Change search
Refine search result
1234567 1 - 50 of 1535
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.
    Abenius, Josefine
    et al.
    Karlstad University.
    Kortman, Emilia
    Karlstad University.
    “Varför sjönk dom?”: Ett utforskande av fenomenen flyta och sjunka med de yngre barnen2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute knowledge about how 2-4-year-oldsexplore the physical phenomena of floating and sinking, and how a practicalactivity can contribute to development and learning. To respond to the study,observation was chosen as the method where a designed activity with thevariation theory as support was conducted in three groups of children, theactivity was then divided into four phases for us students to get a clearerstructure. The theory was made visible by making the phenomena the objectof learning in the exploration. The children themselves got to explore and thinkabout which aspects determined whether something floated or sank usingvariations on similar objects. The three activities were filmed and lateranalyzed using the research questions and categories that emerged using theanswers from the four phases.The result shows that it is possible to perform a float and sink activity with theyounger children in preschool. Something that connects to Jean Piaget´s stagetheory was that the youngest children stopped their exploration when theycame up with a hypothesis and they saw what was happening. Our result showsthat, when they are four years old, they start to come up with explanations forthe hypotheses they have given about how an object behaves in a certain wayin water. The most common thing that the children referred to was the weightof the object. They concluded that an object sank because it was heavy, butthey also reasoned that an object floated because it was heavy. This shows thatthey don’t have the answers fully but the thoughts and the will to understand.

    Download full text (pdf)
    fulltext
  • 2.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan i Borås.
    Börebäck, Maria Kristina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Komplementära granskningskriteriers betydelse för hur doktorsavhandlingars kvalitet beskrivs: En analys av fakultetsopponenters sammanfattande kommentarer av doktors­avhandlingar 2000-20152021In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 17, no 1, p. 70-98Article in journal (Other academic)
    Abstract [sv]

    Denna artikel beskriver hur fakultetsopponenter motiverar avhandlingars kvalitet i populärvetenskapliga sammanfattningar som publicerats i tidskriften Pedagogisk forskning i Sverige under perioden 2000-2015. I artikeln fokuseras granskningskriterier som gäller relevans, förståelse av forskningsfältet, presentation av texten och dess kommunicerbarhet, originalitet och bidrag samt självständighet, vilka alla kompletterar de grundläggande gransknings­kriterierna.  I artikel fokuseras hur dessa granskningskriterier kommer till uttryck och används när fakultetsopponenter beskriver en avhandling som de har granskat. Syftet är att tydliggöra hur dessa granskningskriterier framställs när fakultetsopponenter lyfter fram vad som är betydelsefullt i avhandlingarna. Studien omfattar 59 sammanfattande texter från 60 olika disputationstillfällen. Avsikten är att bidra till en djupare förståelse av dessa gransknings­kriterier och hur de kommer till uttryck, till nytta för doktorander, handledare och fakultets­opponenter. 

    Download full text (pdf)
    fulltext
  • 3.
    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
  • 4.
    Abrahamsson, Linnéa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förskolans ateljé: En intervjustudie om kvalitén i förskolans ateljés lärmiljö2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with an increased knowledge of which quality aspects at different levels can affect children's opportunity for creative development in the preschool studio. The study's empirical data was collected through semi-structured qualitative interviews. The analysis was done according to Wallin's (2023) model of preschool educational environments. The results showed that there are quality aspects in organization, environment, materials, pedagogues' knowledge and in pedagogues' approach that affect children's opportunity for creative development in the preschool's studio. My research contribution is a development of Wallin's (2023) model. 

    Download full text (pdf)
    fulltext
  • 5.
    Adolfsson, Monica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Lärares arbetssätt och material som kan hjälpa elever med dyslexi2016Independent thesis Basic level (university diploma), 60 credits / 90 HE creditsStudent thesis
  • 6. Afroz, Barna
    Att skapa en bro mellan hem och förskola: Kommunikation vid inskolning av barn med utländsk bakgrund ur vårdnadshavares perspektiv2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 7.
    Agneblad, Moa
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Danielsson, Sofia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Uppfattningar om fysisk aktivitet i förskolan: En studie av förskollärares uppfattningar om planering och genomförande av fysisk aktivitet2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute knowledge about preschool teachers' perceptions of planning and implementation of physical activity in preschool teaching, so that all children have the opportunity to participate to a sufficient extent. In order to collect preschool teachers' perceptions of the phenomenon, we used semi-structured interviews, where five preschool teachers were interviewed. We have started from a phenomenographic approach, which also provides a starting point in the interviews. To produce the results, we used the phenomenography analysis model where concepts, categories and outcome spaces become central. The results showed that the preschool teachers perceive that physical activity is important but also a challenge. They also perceive that the physical activity takes place most spontaneously in preschool due to various limitations. Furthermore, they perceive that the physical activity is carried out both indoors, on the schoolyard and in nearby environments, which also provides the opportunity for different tools.

    Download full text (pdf)
    fulltext
  • 8.
    Ahl, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    "Din röst ska betyda lika mycket": En kvalitativ gruppintervjustudie om förskollärares uppfattningar om interkulturell undervisning.2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore preschool teachers' perceptions of intercultural education in preschool. Through qualitative focus group interviews with three teams, their perspectives and experiences were mapped. A phenomenographic analysis model was used to analyze the data and identify different perceptions of intercultural education. The results show that preschool teachers are willing to integrate interculturality into their teaching, but they face challenges such as uncertainty about right and wrong and lack of time. The study also highlights preschool teachers' strategies for creating an inclusive environment by exploring and celebrating various cultural holidays and encouraging children to reflect on diversity. The conclusion is that preschool teachers need additional support and resources to effectively address intercultural issues and create a more inclusive preschool environment.

    Download full text (pdf)
    fulltext
  • 9.
    Ahlgren, Sara
    et al.
    Karlstad University.
    Flike, Eulalia
    Karlstad University.
    Kemi i förskolans miljöer: En studie om de diskursiva innebörder som tydliggörs i förskollärares tal om sitt arbete med kemi i förskolan2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to study which discursive meanings is being clarrified in the preschool teacher´s speech about their work with chemistry in preschool. This study takes its theoretical starting point in the concepts of discourse and discursive constructions. Discourse and discursive constructions are key concepts within the poststructuralist perspective. In order to study preschool teacher´s speech about their work with chemistry in preschool, semistructured interviews were conducted with eight preschool teachers.The result in the study shows meaningful meanings about the preschool teacher´s work with chemistry in preschool. In the result a lack of knowledge and uncertainty is presented by preschool teacher´s when it comes to the subject of chemistry. Another meaningful meaning presented in the results is how external factors influence preschool teacher´s in their planning of teaching and environment. Illuminating examples of the factors that influence are the municipality´s requirements and guidelines, as well as colleague´s attitudes. Further the result shows the meaning of the preschool teacher´s approach in relation to children´s learning in chemistry. A responsive, curious and collaborative teacher is described as important characteristics in the teacher´s approach. It´s also important that preschool teacher´s expose children to the subject, and here the significance of the environment in children´s learning and development is highlighted. It´s important to provide children with a challenging and stimulating environment with accessibility to various materials för exploration. In conclusion, we see the importance of discussing the subject of chemistry to highlight the knowledge within the team and find motivation to work with chemistry in preschool. The study also highlights the importance of continuous competence development for preschool teacher´s in preschool

    Download full text (pdf)
    fulltext
  • 10.
    Ahlstrand, Johanna
    Karlstad University.
    Konflikthantering i förskola: Förskollärares olika förhållningssätt vid konflikter i den fria leken2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute with knowledge about preschoolteachers' conflict management in children's groups during the time of free play.In the section on previous research, articles are presented that concern the preschool teacher's actions in different conflicts, their approach and choice ofmethod to be able to handle different types of conflicts. The study is based onCohen's conflict management theory. Six preschool teachers have been interviewed where qualitative empirical data emerged, the empirical material hasthen been analyzed together with previous research to compile result. The interviews took place at six different preschools in different departments. Theconcepts that are central to my study are conflict management, low-affectivetreatment, mediation and the exercise of power. The results of this study show,among other things, that preschool teachers use several different approaches inthe conflicts that take place in the free play at the preschool. The study alsoshows that preschool teachers try to use conflicts to create learning opportunity, but that there are several factors that come into play to do so. The studyalso shows that the stop method together with mediation is among the mostcommon used in preschools. The approaches and strategies described in thestudy are similar to those revealed by the previous research. I hope that withthis study I will be able to contribute more knowledge about approaches inconflict management.

    Download full text (pdf)
    fulltext
  • 11.
    Ahlstrand, Sofie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Barns flerspråkighet och modersmålsutveckling: En kvalitativ studie om arbetet med att stötta barns flerspråkighet och modersmålsutveckling i förskolan2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative study, with the purpose to contribute to knowledge about how preschool teachers describe supporting children’s multilingualism and moder tongue development. For this study semi structured interviews were used, and the informants was six professional preschool teachers. The interviews were analyzed by content analysis to discover meaningful patterns. The theoretical ground is Brofenbrenners (1994) ecological system theory. The systems in the theory ecological model of development were used as a tool in the result analysis. 

    The preschool teachers raise in the result they have wide knowledge about how to support children´s multilingualism and mother tongue development. They tell about different approaches of how to collaborate with the guardians where tools, knowledge exchange and development areas are presented. The preschool teachers describe several areas within multilingualism and mother tongue development that they want to develop further, they put responsibility on themselves and not on the preschool organization. 

    The study´s results indicate that, to increase their knowledge and competence preschool teachers can lift their thoughts and ideas about development areas in multilingualism and mother tongue development with other educators and management, to increase their knowledge and competence. The preschool teachers want to increase their competence and develop further which Sheridan et al. (2015) illustrate as important.

    The conclusion which is lifted relates to Brofenbrenners (1994) ecological system theory. It appears based on the preschool teachers´ descriptions in the result and the theory´s system how important all actors around the children are for their learning and development.

    Download full text (pdf)
    fulltext
  • 12.
    Aho, Erika
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan Dalarna.
    Henriksson Persson, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan Dalarna.
    Larsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan Dalarna.
    Skolnära – ett skolnära begrepp?2016In: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 12, no 1, p. 116-134Article in journal (Refereed)
    Abstract [sv]

    Skolnära kan beskrivas som ett relativt nytt begrepp inom utbildning och forskning med skolanknytning. Det förekommer ofta i sammanhang där det tycks finnas en ambition att knyta skola och forskning närmare varandra. Det kan till exempel handla om olika forskarskolor, skolforskning och skolutvecklingsprojekt. Dock finns ingen enhetlig definition av begreppet utan det används parallellt med och i vissa fall synonymt med begreppen praktiknära och praxisnära. Syftet med denna artikel är att bidra till en problematisering av begreppet skolnära med fokus på såväl innebörder som användningsområden. Utifrån studier av olika typer av texter belyses hur begreppet skolnära används inom skolforskning och i andra utbildningsvetenskapliga sammanhang idag. Begreppet skolnära ser ut att uppkomma i samband med framväxten av forskarutbildningsämnet pedagogiskt arbete men återfinns idag även inom andra forskarutbildningsämnen. Till exempel kan en ”skolnära avhandling” vara skriven inom pedagogik eller något ämnesdidaktiskt ämne. Vad det innebär att forskningen är skolnära tycks ha skiftande innebörd och avgränsning i olika sammanhang. Det kan till exempel handla om huruvida forskningen bedrivs av eller för lärare. Begreppet används också inom skolvärlden i ett vidare perspektiv.

    Download full text (pdf)
    fulltext
  • 13. Alahmad, Elham
    et al.
    Brow, Nour
    Att stödja flerspråkiga barns språkutveckling i förskolan: Betydelsen av förskollärares erfarenheter och attityder till flerspråkighet2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A decisive factor for learning and development according to the socio-cultural perspective is communication with each other. In today’s Sweden, many children live with a mother tongue other than Swedish, which affects how preschool teachers can work with multilingual children's language development. This study therefore focuses on preschool teachers, their experiences, and the challenges and opportunities they encounter in the effort to support multilingual children’s language development. The study is based on eight semi-structured interviews with preschool teachers who have experience working with multilingual children's language development. We use thematic analysis to analyze the collected material. The results of the study show that the preschool teachers’ experiences influence their attitude toward multilingualism. The teachers’ approach and thoughts about multilingualism affect their work in the preschool’s operations. The study indicates that multilingual children’s development of the Swedish language is affected by preschool teachers’ approach to the children’s different mother tongues. This shows the importance of preschool teachers having a positive attitude towards multilingualism. The results highlight the importance of preschool teachers respecting the children’s multilingualism and being both present and engaged. The importance of collaboration with guardians and the strengthening effect of a good relationship on children’s language development is clear. In the study, the preschool teachers describe that they use a variety of strategies such as picture support, communication maps, language conversations, and reading aloud to promote multilingual children’s language development. Furthermore, the importance of using all contexts to let the children work on language development is highlighted. Finally, it is made clear that an awareness of different languages is about more than language development; it is also about normalizing multilingualism and creating conditions for cultural exchanges.

    Download full text (pdf)
    fulltext
  • 14.
    Al-Asadi, William
    Karlstad University.
    Artificiell intelligens i relation till utbildning och undervisning: Artificial intelligence in relation to school education and teaching2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, artificial intelligence and chatbots are examined through the lens of the Unified Theory of Acceptance and Use of Technology and the SAMR (Substitution, Augmentation, Modification, Redefinition) model. The purpose of the thesis is to investigate how students perceive AI within their learning and what advantages and disadvantages they associate with using AI in schools. To address the research questions of the thesis, qualitative surveys are employed, with 20 middle and high school students participating in the study. Previous research cited in the thesis, along with the study's findings, indicate that teaching is complex and requires human skills that AI lacks. The responses from the students in the study suggest that AI can be used in education as a tool for both students and teachers. Additionally, students' responses indicate that AI can have both positive and negative aspects, which is also supported by previous research. Some students believe that AI can enhance their motivation and creativity. Students perceive AI to be helpful in language subjects but note that it is not fully developed in all areas, aligning with previous research. Students also express concern that those lacking knowledge about AI's negative impacts may misuse it for cheating and become overly reliant on AI, posing challenges for teachers to detect. This is also evident in previous research cited in the thesis, which suggests that AI can provide incorrect information and negatively impact students' social skills.

    Download full text (pdf)
    fulltext
  • 15.
    Alberg, Stefan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Utredningsarbete och åtgärdsprogram: En gruppintervjustudie baserad på tre pedagogers tankar och känslor kring processen att utföra utredningsarbete och formulera åtgärdsprogram2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 16.
    Albinsson, Marie
    Karlstad University, Faculty of Arts and Education.
    Särskilt stöd i förskolan: En studie om verksamma pedagogers syn på särskilt stöd2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Särskilt stöd i är en viktig del i förskolans verksamhet då den ska möta alla barn som har olika behov och förutsättningar. Syftet med denna studie är att bidra med kunskap om vad särskilt stöd i förskolan innebär. Mina frågeställningar handlar om vad pedagogerna anser vara särskilt stöd och vilka som är i behov av det. För att få svar på mina frågeställningar har jag använt mig av kvalitativa intervjuer med fem verksamma pedagoger i förskolan.  I litteraturgenomgången ges en teoretisk bakgrund av mitt valda problemområde samt vad forskningen säger om särskilt stöd. Resultatet av min undersökning visar att särskilt stöd i förskolan kan se ut på olika sätt. Arbetet med särskilt stöd innehåller flera delar men de intervjuade pedagogerna poängterar att det viktiga är att man som pedagog tar tag i de svårigheter som uppstår i förskolan. Det är viktigt att man kontinuerligt förändrar verksamheten utefter de som vistas i den.

  • 17.
    Albinsson, Ronja
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Biologi i förskolan: En undersökning om förskollärarnas inställning till biologi i jämförelse med ämnets användning i förskolan.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate the preschool teachers knowledge and interest in biology and how they teach the subject. To answer my questions in this study, I used the survey questionnaire. A total of 88 preschool teachers responded to the survey. They answered questions about their own views regarding biology and how they teach the topic. Results showed that approximately half of the participants mentioned that they did not teach, in equal terms, all areas of biology, the focus was primarily on the areas of animals and nature. It was important for the teachers to consider the children’s interest, and they focus on what they themselves were interested in and had knowledge about.

    Download full text (pdf)
    fulltext
  • 18.
    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
  • 19.
    Alexandra, Guseva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att organisera för lärande: En studie av samband mellan gruppens ålderssammansättning och förutsättningar för barns lärande i förskolan2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate whether there are some patterns and connections between the teachers’ experiences of the conditions for children’s learning and age settings at preschool groups. The study is quantitative, and a web survey is used to collect the data from the teachers. The study includes all preschools in a municipality in Värmland, Sweden. 144 preschool teachers from 55 municipal preschool groups participated in the study. Following age settings are represented in the study: same-age preschool groups, groups with children between 1-3 years old, groups with children between 3-5 years old and groups with children between 1-5 years old.

    The study is based on interactionistic theories, which means that the preschool is examined from various interacting aspects and dimensions. Conditions for children’s learning are seen in the study in relation to preschool quality, which is a complex phenomenon constituted in the interaction between dimensions of structure, process, and outcome. The study focuses on age setting as a structural aspect of preschool quality and following aspects of process quality: organizing of the pedagogical environment, teachers’ approach to organizing of daily activities and teachers’ interplay with children

    The results of the study show that there are important differences between groups with different age settings regarding organizing of the pedagogical environment and interplay between teachers and children. However, these differences are rather ambiguous and can be explained by other aspects and factors such as group’size, children’s age, and pedagogical approach. Therefore, age setting as such is not the key to preschool quality but must be seen in relation to other aspects and dimensions.

    Download full text (pdf)
    Att organisera för lärande
  • 20.
    Alfredsson, Rebecka
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Inskolning av familjer med utländsk bakgrund i förskolan.2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how educators at pre-schools work around the introduction of families with foreign backgrounds, and what strategies and resources the educators have at their disposal when introducing families with foreign backgrounds. The study also addresses the barriers and opportunities that the educators consider to be a part of the introduction of families with foreign backgrounds.The study was conducted through a survey at pre-schools in Värmland, the survey was sent to principals who later sent it to the pre-schools which they were responsible for. Through the survey the experiences of the educators regarding the introduction of families with foreign backgrounds where examined, as well as how they plan and implement the introduction.The results of the study show that the introduction of families with foreign backgrounds does not differ that much from families with Swedish backgrounds, rather it is seen as a rewarding, but challenging work and that the language is the biggest obstacle.

    Download full text (pdf)
    fulltext
  • 21.
    Alfsson, Erika
    Karlstad University.
    Gymnasieelevers attityder till laborativt arbete i biologi: På vilket sätt kan laborationer utformas för att öka elevers intresse och kunskap i biologi?2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Laboratory work is described in numerous studies as an important teaching method to motivate and develop students’ understanding of science. Previous research has also shown that many students find it interesting to do laboratory work in biology. However, few students in these studies were able to explain the purpose of labs and what they were expected to learn both before and after they carry out the labs. 

    The purpose of this study is to develop knowledge about students’ attitudes toward laboratory work, by analysing how laboratory work in biology can be designed according to the students themselves to make them more interesting and educational. In order to investigate students’ attitudes towards laboratory work, a questionnaire was conducted involving 84 students who read the scientific program at upper secondary school in Sweden. 

    The study showed that the majority of the students find labs interesting, but that they often do not support them to understand the theory better. In addition, approximately one in two students were unsure about what they were supposed to learn during labs. Some students therefore pointed out that they want labs with a clearer purpose that is connected to the theory thought in everyday class. This result could be of great importance for teachers when they plan, carry out and evaluate labs. Another interesting result was that more students wanted closed labs than open-ended labs in order to minimize the risk of making mistakes. Therefore, to avoid making mistakes, many students were more focused on following the teacher’s directions to achieve the correct answer, rather than to think about what they could learn from the laboratory process. As a teacher, it can hence be important to discuss the purpose of labs with students and what they are expected to learn. 

    Download full text (pdf)
    fulltext
  • 22.
    Alfsson, Erika
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Undervisning av evolutionsteorin: En studie om vanligt förekommande missförstånd och pedagogiska strategier för att främja elevers begreppsförståelse2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Several studies have shown that many students have misconceptions and everyday concepts about evolution that prevent them from learning the theory of evolution. Previous research has also shown that biology teachers are not always aware of students’ difficulties or design education that challenges students’ conceptual understanding of evolution. 

    The purpose of this study is to develop knowledge about biology teachers’ evolution teaching, by describing which possible misunderstandings teachers identify that their students have and which teaching methods they use to identify and address these misunderstandings. The study also provides several examples of teaching strategies that could be used as a resource for teachers in their evolution teaching. Eight semi-structured interviews with Swedish biology teachers were conducted, where the majority teach at the upper secondary level. 

    The result shows that some biology teachers are aware of common misunderstandings in the theory of evolution, while others are not. A common misconception which most of the teachers raise is that their students express that individual organisms can adapt to the environment based on need. Evolutions is thus wrongly regarded as a need-driven process. Most biology teachers in the study do not use comprehensive methods, such as multiple-choice tests or assignments, to map students’ pre-understanding and potential misconceptions about evolution. An important conclusion from this study is that teachers need to design a student-orientated evolution education that takes a starting point from students’ misunderstandings, support students to develop their conceptual understanding and challenges prevailing misconceptions. A second important conclusion is that students together need to have the opportunity to discuss and compare everyday concepts with scientific explanatory models. 

    Download full text (pdf)
    Undervisning av evolutionsteorin
  • 23.
    Alhamud, Elena
    et al.
    Karlstad University.
    Barzangy, Namam
    Karlstad University.
    Bilderbokens möjligheter i matematikundervisning: Bilderböcker som verktyg för matematikundervisning ur pedagogers perspektiv2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to make visible pedagogues' perceptions of the importance of picture books for mathematics teaching. This study explores how experienced pedagogues describe the importance of picture books for teaching mathematics and how picture books can be used as a tool to promote children's mathematical learning. The empirical findings are preceded by a research background that includes children's mathematical learning, describing the importance of picture books, reading and communication for children’s mathematical learning. 

    This study is based on a phenomenographic approach that focuses on the individual and his or her relationship to the phenomena, the purpose is to describe the individual's perception without evaluating it. The study's method of data collection is qualitative in the form of semi-structured interviews conducted with eight pedagogues working in five different preschools in two municipalities. The results describes the pedagogues views regarding the role and use of picture books in each preschool and how they use picture books to promote children's mathematical learning. Intentionally trained child minder and licensed preschool teachers familiar with the phenomenon of the study were selected for the sample. 

    The results of this study show that picture books have an established place in preschool work and can be used to promote children's development and learning. It is also shown that preschool pedagogues use picture books for various purposes in both planned and spontaneous teaching situations and that picture books have the ability to support children's mathematical learning. It also shows that pedagogues’ positive attitude towards picture books as a tool for teaching mathematics and their deliberate approach enables the visibility of mathematics in picture books and promotes children's mathematical thinking. 

    Download full text (pdf)
    Bilderbokens möjligerter i matematikundervisning
  • 24.
    Almgren, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”Du kan göra illa dej…”: Hur gestaltas riskfylld lek i bilderböcker?2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study looks at how “risky play” and children’s independence is portrayed in picture books aimed at children ages 3-6. The picture books are analyzed using narratological concepts, focusing on how power relations are portraited. Some of the key concepts dealt with in the analysis, in addition to risky play, are power, resistance and negotiation. Research shows that risky play in ECEC is important for children to develop not only physically, but also their cognitive development and ability to assess risks. Although it was concluded that risky play is portraited in different ways in the books analyzed, an overarching theme of the play portraited as joyful was identified. In some of the picture books analyzed, adults were absent throughout. When the adults were included in the stories, they generally had a negative view on the potential risk children face in risky play. By working pedagogically in ECEC with conversations and activities around literature that portrays risky play, representations could shift to better align with educational theory and children’s own experience. The conversations, with a focus on topics such as risky play, power and participation connected to the ECEC context, can enable adults and children to, through conversations, give the children the opportunity to influence their own situation in the ECEC settings.

    Download full text (pdf)
    fulltext
  • 25.
    Almqvist Liljenberg, Josefine
    Karlstad University.
    Har du förändrats Alfons Åberg?: Have you changed Alfie Atkins?2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 26.
    Almusaed, Amjad
    et al.
    Jönköping University.
    Almssad, Asaad
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    Cortez, Marisol Rico
    Jönköping University, Sweden.
    Critical interpretation of a non-creative supervision practices for Phd students2022Conference paper (Refereed)
    Abstract [en]

    There are endless discussions around quality, rigor, ethics, and preparation. Graduate students are monitored, assessed, and teased for being poorly prepared or slow to progress. But their conflicts and problems with their mentors and their mentoring methods are ignored. When a Ph.D. student starts with a Ph.D. research study the former is based on research. Finding a well-known supervisor who rarely leaves for research or disappears from meetings seems like a difficult, unusual, or impossible task. Ph.D. students need to be supervised by someone with an international reputation so that the name on the recommendation letter carries weight. But they also must not be professors traveling from place to place, frequently leaving campus, and missing mentoring sessions in order to advance their careers. They have to be recognized, well-known, but also able to guide you without constantly refusing to meet you just because you have to take outside of the university. Many students affirm that they never received any satisfactory, effective, or useful guidance during the study. The student in Ph.D. research-level needs to have the right to choose a supervisor with whom he has a good relationship. That will create bad cooperation and an uncreative scientific product. A good supervisor-student relationship requires the joint efforts of both parties. Many Ph.D. students get into unnecessary trouble because they make some very common mistakes in their relationship with their supervisors. Unfortunately, our experience tells us that many students do not think deeply about this relationship and that most problems are predictable and avoidable. The study aims to interpret the negative action of supervisor practices of Ph.D. students during the supervising phases and will classify the critical factors and types of bad Ph.D. supervision.

  • 27.
    Almäng, Jan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Twin Earth and perceptual content2021In: Synthese, ISSN 0039-7857, E-ISSN 1573-0964, Vol. 198, p. 6089-6109Article in journal (Refereed)
    Abstract [en]

    This paper presents a framework for analysing perceptual Twin Earth thought experiments. Visual content normally has an analogue character, and it is argued in this paper that this sets certain constraints on the extent to which Twin Earth thought experiments can be successful. The argumentation in the paper is developed by using examples from visual spatial content. It is argued that visual spatial content can only be "twin-earthed" in a very limited way. Whereas the metrics of space can be twin-earthed, visual experience has a structure that means that it can only be the vehicle for representing entities with geometrical structures.

    Download full text (pdf)
    fulltext
  • 28.
    Almäng, Jan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    War, vagueness and hybrid war2019In: Defence Studies, ISSN 1470-2436, E-ISSN 1743-9698, Vol. 19, no 2, p. 189-204Article in journal (Refereed)
    Abstract [en]

    It has frequently been observed in the literature on hybrid wars that there is a grey zone between peace and war, and that hybrid wars are conflicts which are not clear cases of war. In this paper, I attempt to illuminate this grey zone and the concept and nature of war from the philosophical discussions of vagueness and institutional facts. Vague terms are characterized by the fact that there is no non-arbitrary boundary between entities which lie in their extension, and entities which do not lie in their extension. I apply a theory of vagueness to notions such as “war” and “peace” and go on to suggest that the exact boundary for what counts as a war or not is arbitrary. However, the context in which the conflict occurs determines a range of possible locations for this boundary. The most important contextual parameter is in this respect how the parties to the conflict themselves conceptualize the conflict. I suggest that this can in various ways help us understand grey-zone conflicts.

    Download full text (pdf)
    fulltext
  • 29.
    Almén, Sofia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Karlsson, Ronja
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Solrosens livscykel - solrosens resa från frö till blomma: En studie om hur drama, bild och undersökande verb kan bidra till lärande i en högläsningsaktivitet om växternas livscykel hos äldre barn i förskolan2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Based on John Dewey's pragmatic theory of learning, this study explores the outcome of using a model that combines storytelling with drawing pictures, drama and exploring verbs, compared to ordinary storytelling to teach preschool children nature science. Dewey means that you collect knowledge through experiences from the environment around you, learning by doing. Preschool children, at the age of four to five years old, were interviewed before and after a teaching session. Between the interviews we performed a teaching opportunity with our self-written book (The circle of the sunflower - the sunflower´s travel from seed to bloom). During the study we followed two groups with preschool children. The first group was offered teaching with only storytelling.  The second group was offered the same teaching with storytelling and after the story was told a play was performed with the children, telling the same story again together with exploring verbs. After that the children also made drawings. The data was analysed through a content analysis followed by a discussion where we decided how to rate the answers. The result of our study showed that storytelling itself has a positive impact on the children's learning. There is a marginal increase in knowledge for the children who received teaching with storytelling in combination with drama and picture drawing. 

    Download full text (pdf)
    fulltext
  • 30.
    Al-Rufeye, Cecilia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Internationalisering i den svenska förskolan: En studie om förskollärares syn på Läroplan för förskolans mål om internationalisering2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore and enlighten preschool teachers´perspectives of the Swedish curriculum internationalisation goal through the discourses that appear from their texts. The purpose is also to make it visible from their texts and language use of how they work to achieve the goal.

    The study is a qualitative survey that enlightens the two questions at issue. These questions are answered by 12 preschool teachers working in a preschool district in the middle of Sweden. 

    The study is based on a discourse analysis where the empirical data is analysed by processing the informants´texts. 

    The theoretical framework is Bronfenbrenner´s (1979)  developmental ecology theory. This theory, combined with the intercultural and the monocultural perspective are used in the analysis of the data. 

    Preschool teachers describe a positive viev on the goal of the Swedish curriculum as well as a strong will to work towards achieving the goal of internationalisation. Many informants admit to not being sure on how to achieve the goal. However, they view thistype of work as positive and important. The results are seen from Bronfenbrenners ecological model and from the discourses that appeared. The result show that most of the informants lifts the curriculum as a ground for their work with internationalisation. It also shows that most of the informants view their work of internationalisation from an intercultural perspective. There is also evidence of a monocultural perspective expressed by some of the informants which appears through some positioning discourse. Some teachers described multicultural work as something that only affects groups of children with ethnic diversity. 

    Download full text (pdf)
    fulltext
  • 31. Alsowess, Lujain
    et al.
    Kiry Dällerud, Kongkea
    Multimodal högläsning i förskolan: Förskollärares perspektiv på metoder för främjande av flerspråkiga barns språkutveckling2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is about multimodal reading aloud in preschool. The purpose ofthis study is to create an understanding of how some preschool teachers usedifferent modalities during read-aloud to stimulate multilingual children'slanguage development. The study was based on a qualitative study wherea semi-structured interview was used as a method to collect data and audiorecording was used to document the data. Eight preschool teachers whowork with both multilingual and monolingual children were interviewed tocollect the data. The informants' answers were then analyzed through aqualitative content analysis. Social semiotics and the socioculturalperspective were theoretical starting points for this study.The result shows that different modalities that include book talks and bodylanguage, signs, TAKK, gestures, concrete materials, hand puppets,pictures, Polyglutt application and song, music and rhymes are used bypreschool teachers when they read aloud to the children. The results alsoshow that by using different modalities during read-aloud, it stimulatesmultilingual children to develop their vocabulary, dare to expressthemselves and share their thoughts. It also stimulates their understandingof the content of the book and the stories. According to the results, thepreschool teachers' approach and the entire work team's commitment andparticipation are important factors for conducting a multimodal read-aloudin preschool. It is also important that preschool teachers have time andconditions to plan and organize the reading environments in order to beable to combine read-aloud with multimodal methods. A thematic workalso creates variations and facilitates multimodal work. In conclusion, thestudy show that multimodal reading aloud stimulates multilingualchildren's language development in different ways. It can capture thechildren's interest and attention as well as engagement. In addition, itstimulates children's understanding and vocabulary.

    Download full text (pdf)
    fulltext
  • 32.
    Alvåg, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bygg och konstruktion i förskolan: En studie där pedagoger beskriver sitt arbete med bygg och konstruktion2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how teachers are working with build and construction in preschool. Further how they reason on the basis of material importance for build and construction. Theoretical basis of the study is of the socio-cultural perspective and research method used qualitative semi-structured interviews.

     

    The result of the study shows that activities and any planning of build and construction in the surveyed preschools, to the greatest extent were based up on the children´s influence and interests. Further it shows the teachers thoughts on the prospects for planning and working with build and construction in preschool. It shows what kind of materials the interviewed teachers had access to. For example, all teachers had access to blocks, Lego and some form of recycling materials. The result also shows how teachers reason on the basis of material and it´s role in working with build and construction in preschool.

    Download full text (pdf)
    fulltext
  • 33.
    Alzahawy, Nesrin
    et al.
    Karlstad University.
    Rognhaugen, Aida
    Karlstad University.
    Förskollärarens förhållningssätt och hinder i arbetet med flerspråkiga barn: Förskollärarens syn på modersmål och andraspråk2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the current study is to shed light on how preschool teachers work to stimulate the mother tongue of multilingual children and develop second language learning. The theoretical starting point in the study is the intercultural perspective. To answer the purpose of the study, a survey was conducted of which 60 respondents are included in the data analysis. The results of the study show that the respondents who participated in the survey work with multilingual children's mother tongue and second language learning in several different ways and they have a positive view of mother tongue teaching and its impact on second language learning. According to the study's participants, it appears that there are various challenges in the work with children's multilingualism, such as a lack of knowledge in mother tongue teaching and second language learning. There were several different resources that are used in the work, but also what resources the preschool teachers lack in the work with mother tongue teaching and second languages. Finally, the results of the study show that there is a certain lack of knowledge about how the educator should promote the child's mother tongue and second language. According to the preschool teachers, there is a lack of competence development and a lack of time for working with the child's multilingualism.

    Download full text (pdf)
    fulltext
  • 34.
    Amcoff, Emelie
    et al.
    Karlstad University.
    Sejdiu Seferi, Valdete
    Karlstad University.
    Pedagogers uppfattningar om fysikundervisning i förskolan: En enkätstudie om hur pedagoger i en medelstor kommun i Mellansverige undervisar i ämnet fysik2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how educators in preschool view teaching physics and how it is carried out together with the children. To find out about this, the study has been conducted with help of digital questionnaires where all educators in a medium-sized municipality in central Sweden have been given the opportunity to answer.

    The result shows that most of the educators in the municipality feel that they miss knowledge and competence in conducting physics education in preschool.

    It appears that the educators who have competence in physics, find it difficult to conduct the teaching further if they are “on their own” in the team with that competence. It also appears that many educators want conditions such as tips, inspiration and competence development in order to be able to conduct good physics education together with the children. When it comes to physics education in preschool, we see that educators find it challenging to integrate that sort of education into preschool everyday life.

    We can also see that educators feel that it is difficult to interpret the goals of the preschool curriculum with physics and natural sciences. It appears that there is not as much planned teaching as spontaneous teaching, because it is a challenge to conduct planned teaching.

    The physical phenomena that educators work with the most are water, magnetism and different seasons. Finally, we see that there is a great willingness on the part of educators to develop their knowledge in how to conduct good physics education together with the children at the preschool.

    Download full text (pdf)
    fulltext
  • 35.
    Amneteg, Jessica
    et al.
    Karlstad University.
    Hultberg, Julia
    Karlstad University.
    Ska det kallas fri lek?: En fenomenografisk studie om förskollärares och barns uppfattningar om fri lek i förskolans inomhusmiljö.2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of our study is to describe preschool teachers and children’s experience of influence in free play in the preschool indoor environment.

     In our study, we have used semi-structured questions with a flexible interview guide that gives space to develop the answers. The study is a qualitative investigation and is based on a phenomenographic approach.

     The results have shown that the preschool teachers conceptions of free play, is that play is an important part of the preschool’s activities, but also that free play never is completely free of control. The preschool teachers experience that the concept of free play never is used in the preschool activities. Free play should be called something else, since free play is important for children’s development and learning, but not without a preschool teacher present, to avoid possible conflicts or abusive treatment. The result showed that children’s influence from a democratic perspective is important in preschool activities, for example that children are given opportunities to influence the planning of the activities.

     The conclusion of this study is that preschool teachers don’t use the concept of free play in preschool activities. The teachers use the concept play for all kinds of play.

    Download full text (pdf)
    fulltext
  • 36.
    Andersson, Alma
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Vilhelmsson, Matilda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Inskolning och barns behov av att knyta an.: En kvalitativ studie om förskollärares tankar om den traditionella tvåveckorsmodellen.2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study intends to give examples of how preschool teachers describe their work with introductory schooling based on the traditional two-week model. The study is based on attachment theory and following central concepts: attachment pattern, secure base, internal working models and attachment hierarchy. In the study, semi-structured interviews were conducted with preschool teachers, where the interviewed talked about their experiences from traditional two-week schooling.

    The result of the study shows that relationships building is an important part of schooling. Here, the preschool teachers emphasize that the relationship with both children and guardians is important. The results indicate that the traditional two-week model for the pedagogues focuses on this, as the pedagogues spend so much time with guardians and their children. This further contributed to fewer conflicts with the guardians and safe children.

    There are factors that affect the course of schooling, where, for example, hysterically sad children are one. Children's previous experiences of preschool and other adults than their ordinary caregivers are a factor that can affect the course of enrolments which affects the relationship building with pedagogues at the preschool. The study shows that preschool teachers therefore take different approaches during schooling, where the preschool teacher either takes a wait-and-see approach or an active approach when approaching the children. The pre- school teachers do this in order to create the secure base for relations that both children and guardians need.

    Download full text (pdf)
    fulltext
  • 37.
    Andersson, Björn
    Karlstad University, Faculty of Arts and Education.
    Lärlingsutbildning som skolform: Hur ställer sig lärare, elever och handledare till det?2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    FULLTEXT01
  • 38.
    Andersson, Cecilia
    Karlstad University. Karlstad University, Faculty of Arts and Education.
    Matematiksvårigheter: Klasslärarens arbetsmetoder2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to contribute knowledge about how class teachers can work with students who are in mathematics difficulties. The question at issues I have is: Which methods can class teachers in grades 1-3 use to help students with mathematics difficulties? and Which obstacles and opportunities are there in this work? To get answers to my questions, I have read relevant literature and interviewed 3 class teachers in central Sweden. Through my interview I learned that education should include and build on concrete materials and methods. I also got to know that time is the biggest obstacle to helping students with mathematics difficulties.

     

    Keywords: mathematics difficulties, methods, obstacles, opportunities

    Download full text (pdf)
    FULLTEXT01
  • 39.
    Andersson, Emelie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Fallander, Sofie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Jag har gjort en bra verktyg, nu kan Dim höras: Problemlösning som utgår ifrån boksamtal i teknikundervisning2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Technology has been around for many years and people live in a more technology intensive world. This has meant that the technology needs to be clarified in preschool teaching. The purpose of the study is to increase knowledge about preschool technology teaching. A further purpose of the study is to increase knowledge about the use of book talks linked to problem solving. To contribute this knowledge, it was investigated how children create meaning and what children create meaning about. Problem solving with a focus on technology is implemented with investigative book talk as a teaching method, the children designed tools that produce sound, to help the characters in the book to be heard. To get answers to the purpose and questions in this study, a qualitative method was chosen to make the results visible. The data collection method that has been chosen to be used in the study is participatory observation in order to be on site and support the children's meaning making of the planned learning object. Thematic analysis was used to analyze the data collected and resulted in eight themes answering the questions. The results of the study show that the children's meaning making during the book talk contributes to the understanding of the problem scenario, which then constitutes the purpose of the sketch of the tool to produce sound. In the sketch that was carried out, the children created meaning about the purpose of the tool, which is linked to the characters' problems that were discussed during the book discussion. The children communicated multimodally by sketching and shaping their tools that clarified the different parts of the tool and included the didactic purpose behind the tool that clarified who, what and why. The discovery made when the construction was completed was that the children created meaning by testing the construction and expressing that "now Dim can be heard". The children connected the purpose of the finished tool to the story's problem scenario, which makes it clear that the construction became meaningful for the children.

    Download full text (pdf)
    fulltext
  • 40. Andersson, Emmy
    Demokrati i förskolan - en cirkulär rörelse: En kvalitativ studie om barnkonventionens artikel 12 i förskolan2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how pre-school teachers and principalspractices democracy in pre-schools. In this study, four phenomenographic interviews were made to get access to pre-school teachers and principal perspective on how the democracy mission is expressed in four different pre-schools.Also, another purpose of this study is to examine if an legislation of article 12in the Convention on the rights of the child have had impact on the democracymisson in pre-school. The results in this study is presented by quotes from interviews which are further explained and connected to different theoretical perspectives and previous researchs in discussions. The conclusion of the study iscategorized in to three different words which are communication, action andreflection. These three words aims to be a big part of the educators approachto help childrens to participate and to influence their part in pre-school. Thesethree powerful words can act as benchmarks in the democracy mission in preschool where communication is highly needed between child and adult, actionis important to make the child´s opinion visible and reflection helps to continuosly maintain the democratic climate.

    Download full text (pdf)
    fulltext
  • 41.
    Andersson, Evelina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    "Mina kollegor är fortfarande kvar i Lpo94": En intervjustudie om läroplanen ur en lärares perspektiv2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this studie is to investigate how physical education teachers in upper secondary school and how today’s curriculum (Lgr11) and what expectations are on the new changed curriculum (Lgr22). This was investigated through five individual semi-structured in-depth interviews, who works in different schools in Värmlands län. The gathered data was transcribed and analyzed afterwards with a qualitative research method. It can be found clear connections in the results. The results show that the teachers largely use the curriculum in similar ways in their work and what it can depend on is the information and knowledge about the curriculum is presented in similar ways to the teachers. Common is also the teachers opinion of todays curriculum and the upcoming changed curriculum, which could be explained by the fact that there is a constant problematic with the curriculum and physical education.   

  • 42.
    Andersson, Fannie
    et al.
    Karlstad University.
    Ekstrand, Ida
    Karlstad University.
    Litteratur som undervisningsverktyg i förskolan: Undervisning av naturvetenskap med Lilla Bokbryggan som utgångspunkt2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our purpose with the study is to contribute with knowledge about how preschool teachers use children's literature in the teaching of science subjects. In this study, we have taken a closer look at how preschool teachers teach science with the project Lilla Bokbryggan as a starting point. The study uses a phenomenographic approach whose starting point is to find out people's perceptions of a phenomenon, in order to highlight variations about the phenomenon. To find answers to our research questions, we conducted semi-structured interviews with two preschool teachers, a principal, a coordinator and a teacher educator. All informants have good insight into Lilla Bokbryggan.

    The results of the study show that children's literature is a good base for teaching about science subjects, when done in a conscious way. It appears that the project Lilla Bokbryggan enables preschool teachers to increase children's interest in books. The results of the study also show that the project has opened up for important collaborations that benefit the participants.

    Download full text (pdf)
    fulltext
  • 43.
    Andersson, Fanny
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Planerad fysisk aktivitet i förskolan: En studie som undersöker pedagogers upplevelser av deras arbete med planerad fysisk aktivitet i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how educators perceive their work with the planned physical activities. The study is seen along a norm- critical perspective. Yrkesföreningar för fysisk aktivitet (2016) writes that children and young people are recommended to move and get their heart rate up to about 60 minutes each day, which can be done by, for example, riding a bike and running. In the study I will investigate if educators follow these recommendations or how much physical activity kids are actually getting at the preschool. The study will highlight the importance of the daily physical activity for children in pre-school and also to study the impact children can have when it goes missing out on physical activity.

    This study was made through qualitative interviews, where two preschool teachers, a child caretaker and two preschool teacher students (both have a child caretaker education since earlier) were interviewed. The results of this study showed that the educators had a positive attitude to physical activity, and they feel that their work with the physical activity most often occurs in the context of a collection or spontaneously. It was also revealed that the educators felt that the planned physical activity, often, the priority was given away, and some thought that the kids move enough outdoors and in free play.

    Download full text (pdf)
    fulltext
  • 44.
    andersson, hanna
    et al.
    Karlstad University.
    Larandsson, Camilla
    Karlstad University.
    Anmälningsplikt i förskolan: Pedagogers erfarenheter av hur information om anmälningsplikten, gällande orosanmälningar, i förskolan kan skapa mer tillitsfulla relationer till vårdnadshavare.2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to contribute with knowledge about preschool teachers experiences of how information about the obligation to report, regarding reports of concern, affects the relationship between teachers and guardians. The method in this study is semi-structured qualitative interviews where ten active teachers were interviewed, both preschool teachers and childcare workers. Through the interviews, they were able to share their experiences of how the presentation of the notification obligation regarding reports of concern has been experienced in preschool. The research approach that has been used in this study is phenomenography. The research approach is based on investigating a group of people's perceptions of a phenomenon, to make visible variations about the phenomenon. The results have been processed and analyzed based on five different themes. 

    The results of the analysis show that all informants believe that the meaning of the obligation to report should be presented already in the introductory conversation to guardians. It appears that the informants experience major shortcomings in what is to be presented about the obligation to report in preschool. According to the informants, too little information is given about the meaning of the obligation to report, which forms a gap in the relationship between home and preschool. The conclusion is that the informants want to receive ready-made material, such as an information booklet, from social services about what support is available for families. There must also be a brief description of what the different definitions of violence include, which is perceived to be important for clarifying the guardians' responsibility in their parenting. The purpose with the material is to give it to the guardians in connection with the introduction.

    Download full text (pdf)
    fulltext
  • 45.
    Andersson, Helena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Livsåskådning: Ett sätt att se på livet2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to describe how teachers interpret information in curriculum about the term worldview, and how they plan and perform education. The term worldview describes as a ground experience about humans’ worldviews. Humans can have different experiences in religious and non-religious meaning. Humans view on existence and the world, could be from a worldview. The term worldview includes many questions about why we exist, how humans are, what society stands for and the belief in “higher power”. International research from the 70th showed that there is not an equivalent term for the word “livsåskådning” (worldview). In the curriculum Lpo94, describes how education active can promote humans equal value. In the curriculum Lgr11 describes how humans view on life had changed and still is. Religion and worldview is central terms in education of religion, because they are important for the human culture. In society of today we live in diversity and with increased knowledge we understand each other better. In education in religion will pay attention to how human in religious traditions lives and express their beliefs in different ways. In curriculum Lgr11 describes how the pupils should have abil- ity to develop and reflect over their questions of life, identity and approach.

    In education are discussions about what may affect pupils understanding to religion and their worldview. There is negative aspects with teachers decisions about content in edu- cation when teachers themselves have an own worldview and interpretation that they think are important. This could lead to that the pupils not have ability to develop their own worldview.

    The connection between worldview and didactics shows how pupils should be given space to create their own choice between different worldviews. Education in religion should provide pupils knowledge about different worldviews. The pupils are often given knowledge about world religions and a fast review about worldviews. Non-religious worldviews constitute a part of the subject of religion in different forms of rituals and culture.

    The study is built on a qualitative design, which means to develop deeper understanding of the subject. This study is based on interviews with three teachers in elementary school, 4-6, who teaches religion. The interviews was performed with semi- structured, audio recording interviews with opened supplementary. After the interviews the material was transcribed directly by the author. The text was read several times to find similarities and differences in the teacher’s description of the term worldview. The result are divided in categories that connect the interview questions. Four categories showed: The term worldview, Teachers description of the term worldview in the curriculum and Teachers interpretation of the curriculum and also planning and implementing of their education current worldview. In the category teacher’s interpretation of the curriculum and also planning and implementing of their education current worldview are divided into five subcategories: interpretation, implementing and teacher’s description of the pupils and teachers team. The result showed that informants did not have awareness about the term worldview and did not have time to educate about the term in the subject religion. The study also showed that the teachers thought it were difficult to discuss the term with the pupils their worldview though it could perceive as sensitivity.

    Download full text (pdf)
    Livsåskådning
  • 46.
    Andersson, Ingegerd
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolmiljöns betydelse för inkludering2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker fyra grundskole - och grundsärskoleelevers upplevelser av den egna skolmiljön i en inkluderande verksamhet. Studien är baserad på kvalitativa undersökningsmetoder som deltagande tekniker, observationer och samtal. En analys av materialet har gjorts utifrån rumslig, social och didaktisk aspekt av inkludering. Resultaten av studien visar att eleven kan vara inkluderad utifrån en eller flera aspekter. Eleverna har beskrivit sin skolmiljö och uttryckt de behov de har för att kunna delta i skolans arbete. Det finns en samstämmighet hos eleverna i deras önskemål om en lugn miljö och arbete i mindre grupp. Trots att klassrummet synbarligen hade en lugn miljö, var det ändå ansträngande att vistas där en hel lektion.

    För att utveckla skolans arbetsmiljö kan man arbeta med ett mer medvetet förhållningssätt till klassrummets utformning. Klassrummet ska vara en plats för lärande och en social mötesplats. För att göra skolan tillgänglig måste miljön studeras utifrån olika synvinklar och där kan eleverna vara med och påverka. Studien kan bidra till att lyfta fram metoder och synsätt för att göra skolmiljön tillgänglig för alla elever.

    Download full text (pdf)
    fulltext
  • 47. Andersson, Jennifer
    et al.
    Gustavsson, Ebba
    "Utomhusmiljön är lika viktig som inomhusmiljön": Pedagogers perspektiv på biologiundervisning i förskolans utomhusmiljö2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute to knowledge about educators' perceptions of biology teaching in the preschool's outdoor environment. 

    The study focuses on educators’ perceptions of biology teaching, biology teaching in the outdoor environment and perceptions of how it can contribute to children's learning.

    The study is based on John Dewey’s pragmatic learning theory and the didactic questions of what, where, how and why. 

    The study was conducted through a survey in which 44 active preschool educators participated. The educators work work as preschool teachers, principals and special education teachers. 

    The result shows that educators have perceptions of biology teaching that takes place in the outdoor environment contributes that the children gets to take part in several of the curriculum's goals. Therefore, this is assumed to promote the children’s learning and development. 

    The children gets to use all of their senses, experience practically and not only theoretically, and when they learn about their environment, it contributes to them having a further good attitude and approach against our society and the world around them, according to the educators perceptions.

    The result also showed educators perceptions and awareness of being present and in biology teaching so that the children can acquire knowledge about the subject. The perceptions describes that if educators make the content connected to biology visible so the children can pay attention to it and in a fun and meaningful way get to conquer knowledge in the subject.

    Download full text (pdf)
    fulltext
  • 48.
    Andersson, Julia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Matematik är så mycket mer än att räkna": Några förskollärares syn på sitt arbete med matematik i förskolan2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to make visible how some preschool- teachers look at their work with mathematics in preschool. This study is based on perceptions and reflections from preschool-teachers who works in preschools today. Semi- structured interviews were used as method in this study. What’s shown in the study is how preschool- teachers work with the children, to learn mathematics skills. The answers from the interviews have been analyzed with a thematic analysis. 

    The result from the study is shown from the socio- cultural perspective, which describes people’s different ways of learning. Some of the perspective’s concepts have been used. Such as scaffolding, the zone of proximal development and communication. 

    In the results you can see the point of preschool- teachers been near the children and exploring together with them. They describe communication and conversations as an important part of the education. Another aspect for the preschool- teachers to take advantage of is the spontaneous situations in mathematics that appears in their daily work. They use daily routines such as when they eat, dressings and diaper changes situations to learn mathematics. They also describe that they have planned mathematic situations, such as assemblies in the preschool.

    Download full text (pdf)
    fulltext
  • 49.
    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
  • 50.
    Andersson, Linn
    Karlstad University, Faculty of Arts and Education.
    En skola för alla: Specialpedagogiska perspektiv i praktiken2008Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My thesis is about the possibilities and the difficulties to be a school for everyone that can meet

    the pupils and give them the individual support that they need. To include children in special

    need in regular classes and give them the special education amongst other children with or

    without special needs in the frame of the regular teaching. I have done two qualitative interviews

    with teachers with an extra exam in how to conduct special education and their experiences about

    the school and its possibilities and difficulties to be a more inclusive school. They meant that it is

    important to have inclusion as a goal but they also showed the difficulties such as a lack of

    competence amongst teachers, politics and different ways to meet children in special needs and

    different approaches on how to conduct special education.

    Keywords: children in special need, Inclusion, special educational perspectives and special

    education

    Download (pdf)
    SUMMARY01
1234567 1 - 50 of 1535
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