perspective, using the three concepts scaffolding, artefacts and the zone of proximal development. The result is presented in different themes.

     

    The result shows that the primary school teachers leave their teacher education with varied knowledge on both how to teach reading and writing, as well as reading and writing difficulties. They claim to lack knowledge after finishing their teacher education. The primary school teachers explicit express that they want skills development in this area. The result shows there is a difference in how the primary school teachers plan their lessons and which methods they use, depending on whether they work as a class teacher or as a support teacher. The interviewed teachers imply that the development of compensatory tools is a great asset for students with these difficulties. The result shows that early special educational efforts are important to support students with reading and writing difficulties. At all schools where these primary school teachers work they have clear routines and an organisation with resource teams to assist the teacher teams. They also describe that clarity, a good structure and well-prepared lessons are keys to success in teaching. In a wishful scenario the primary school teachers would like to have the opportunity to teach with more than one trained teacher in the classroom during lessons.

     

    Keywords

    Reading and writing difficulties, teachers’ experiences, scaffolding, artefact, the zone of

    proximal development

  • 9.
    Andrén, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Litteratur i förskolans verksamhet: Barns inflytande över böcker i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study will examine how books are chosen in preschool and if children´s influence is considered by the teachers. The purpose of this study is to find out how preschool teachers perceive the book choise in preschool but also how they work with the book choice. The method of this study was four qualitative interviews. This survey was conducted in a small municipality with four preschool teachers working in a two different preschools in the same municipality. From the analysis of the results the conclusion is drawn that preschool teachers choose books to contribute to the children’s language development. 

    Download full text (pdf)
    Louise Andrén
  • 10. Ardell, Mattias
    Först idrott - sedan skola!: En studie om elevers hanteringsstrategier i dubbla karriärer2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 11.
    Arnetz, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School.
    Use of Knowledge Management in Project Environments: A Cross-Case Analysis of Five Organizations2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This master thesis in project management focuses on the use of knowledge management methods in project management environments, since these two fields of study are important factors for companies whose aim is to gain advantages by continuous learning and improvement.

    For this study, organizations, as well as projects were divided into categories where project management methods and knowledge management methods were highlighted.

    The main questions which are given attendance in this study were if any knowledge management activities were incorporated into the work in projects as well as what dimensions that affect the use of knowledge management in project environments. The dimensions assumed to affect knowledge management in project environments which were studied in this master thesis were the project category, the use of project management methodologies, the organization and the knowledge management methodologies. Belonging to the dimension of knowledge management, conditions concerning the organizations and the projects were also studied.

    This study shows that, among five case organizations, only two actively use knowledge management methodologies to capture what has been learned by the projects.

    The findings from the study further show that, even though no generally applicable model could be formulated, there is a tendency in organizations which has an active approach to information gathering and uses project management methodologies, to use more knowledge management methodologies in projects.

    As a theoretical contribution, this master thesis shows than there is a connection between the organizational mode and the use of knowledge management and project management methodologies.

    As a practical contribution, this study shows the importance of labelling and organizing knowledge before it is stored, since only when knowledge is reused the knowledge management activities brings a value to the organization. As another practical contribution this study presents a model for researching knowledge management in project environment, as well as showing that lessons learned and project auditing are the two most common knowledge management methods in the studied case organizations.

    Download full text (pdf)
    Use of Knowledge Management in Project Environments
  • 12.
    Arvidsson, Fanny
    et al.
    Karlstad University.
    Wester, Lina
    Karlstad University.
    Digitala verktyg och matematik: Förskollärares uppfattningar kring digitalisering i matematikundervisningen på förskolan2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to study preschool teacher´s perceptions when it comes to digital resources to support mathematics in preschool. The empirical data has been collected through semi-structured interviews with a qualitative approach. We have interviewed seven qualified preschool teachers. The result shows that the preschool teachers agree that mathematics is always among as, but they choose to focus on it in different ways. The result shows that these teachers have varying perceptions on how they view the digital resources that are currently available to support teaching mathematics. Which means that currently, they are effecting the digital ways and opportunities to teach mathematics. In the discussion and analysis, the study is based off the concepts of scaffolding, proximal development zone and artifacts. 

    Download full text (pdf)
    fulltext
  • 13.
    Asp, Ellika
    Karlstad University.
    Gymnasieelevers motivation och ansvarstagande för studier inom ämnet svenska2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 14.
    Axelsson, Thomas
    Karlstad University, Faculty of Arts and Education.
    Byggutbildningen: En undersökning av före detta elevers åsikter om byggutbildningen2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    How do we match our education with the needs of the construction line of business and the requirements

    of the Swedish National Agency for education? Is there something that we have to change?

    In this study I have asked our former students about their opinion of our education and I have also asked them to give me their view on what a good teacher is like. I have been able to benefit a lot from their answers in my efforts to be that good teacher. This survey took place at Facebook.

    The answers showed that we carry on a piece of solid workmanship. But you can always improve, try harder. The profession contains so many techniques, so many innovations that is impossible to match them all. So, training has to get on and on through all of the students professional life, starting when they leave school and get their first employment as apprentices.

    School education gives them 2500 hours. The trade union gives them still 300 hours if they have passed the core subjects. If they have been working during holidays they get a further 600 hours, making it a total of 3400 hours, equivalent to half way getting fully paid.

    The construction business and school have a shared responsibility for the education of constructors. The business has no specific requirements for their apprentices, more than the intention to work as best as they can, and to learn. Social behaviour is also very important, taking parts in conversations during breaks and being parts of good team work.

    Download full text (pdf)
    Byggutbildningen
  • 15. Bakker, Nienke
    Kooperativt lärande: Ett verktyg i klassrummet2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis has been to examine the commonalities and differences between the existing forms of cooperation in specific subjects at The Business and Administration Program and cooperative learning. Cooperative learning has become the subject area for this thesis after the preliminary work that has been implemented in the Netherlands where the author has her roots.

     

    Cooperative learning is characterized by that those who are participating in the collaborative process for specific tasks are completely interdependent on each other. The collaborative process should give students an understanding, even if the students are different in comparison to each other, a self-esteem, social skills and study skills. Differences in prior knowledge and skills considered being a benefit of cooperative learning, and thus it should be much easier to form groups.

     

    Both participant observation and interviews have been conducted to investigate the commonalities of the existing forms of cooperation in comparison the cooperative learning. It can be concluded that the existing forms of cooperation already have been influenced by the characteristics of cooperative learning. The students at The Business and Administration Program who has been object for the data collection instruments are working in an office simulation with most of the specific subjects on the program. Students with different condition are working together. In addition the teacher had a supervising role. Unfortunately the majority of students have a somewhat negative attitude towards cooperation. This often depends on the poor prior knowledge about cooperation as a tool in the classroom. Much work remains for achieving a functioning co-operative learning in every classroom.

     

    Keywords: Cooperative Learning, Collaboration, Co-Learning, Group Work

  • 16.
    Barazeghi, Mariam
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Ämnesintegrering ur lärarperspektiv med fokus på teknikämnet: En kvalitativ intervjustudie av verksamma lärare2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine teachers perceptions of subject-integrated teaching, with a focus on the subject of technology. Subject-integrated teaching, in a school perspective, means that two or more subjects elaborates together to create a holistic understanding within a knowledge area. The study has a qualitative approach. Interviews were used as a data collection method. Five teachers in primary and lower secondary school were interviewed about their perceptions on this issue. The study used a pragmatic approach based on John Dewey's theories.

    The result shows that the teachers in this study are positive about subject integration. The interviewed teachers perceive that such work provides good conditions for the students to create a holistic view. The result indicates that an interdisciplinary teaching approach, integrating the technology subject with different other subject, have positive effects on students' learning. The technical subject is structured in a way that provides good opportunities for the use of practical elements in teaching. According to both previous research and the result from this study, interdisciplinary teaching with a connection to reality contributes to an increased curiosity and interest in the students' knowledge. This teaching approach develops the students ability to examine the acquired knowledge in relation to the needs of each individual person and the need of the society. This enable knowledgeable citizens.

    Download full text (pdf)
    fulltext
  • 17.
    Begovic, Edina
    et al.
    Karlstad University.
    Gustafsson, Jennifer
    Karlstad University.
    Redo eller inte?: En studie om hur blivande förskollärare uppfattar sina kunskaper och kompetens om digitalisering i förskolan.2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to contribute to knowledge about to what extent pre-school teacher students feel ready to work with digitalization in pre-schools after completing their teacher education. The participants are Swedish pre-school teacher students from the last two semesters in their teacher education programme, since we searched for students who will soon start to work in pre-schools. The method for this study is a digital semi-structured survey with both open and closed questions. The study is therefore a qualitative study with quantitative elements. The result of this study shows that the students claims that they have a good knowledge about how pre-schools work with digitalization and that they are ready to work with this subject after completing the teacher education programme. This study however shows that the majority of the respondents only have a moderate knowledge about the concept “adequate digital competence” and this knowledge depends on which university they belonged to. This is an interesting finding in this study because of the writing in the Swedish pre-school curriculum that claims that the pre-service teachers will be responsible to give the children opportunities to develop their adequate digital competence. How will the future pre-school teachers succeed in their new role as pre-school teachers if they don’t have the skills and knowledge themselves regarding this subject.   

    Download full text (pdf)
    fulltext
  • 18.
    Berg, Lina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Högläsning i förskolan: En intervjustudie om förskollärares syn på syftet med högläsning i förskolan2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute to more knowledge about reading aloud in preschool and to get an insight into preschool teachers’ perceptions of the subject. A qualitative method has been used to gather the information needed for this survey. This study draws on the views and opinions of preschool teachers. The phenomenographic method has been used to analyse the material. The result shows that the preschool teachers considered that reading aloud in preschool mainly contributed to the children´s language development. The preschool teachers and the nannies in the study described that reading aloud was fun and educational activity that is planned in the activities on a daily basis. They further describe that the children´s literature was easily accessible to the children. The difference based on the interviews showed that one of the preschool teachers did not have any follow-up when they carried out a reading aloud acivity, and that 4 out of 6 preschool staff thought that the reading aloud often took place in an unplanned way, while the rest mentioned that the reading aloud was planned daily in the business. The conclusion shows that all respondents consciously choose reading aloud in the activity to promote language development in the children, as well as a pleasant time together. The children are given the opportunity to develop knowledge and learning according to the curriculum for the preschool with reading aloud as part of the active work of the preschool staff. It appears that the respondents read aloud at spontaneous moments during the day, while the rest planned the activity at specific times during the day. 

    Download full text (pdf)
    Högläsning i förskolan: En intervjustudie om förskollärares syn på syftet med högläsning i förskolan
  • 19.
    Berg, Linda
    et al.
    Göteborgs universitet.
    Björk Brämberg, Elisabeth
    Göteborgs universitet.
    German Millberg, Lena
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Wijk, Helle
    Göteborgs universitet.
    Öhlén, Joakim
    Göteborgs universitet.
    Students’ learning as the focus for shared involvement: an action research project2012Conference paper (Other academic)
  • 20.
    Bergkvist, Linda
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Service Research Center (from 2013).
    Ahlin, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Service Research Center (from 2013).
    Humble, Niklas
    University of Gävle, Sweden.
    Mozelius, Peter
    Mid Sweden University, Sweden.
    Johansson, John
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013).
    Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens2023In: Proceedings of the 22nd European Conference on e-Learning - ECEL 2023, Academic Conferences and Publishing International Limited, 2023, Vol. 22, p. 25-32Conference paper (Refereed)
    Abstract [en]

    Regarding the ongoing digitalisation in the knowledge society, professional development seems more crucial than ever. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the life of full-time working learners. Content, pedagogical models and instructional design in university courses are often created for students in Bachelor's and Master's programs instead of tailored for adults working full-time. This study describes and discusses andragogy as a potential knowledge base for redesigning professional development courses on digital transformation. Evaluations from two instances of a course for professionals on digital transformation showed that the course participants overall are satisfied with the course. However, only a few course participants take the exam to get credits. Therefore, the research question that guided this study was, "What redesign options for increased pass rates and learner satisfaction in professional development for adult learners can be identified using andragogy as a theoretical lens?" The course is on distance and contains four modules with synchronous and asynchronous learning activities, resulting in five European Credit Transfer System (ECTS). The empirical material consisted of course participants' check-in presentation before the course started, mid-term evaluation, final evaluations, and a learning diary containing 58 entries. The data was deductively analysed using the theory of andragogy as an analytical lens. The findings imply that instructors should put effort into how different parts of the course are connected, supporting learners' need to know. Further, to enhance the course participants' prior experience as a resource for learning by adding learning activities, they exchange experiences and examples with each other, adding to their learning process and networking. The pedagogic parts of understanding the theoretical course material could be split into pieces through exercises where the participants apply conceptual models and concepts to real-situation problems. The learning diary could help the participants align the new knowledge with their prior knowledge with a focus on professional roles and work situations. The identified redesign options create opportunities to increase pedagogical parts like readiness, orientation, and motivation to learn according to the current higher education system.

  • 21.
    Berglund, Alva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärmiljön som verktyg i förskollärares inkluderingsarbete: En observationsstudie om hur lärmiljöer kan bidra till att inkludera barn i behov av extra anpassningar eller särskilt stöd i förskolans verksamhet2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with an in-depth knowledge regarding how adaptations in the learning environment can contribute to children in need of special support or adaptations being included in the preschool’s education, based on their own conditions.

    To achieve this purpose, I’ve used participatory observation, where three preschool teachers were observed during three mornings. This was done to make visible how they work with both the social and physical learning environments at the preschool to include all children in the activities. The results of the study have been analyzed with a social constructivist perspective on knowledge, and from a symbolic interactionist perspective. Ethnography has been used as a methodology.

    The results of the study are reported on the basis of the three themes that emerged during the observations that were carried out. These themes are image support, the design of the physical learning environment and the preschool teachers’ approach. The conclusions show how the social structures we as humans actively and unconsciously participate in, affect how the children’s education looks like, and what material becomes relevant to work with in preschool. It is also stated that the preschool teachers influence the children by themselves being part of a social structure that has influenced what they have learned. The basis of what is learned, and how it is structured, is the language. 

    Download full text (pdf)
    fulltext
  • 22.
    Bergqvist, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Texten i musiken där kan man hitta matematiken: En studie om matematiska begrepp i sångtexter i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about what kind of mathematics children in preschool encounter in song lyrics. The study has focused on what kind of knowledge preschool teachers think that the song lyrics conveys and how much they use music during the day. In the study three qualitative interviews were conducted with teachers at different preschools, and nine lyrics were analyzed. The research questions are:

    What mathematical concepts do children meet in song lyrics in preschool? What knowledge do teachers say they believe that the song lyrics convey to the children?How much do the teachers use music and song in their work?

    To find out what kind of mathematics there was in the music, lyrics were analyzed and different “categories” were found. These were: spatial perception, time, weight and length, shape and numbers. From the interviews it was concluded that teachers believe children learn very much when they sing. All teachers agreed that children can learn language and maths from song. The study concluded that in the preschool groups where the interviewed teachers work they sing every day, both spontaneously and according to schedule.

    Download full text (pdf)
    fulltext
  • 23.
    Birgersson, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    IKT i förskolan: En studie om förskollärares upplevelser av IKT som verktyg för språkutveckling2018Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative interview study which examines preschool pedagogues' experiences and thoughts about digital learning resources as a pedagogical tool for working with language development in preschools and how this may affect the pedagogical design of the work environment with children. The method consists of a qualitative scientific procedure grounded in semi-structured interviews with four preschool teachers. The results show that the preschool teachers see digital learning resources as an enriching pedagogical tool for language development and with a potential in several varying areas in relation to the learning of language. Most preschool teachers deemed themselves sufficiently knowledgeable and competent while working with these resources. They also considered the children as very competent and with lots of experience in the area. There were also shortcomings outlined in relation to proficiency and clear guidelines in the work with digital learning resources for the development of language. This may depend on several different factors such as clarity regarding guidelines in the Swedish national preschool curriculum, Lpfö98, and deficient understanding in this area. The study has outlined both possibilities and limitations in the work with digital learning tools for development of language which, hopefully, will contribute for further development in this area.

    Download full text (pdf)
    fulltext
  • 24.
    Björfeldt, Emmy
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Estetikens betydelse för barns lärande i förskolan: Förskollärares arbete med estetik i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how preschool teacher looks at aesthetics and how they are using the aesthetics of everyday activities. As a method I have used a qualitative interview form, and I interviewed four preschool teachers. My study is based on a socio-cultural perspective with the direction of Vygotsky's theory of the child's interaction and learning.

    The results showed that preschool teachers who participated in my survey agreed that the aesthetics and the aesthetic forms of expression are important for children's learning. That offers all kinds of aesthetics and all sorts of materials and the chance to give an expression of what you think is fun is important for my respondents.

    Download full text (pdf)
    fulltext
  • 25.
    Björk, Jonas
    Karlstad University.
    Betygsättning och bedömning i Idrott och hälsa: En studie om betygsättning och dess pedagogiska konsekvenser2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 26.
    Björnberg, Sophie
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Vilka får komma upp ur arkiven?: En studie av innehållet i webbplatserna Arkivnycklar och Stockholmskällan2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 27.
    Bjørnebye, Morten
    et al.
    Høgskolen i Innlandet, Norway.
    Helseth, Anita
    Høgskolen i Innlandet, Norway.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Aesthetics in embodied task design in mathematics2023Conference paper (Refereed)
    Abstract [en]

    STEAM (Science, Technology, Engineering, Arts, and Mathematics) research emphasises interdisciplinary approaches to developing skills needed for the 21st century. In this paper, we explore three aesthetically rich mathematical activities involving dance and bodily performance (e.g., creative body postures) with 6-year-old students. Supported by an embodied perspective of task design and a Deweyan view of aesthetics, we argue that a high degree of bodily engagement and a high degree of task integration allow space for creativity and imagination that may involve aesthetic dimensions. Specifically, we argue that body postures, bodily rotation, rhythm, and fluency in composite sequences of movement may connect art and mathematics in a way that treats the students as active creators of aesthetic experiences, in contrast to other STEAM approaches that do not consider bodily performance as a way of connecting art and mathematics.

  • 28.
    Bommenel, Elin
    et al.
    Lund University, Sweden.
    Ek, Richard
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Reid, Stuart
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013). Dalarna University, Sweden.
    Using teaching and learning regimes in the international classroom to encourage student re-subjectification2023In: Journal of Applied Learning & Teaching, ISSN 2591-801X, Vol. 6, no 1, p. 81-92Article in journal (Refereed)
    Abstract [en]

    This paper addresses one of the pedagogical challenges that followed the presence of increasingly multinational student groups, particularly the increased diversity of academic backgrounds among students. Theoretically, this challenge can be understood as an encounter between different teaching and learning regimes (TLRs). TLR, coined by Trowler and Cooper (2002), implies a constellation of assumptions, rules, relationships, and practices regarding the conduct of higher education that colours academic staff members’ performance in their profession. It has become a widely used heuristic tool in the reflection process among university staff. It is shown in this paper that TLRs are not only a heuristic tool that can be applied in teacher reflection but may also be fruitfully applied in the classroom in student-teacher interaction. Consequently, we decided to bring the TLR into the classroom. The written student reflections constitute the empirical material that this analysis is based on. We approach these reflections as expressions of confessions of the Self, as laid out by Michel Foucault. We conclude that it is useful for the students to reflect upon TLR’s, but simultaneously, such an approach runs the risk of enhancing pedagogical and epistemological conformism at the neoliberal university. 

    Download full text (pdf)
    fulltext
  • 29.
    Borgler, Malin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Odén, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    ”Hur förbereder jag mitt barn för den digitaliserade världen?”: Vårdnadshavares perspektiv på barns användning av digitala verktyg i hemmet och i förskolan.2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study is to increase the knowledge of legal guardians' perceptions and expectations of children's use of digital tools at preschool and at home. This was done through semi-structured interviews with seven guardians from a rural municipality in central Sweden. The study was based on a phenomenographic perspective and analysis model. The results show that guardians' have a positive attitude towards digital tools while also valuing a variation between digital and analogue tools in preschool teaching. They emphasize that the children need to gain knowledge about the use of and with digital tools. They believe that adults cannot protect children from all the risks that exist with digital use, but that children can be given conditions that can increase their safety. For example, a critical approach. The guardians believe that this can be offered to the children in preschool with the help of digital tools and competent pedagogues. The guardians believe that because the children are growing up in a digitalized society, they need to be given the opportunity to develop the digital skills needed to cope with everyday life.

    Download full text (pdf)
    Borgler & Odén
  • 30.
    Brash, Jonathan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Modersmålsstödjare - eller hur var det nu?: En studie om studiehandledarens roll i skolans verksamhet2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    My purpose with this study is to highlight study counselors and the role they maintain in different schools. How do they work on a daily basis? Which instructions do they receive from their superiors? What are their thoughts on how their work is organized and structured? To create reliable answers my theoretical approach is based on how the study counselors see themselves as part of schools and their organizations. The study is based on interviews with several study counselors where mindmaps were created to make the answers more direct and concrete. 

    The findings showed somewhat different experiences which created an interesting narrative to build upon. The results also indicated the many different challenges we all face when it comes to both organizing and structuring the work of study counselors. Perhaps more importantly the finding gave a clear insight about the major importance of study counselors and their key role in creating an equal society which treats everyone equally and creates the same opportunities for every pupil to reach their full potenial. Something we all should aim towards due to the many benefits which comes with it. 

    Download full text (pdf)
    fulltext
  • 31.
    Buskqvist, Ulf
    et al.
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Molin, Lennart
    Karlstad University, Faculty of Arts and Education. Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Information Systems and Project Management.
    Forskningsanknytning och IKT: Röster från lärarutbildningen vid Karlstads universitet2011Report (Other academic)
    Abstract [sv]

    Denna studie handlar om hur ett forskningsanknutet IKT-perspektiv kan stärkas och integreras i högre utbildning. Studien är en fallstudie av lärarutbildningen vid Karlstads universitet och syftar till att identifiera och belysa de förutsättningar som finns inom högre utbildning att åstadkomma och förankra forskningsanknytning av och med IKT. Det övergripande syftet utgörs av två delar; att (1) beskriva vilken forskning om IKT med anknytning till lärarutbildningen som i dagsläget finns på universitetet, och (2) beskriva vilka möjligheter som finns att forskningsanknyta lärarutbildningen avseende IKT. Metoderna som används är fokusgrupper, en kartläggning av forskningsdatabasen samt intervjuer.

    Studien visar att det finns en avsaknad av forskningsprojekt om IKT, liksom bristfälliga kunskaper bland lärarutbildarna om vilken forskningslitteratur som finns att tillgå och knyta an till inom ramen för utbildningen. Det finns ett stort intresse för frågan och det betraktas som angeläget att lärosätet bedriver forskning om IKT som är relevant för lärarutbildningen. En central förutsättning för att kunna ha en forskningsanknuten lärarutbildning på ett kunskaps-/kompetensområde är att det finns aktuell forskning att tillgå. Lärarutbildningen vid Karlstads universitet har ett tydligt behov av att få en ökad forskningsaktivitet om frågor som rör lärande och undervisning i relation till IKT. En rimlig ambition torde vara att det inom ”det moderna universitet” bedrivs lärarutbildningsrelevant forskning som innefattar aspekter av modern informations-, kommunikations- medieteknik.

    Studien visar vidare att IKT inte enbart är ett kunskapsområde som kan forskningsanknytas utan också ett medel (ett verktyg) för att underlätta och skapa nya möjligheter för studenterna att komma nära forskningens praktik. Frågan huruvida det på lärosätet finns relevant forskning om IKT som kommer lärarutbildningen tillgodo bör således kompletteras med frågan hur IKT kan användas så att studenterna hamnar i situationer där de själva lär sig att identifiera angelägna problem, ställa relevanta frågor, positionera sig, genomföra någon form av analys och komma fram till valida ståndpunkter.

    Download full text (pdf)
    Forskningsanknytning och IKT
  • 32.
    Bylander, Emelie
    et al.
    Karlstad University.
    Nicklasson, Hannah
    Karlstad University.
    "Vi säger inte det här till mina fröknar": Tematisk analys av en Green Screen aktivitet2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to increase knowledge about childrens ability in different ages to use Green Screen. The study examines children's ability to take a critical approach during an activity where the digital learning tool Green Screen is used. Our experiences of preschools' use of Green Screen differ and therefore we wanted to investigate the area. We conducted a participant observation that was filmed in two activities with Green Screen, one with two-year-olds and one with four-year-olds. The study was conducted at a preschool in a medium-sized municipality in Sweden. The collected data were analyzed multimodally using the thematic analysis method based on Jean Piaget's theory of cognitive development, play and equilibrium. The results show that children aged two and four respectively act differently in activity with Green Screen. The two-year-olds discover the technology physically while the four-year-olds used the technology as a tool in play, which could suggest that the four-year-olds’ critical approach was more developed. There is limited research on Green Screen in preschool, therefore we believe that this study can contribute to the subject being noticed so that further studies can be done. 

    Download full text (pdf)
    "Vi säger inte det här till mina fröknar"
  • 33.
    Carayol, Denrol
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Perceptions of trust: From an international school context in West Africa2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Trust amongst key stakeholders in schools is a vital aspect for a healthy school culture and climate. This study aims to investigate faculty trust perceptions within an international school context in West Africa. Grounded within a theoretical framework of “Schools as Open-Social Systems”, faculty trust perceptions in colleagues, principals and parents & children were investigated via a quantitative analysis process. Whilst overall results reflect positive faculty trust perceptions in colleagues, principals and clients (parents and children) at the various schools in question, there exists a significant difference for faculty trust in clients and faculty trust in principals across secondary and elementary schools. Results therefore point to a difference in culture and climate that exists across secondary and elementary sections of these schools. An implication of this study would be for school leaders to make tangible efforts towards harmonising the overall culture and climate of these various school sections in order to work towards a common mission and vision.

    Download full text (pdf)
    fulltext
  • 34.
    Carlsson, Samuel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Från idrott till Life Orientation: - en kvalitativ studie om idrottsämnets ställning på en skola i Sydafrika2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    When South Africa turned into a democracy in 1994, the educational system was alsoreformed. One part of the mayor changes was the introduction of the new subject LifeOrientation, starting in 1998. Research has shown that the launch of this new learning areawas not altogether smooth, partly due to its novelty in combination with the deficit ofeducators holding appropriate academic background to teach Life Orientation.The purpose of the conducted study was to find out how educators at a High School (year 8-12) experience the position of Physical Education (P.E) at their school, given that P.E hasbeen integrated into Life Orientation, as one out of six sub areas. Quantitative research hasbeen carried out, using the methodology of semi structured interviews. The result of the studyshowed, based on the three parameters of the query; values, perceptions and materialprerequisites pertaining the learning area, that educators experienced that the subject had alow position at their school.

    Download full text (pdf)
    fulltext
  • 35.
    Chang, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    The learning effect of modelling ability instruction2008In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 9, no 2, p. 3-Article in journal (Refereed)
    Abstract [en]

    To achieve the goal of scientific literacy, besides conveying science and technology concepts, cultivating students' modeling ability has become important. However, in-service teachers face the difficulty that their teaching load increases while they are still bound by limited teaching hours. Teachers may know of modeling ability, life related content and hands-on activities which are all important and beneficial for science learning; however, they very often find it is hard to engage all these methods into their limited teaching hours. Therefore, the purpose of this study is to develop an efficient method of instruction based upon the frameworks of cognitive apprenticeship and modeling ability to promote students' modeling ability and scientific concept regarding battery. A topic oriented instructional design has been adopted to develop a four-lesson instruction (200 minutes in total). There were 149 non-science majors from three classes invited to participate in this study. They were randomly assigned different instructions, and students' performances were evaluated by three kinds of tests: the general modeling ability test, concept tests and context-based modeling tests. The results indicate cognitive apprenticeship and modeling ability instruction could significantly improve students' modeling ability and also enhance their learning regarding the concept of the battery. However, it is remarkable to point out that, "modeling ability instruction" and the "video lab" provided in this study play the crucial roles. The implication of this study is also discussed.

  • 36.
    Chang-Rundgren, Shu-Nu
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013). Stockholm University.
    Yao, Bao Jun
    Jiangxi Normal University, China.
    Visualization in research and science teachers’ professional development2014In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 15, no 2Article in journal (Refereed)
    Abstract [en]

    Based on the importance and widely use of visualization in science, this article has a three-fold aim related to the terms of visualization, representation and model that in recent years have been introduced to the field of science education without clear differentiation. Firstly, the three terms are discussed with examples to provide a common ground for the following discussion. Secondly, the roles of visualization in science education are delineated to inform teachers how visualization can be used to enhance their teaching and students’ learning in science. Thirdly, based on visualization research in science education, there are a number of aspects that we need to consider while embedding the proposed visualization into the development of teachers’ professional knowledge. We hope to contribute to pre-and in-service science teachers’ professional development linked to the use of visualization in science education. © 2014 HKIEd APFSLT.

  • 37.
    Claesson, Susanne
    Karlstad University, Faculty of Social and Life Sciences.
    Fritidspedagogers och förskollärares arbete med barn i behov av särskilt stöd i skolan och på fritidshemmet2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 38.
    Drechsler, Michal
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Schmidt, Hans-Jürgen
    Textbooks’ and teachers’ understanding of acid-base models used in chemistry teaching2005In: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 6, no 1, p. 19-39Article in journal (Refereed)
  • 39.
    Engel-Hills, Penelope
    et al.
    Cape Peninsula University of Technology, South Africa.
    Ibsen, Hilde
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    McDonald, Llizane
    Cape Peninsula University of Technology, South Africa .
    Exposing the benefits of a pedagogy of partnership in health professions education2023In: Health SA Gesondheid: Journal of Interdisciplinary Health Sciences, ISSN 1025-9848, E-ISSN 2071-9736, Vol. 28, article id a2329Article in journal (Refereed)
    Abstract [en]

    Background: Literature indicates the need to prepare health professionals who are clinically competent and socially conscious. Engagement in community projects, as an extension of workplace learning, can build professional competence and social awareness. Aim: To interrogate one such engagement; an emergency first aid responder training course was orchestrated by undergraduate students studying Emergency Medical Care. Setting: The intervention was offered in response to a community need emerging from the research project being conducted in a community in the Western Cape, South Africa. Method: Qualitative data were gathered as narrative texts from participants in the intervention and student reports about their learning experience. The data were interrogated through the application of reflexive thematic analysis and the theoretical lens of asymmetrical reciprocity. Findings: The three themes that emerged were: from research to a student led intervention, deep authentic learning, and learning as a shared experience. Benefit accrued to the students and community through a partnership of asymmetrical participants. The community offered a learning experience while students offered desired skills acquisition to community members. Conclusion: Through this interaction, students learnt respect for local knowledges, and gained enhanced social awareness, in a transdisciplinary partnership, that aimed to create a learning environment where academics, students, and community members are partners in a project delivered with a core value of social justice. Contribution: A pedagogy of partnership describes an education model arising from community-based research that enabled a social programme intervention as a relevant learning project for health science students.

    Download full text (pdf)
    fulltext
  • 40.
    Engelmartin, Victor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    "Det finns potential. Vi kör fortfarande hänga gubbe".: En intervjustudie om elevers uppfattning om rollspel som undervisningsmetod2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This bachelor thesis examines if tabletop roleplaying games can be used as a teachingmethod in the social studies subject in the upper secondary school. The purpose of thebachelor thesis is by the experiences and perception of tabletop roleplaying games as ateaching method from students to see if there is potential in the method to develop subjectspecific knowledge in social studies and/or general curricular knowledge. By usingtheories about aesthetic learning processes, experiential learning, fantasy and creativity,roleplaying, gamification and emotion-based learning, analyze the students statementsabout the teaching method after they have tried out a roleplaying scenario set in historicalGothenburg. The informants in the thesis expressed no specific subject knowledge, butexpressed knowledge that were more based in the general curriculum goals and theyfound the teaching method to be both entertaining and engaging. The conclusions takenfrom the source material was that the method saw large benefits in that it highlighted thegoals that are part of the general curriculum goals and the schools value oriented duty, butthat the teaching method needs a source material that is more grounded in the socialstudies curriculum, then the one used for this study, to see if students more clearly canperceive subject specific knowledge.

    Download full text (pdf)
    "Det finns potential. Vi kör fortfarande hänga gubbe". :En intervjustudie om elevers uppfattning om rollspel som undervisningsmetod
  • 41.
    Eriksson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Motivationsklimatets betydelse vid undervisning av lagbollsport2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Team ball games in physical education have been criticized for resembling association’s ego-oriented way of conducting it. Something I noticed when I did my PE internship was that many students were not involved in class when team ball game was exercised. Can you as a PE teacher by influencing the motivational climate get most of the students to experience more enjoyment, participation, variety and time to learn new things in team ball games?

    Aim: The aim of the field experiment is to create two different motivational climates, task-oriented / ego-oriented, and conduct them to four PE lessons in football (European).This to demonstrate any advantages or disadvantages between the two motivational climates by using the results of students' experiences in enjoyment, participation, variety and time to learn new things.

    Method: The study used a quantitative method in the form of questionnaires. A total of 45 grade 7 students participated in the study.

     Result: The results showed that students experienced both experimental situations task-oriented and no major differences were noticed regarding to enjoyment, participation, variety and time to learn new things. Overall, both genders correlated stronger against all background variables (enjoyment, participation, variety, time to learn new things) in an experienced task-oriented motivational climate compared to an experienced ego-oriented. In gender comparison you can find strong correlations that especially girls who have experienced the motivational climate ego-oriented felt less enjoyment, participation, variety and time to learn new things compared to boys.

    Discussion:

    PE lessons are different compared to association’s sports in overall when it includes girls and boys playing sports together. This is an important part of education in social and life-long skills of cooperation and physical activity. As a task-orientated motivational climate proves to be more effective in learning strategies and the belief that physical education is to develop social and life-long skills every PE teacher should be aware of  the consequences both motivational climates (task-orientate/ego-orientated) influences a group. 

     

    Download full text (pdf)
    fulltext
  • 42. Eriksson Fältebrant, Wilma
    et al.
    Jalal, Diana
    Autismvänliga miljöer i förskolan: En enkätstuide om autismvänliga miljöer i förskolan2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following study focuses on autism-friendly learning environments designed in preschool. The aim of this study is to find out if the knowledge and experience of the teachers in Swedish preschools is sufficient to design adapted in-house environments for children with autism spectrum conditions. Furthermore, we want to study what special educational perspectives are expressed in educators' descriptions of autism spectrum conditions and autism-friendly learning environments. To answer the purpose, three special educational perspectives; the compensatory perspective, the critical perspective and the dilemma perspective have been used.As a method for data collection, an internet-based survey was used. A total of 71 responses to the survey were received and these responses were analyzed through a content analysis and univariate analysis. The results of the study indicate that the respondents have knowledge and experience in how they can create autism-friendly learning environments. Many respondents express organizational limitations as the reason when they cannot implement appropriate adaptations in the learning environments. Examples of organizational factors are financial obstacles, staff shortages and lack of materials. Many respondents express a self-confidence that they possess knowledge but at the same time say they want more knowledge. When identifying actual knowledge, it turns out that great importance is placed on concepts such as stripped-down environments, clarifying pedagogy and cooperation between different professions. All three special education perspectives could be identified in the respondents’ answers.

    Download full text (pdf)
    fulltext
    Download full text (pdf)
    Arkivfil
  • 43.
    Eriksson, Nora
    Karlstad University.
    Läs- och skrivsvårigheter i allmänhet utifrån elevers perspektiv2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 44.
    Ernstsson, Kristin
    et al.
    Karlstad University.
    Larsson, Malin
    Karlstad University.
    De relationella mötena i förskolan: Pedagogers förhållningssätt till barn i förskolan, en möjlighet till likvärdig utbildning2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    An interest to establish a study about educators' relational competence aims to identify which descriptions educators gives on their professional approach to children in early childhood education. The importance of identifying how professions define the need for special support has a significance for how educators' relational approach appears in an education characterized by relational meetings, regardless of special needs or not. The method of data collection is covered by both focus group interviews and four structured observations of educators' approaches.

    The study has been constructed around a relational perspective as a theoretical model to formulate themes in the interview. The perspective has also been applied to design categories in purpose to analyze the educators' approach during the observations. The categories during the observation are covered, among other things by the central concepts where relationship, meeting, dialogue, and approach has been used to interpreting the educators' approach during the analysis process.

    The result of how relational competence and approach can be distinguished, the educators' discussions indicates that relationships and the importance of responsiveness and flexibility is necessary in the meeting with children and special needs. During the observations, the approach of the educators' could be distinguished and indicates of a relational approach and competence when they showed presence, relational flexibility, and a prominent knowledge of how they create equal conditions for development and learning. For professional development, the educators' consider competence development for creating continuous progress of relational meetings in children's education.

    Download full text (pdf)
    De relationella mötena i förskolan
  • 45.
    Fagerlind, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barn med funktionsvariation i förskolan: Vad påverkar hur barn med funktionsvariation inkluderas i leken och i planerade aktiviteter2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 46.
    Feltenmark, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Ett föräldraperspektiv på fenomenet skolformsbyte: Några föräldrars tankar och erfarenheter kring deras barns byte av skolform från grundskola till grundsärskola2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 47.
    Forsberg, Anna
    Karlstad University.
    Elevinflytande i grundskolan: Ett lärarperspektiv på elevinflytande i undervisning2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to investigate how active primary school teachers describe and embody the concept of student influence. The study also processes how the teachers allow students to apply student influence practically in the classroom environment. In order to investigate in this matter I have used the socio-cultural perspective of mediation, appropriation and the proximal development zone as key concepts.

    A qualitative research method was chosen, and six teachers were interviewed from four different schools in a big city. According to the results, the teachers interpreted student influence as students being involved in making decisions that concern them. The teachers' aim is to follow the development of students' knowledge by adapting their teaching to students individually and offering a learning environment with different working procedures and methods. In addition, students take part in class and student councils. An informant experienced the assignment as complex by an informant, as the teacher is to individualize the teaching and accommodate each student. Teachers point out that the responsibility lies with them if student influence is obtained in their teachings or not. It becomes a lonely task, as there is no peer cooperation and no support from the principal.

    Download full text (pdf)
    fulltext
    Download full text (pdf)
    Arkivfil
  • 48.
    Forsberg, Susanna
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    En skola för alla: att hjälpa barn med ADHD och Aspergers syndrom2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    En skola för alla
    Download full text (pdf)
    fulltext
  • 49.
    Forsling, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Designs for Learning: Focus on Special Needs: Designs for Digitalised Literacy Education in a Swedish Lower Primary School2019In: Designs for Learning, ISSN 1654-7608, Vol. 11, no 1, p. 108-117Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on pupils in need of special support. The paper is based on a section of my doctoral thesis (Forsling, 2017), centring on how digital learning environments and situations were designed and orchestrated in a Swedish lower primary school with the aim to provide all pupils, including children in need of special support, with optimal opportunities for literacy development.

    The theoretical and methodological framework is grounded in design-oriented theories, with emphasis on how design and orchestration make affordances for learning and meaning-making. The ethnographically inspired study is based on observations and interviews at one school in Sweden. Six teachers, one special needs teacher and one literacy-developer participated in the study.

    The results show that the teachers’ intentions with their designs for learning focused on children in need of special support. From a special education perspective, this is a relational and democratic approach – an intention to close gaps. Nevertheless, the results manifest a parallelism where two special education perspectives appeared side by side. On one hand, the teachers’ relational perspective, and on the other hand, the special need teachers’ compensatory perspective.

    Another result indicates that the unequal allocation of digital tools displayed the school’s inadequate fulfilment of its mandate to provide equal education: there were differences between the preschool-class and the lower primary classes, and differences between pupils’ home circumstances and the preschool-class.

  • 50.
    Fotoh, Lazarus Elad
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013).
    Lorentzon, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013).
    A practical approach to constructive alignment2022In: Bidrag från universitetspedagogisk konferens / [ed] Niklas Jakobsson; Carina Vikström, Karlstad: Karlstads universitet, 2022, 1, p. 93-108Chapter in book (Refereed)
    Abstract [en]

    Prior studies on constructive alignment (CA) have focused on highlighting the benefits of CA and its implementation in different settings, with little attention on how to effectively assess or develop intended learning outcomes (ILOs) that align to teaching and learning activities as well as assessment criteria. The present study fills this void by developing a practical framework to enable teachers to assess and develop constructively aligned learning outcomes of teaching, learning, and assessment criteria using the course; International Financial Accounting (FEAD 11). To realise the objective of the study, we developed a framework that incorporates six key steps: assessing the adequacy of current ILOs; modifying current ILOs if needed; adjusting teaching and learning activities to suit the modified ILOs; adjusting the assessment criteria to suit modified ILOs; continuously monitoring the modified ILOs for quality assurance; and identifying and implementing the relevant support tools. The benefits of this framework lie in its potential for enhancing quality learning by ensuring that ILOs are reasonable and constructively aligned to teaching, learning, and assessment criteria.

    Download full text (pdf)
    fulltext
1234 1 - 50 of 156
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • apa.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf