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  • 151.
    Bergerud, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barns utforskande och samtalande kring ett naturvetenskapligt innehåll: En kvalitativ studie om barns utforskande och samtalande under ett experiment bestående av att blanda och separera2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute with knowledge of children´s exploration and conversing during an experiment consisting of mixing and separating. The study was conducted on the basis of an inductive and qualitative approach where semi-structured interviews were used as a method. A socio-cultural perspective was used as it is the children´s exploration and conversing about a scientific content that is in focus. The collected data was analyzed with inspiration from a phenomenographic analysis model.

    The result shows that the children asked questions and made descriptions regarding the content of the experiment, but there were also questions that were not about the scientific content of the activity. The children compared the different processes mixing and separating with more everyday events and their conceptual use increased during the course of the experiment and this after they had been introduced to them.

    The conclusions show that the active role of the interviewer was crucial for the visibility of the scientific content of the activity.

  • 152.
    Bergfeldt, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Högläsning i förskolan: En studie av hur pedagogers arbete med högläsning påverkar hur stunden för högläsning utformar sig2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine teachers implementation of read-alouds in preschool and how it affects the read-aloud experience. In order to examine this, I have based this study on a framing of questions that are being answered by a combined method out of observations of the read-aloud experiences and interviews with teachers about read-aloud implementation at their work place. Results from the observations and interviews have together been analysed to perceive the teachers implementation of read-alouds in preschool and how it affects the experience. 

    Previous research emphasizes that teachers should be well-read about the implementation of read-alouds and how it should look like in order to be a rewarding experience for children. The results of the study show that teachers work with read-alouds has a significant impact on how this moment is shaped. Knowledge and commitment are important aspects for a rewarding read-aloud experience, as this i crucial in order to capture the children´s attention and interest.

  • 153.
    Berggren, Josefine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hur förskolans värdegrund synliggörs i barnlitteratur: En analys av fyra bilderböcker2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how pre-school values makes visible in children´s literature. Thereby the study adds more knowledge of which norms and values the children meet through children´s literature. To achieve the purpose, I have chosen to analyse four picture books written 2012 and 2016. The publishing years are chosen so that the books in an accurate way can describe the norms and values we see today.

    The results show that we in children´s literature can see the basic democratic values on which the preschool´s values rests. The characters in the picture books shows good examples of values such as care, respect, solidarity, participation, equality and human dignity. However, values such as discipline and integrity are usually portrayed by the fact that the characters first make mistakes and then correct them to desired behaviours around these values. The most obvious norm in the analysed picture books were the norm of gender. In particular, we see how this norm is challenged and questioned by the fact that several of the girls are portrayed with male characteristics and that the boys discuss what is considered typically male and female.

  • 154.
    Bergh, Andreas
    et al.
    a School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Englund, Tomas
    a School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Local enactment of the Swedish ‘advanced teacher reform’2018In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 326-341Article in journal (Refereed)
    Abstract [en]

    This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.

  • 155.
    Berglund, Ingela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lek och lärande i förskolans inomhusmiljö: Förskollärares syn på inomhusmiljöns betydelse för barns lärande i leken2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 156.
    Berglund Saxholm, Angelika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Jag bygga, bampan": Vilka kunskaper kan barn i 1,5-2 årsålder ta till sig om ficklampan som ett tekniskt system2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to, from a qualitative point of view, examinte some young children’s understanding of what knowledge of a flashlight as a simple technical system, children of 1,5-2 years can absorb. The study is qualitative and has been conducted with participatory observations where children are given the opportunity to investigate a flashlight and its various components: lamp, power switch, batteries and cap.

    The result shows that the children's ability to acquire knowledge of the flashlight subcomponents function is very extensive. The study involved a total of six children aged 1,5-2 years. Through an educational activity, the children were introduced to a flashlight and after three days an observation was conducted where the children were allowed to investigate and explore some of the flashlight subcomponents. The result is based on the observation. After the observation, the majority of the children who participated had developed knowledge of the flashlight subcomponents function and an understanding that the batteries must be in the flashlight, the cap must be on and the children need to press the power switch to cause the flashlight to lit.

  • 157.
    Bergman, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”En växt kan inte leva, den har ju inga ben”: En intervjustudie avseende 6-åringars kunskap om växter2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to illustrate what knowledge 6-year old’s in preschool have about plants. In all, ten children from two different preschools participated in the study. Qualitative interviews were used to get as much information as possible considering that 6-year old children have not developed their ability to read or write properly yet. It is easier for children to reason verbally than respond to a survey. The interviews with showing 20 images of regular Swedish plant species. The children were asked follow-up questions from what they told me about the plants on the images. The results showed that the children in the study knew very little about plant species, the most well-known plant was buttercup. The children knew more about plants living conditions and functions than species. The results also showed that some of the children in the study expressed a higher interest for interactive digital games than learning about plants.

  • 158.
    Bergmark, Niklas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledares tolkning av begreppet inkludering: En diskursanalytisk studie av intervjuer med fyra skolledare2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The object of this study is to examine and analyze which discourses concerning inclusion become apparent when school administrators speak of the concept. Fairclough critical discourse analysis was used, from a social constructionist premise on four transcribed interviews with school administrators.

    In conclusion, six discourses became apparent about inclusion. These included a community discourse, a diagnostic discourse, a dialogical discourse, an expertise oriented discourse, an individualization discourse and an ability discourse. Inclusion was described in varying ways, which corresponds well with current research. The discourses where language use least corresponded with research about inclusion was the diagnostic discourse and the ability discourse, wherein the child is easily portrayed as the carrier of the problem.

  • 159.
    Bergstam, Karolina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns utveckling genom lek: Pedagogers tankar om den fria lekens betydelse för barns språk- och sociala utveckling2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I conducted a study in which I examined the understanding of how teachers think about the importance of play for children's language and social development. To answer this, I have used previous research and literature that I consider to be relevant to my study. It includes mainly what play is and its historical development, the child's interaction in the play, and teachers' presence in the play and what significance the play has for children's language development. The method I have used to get answers to my questions are qualitative interviews and I have interviewed four active educators working with children aged 1-5 years. The result showed that it is the preschool teachers responsibility to include all children in the play, while it is important to be sensitive when children show that they want to play themselves, children's play must be respected as well as language and social progress go "hand in hand" in play.

  • 160.
    Bergstrand, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Materialets betydelse i arbetet mot en jämställd förskola: Hur material används och hur könade genusroller görs i barns lekar2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to describe how children use material and what gendered gender roles are done in children's games at preschool. This I have studied through four observations on a department in a selected space that I am calling for the building space. The earlier research is based on being a boy or girl. Therefore, with this study, I want to see which gender roles the children do in the preschool regardless of the biological gender. I have emanated from poststructural and posthuman perspective that is relevant to my purpose because it is consistent with how children are made gender roles and not already are. Since the material is a big part of the study, posthumanistic viewpoint gets an important part as the material is seen as an agent in children's subject creation. From theories I have found concepts that are used to understand the analysis of the results. The study shows that the material in preschool is largely gender neutral and that the children often create gender neutral roles. There are materials that are difficult available as evidence of gender material and the children often mention gender-like games like mom, dad, children but rarely take these roles in play. A role that returned in my study was "dog" which can be seen as a gender-neutral role.

    Keywords: Gender equality, gender roles, preschool, material, play.

  • 161.
    Berrstrå, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Utemiljöns inverkan på barns motoriska utveckling i förskolan: En kvalitativ studie om hur förskolans utemiljö främjar barns motoriska utveckling ur ett pedagogperspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, the purpose was to explore the preschool teacher´s experience of their preschool yard and the nearby environment related to children's motor development, based on two issues. In what way do the educators consider that the schoolyard´s design promotes children's motor development and movement needs? Does the preschool teacher take advantage of the nearby environment and how does it promote children´s motor development?

     

    The study is based on Reggio Emilia as a theoretical framework where the environment has a great importance to promote the children´s motor development.

     

    The method used in this study was qualitative in terms of interviews, where six preschool teachers from three different preschools located in a smaller society in the middle of Sweden attended. A compliment to the interviews was also observations of the preschool yard preformed without preschool teachers and children, to be used at the analysis.

     

    The result shows that the preschool teacher´s consider that the preschool yard and nearby environment are important for the children’s motor development. It also emphasizes that the material, mainly the fixed one has big impact. The result also shows that the preschool teacher´s consider themselves to have an important role to support the children in the exploration of the outdoor environment.

  • 162.
    Billman, Emil
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hur arbetar man i förskolan med fysik med de minsta?: En intervjustudie med förskollärare och förskolechefer.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this survey is to look at physics with the smallest children at the preschool, how it is perceived and how it is worked with. Do they have good materials to work with physics and do they feel that they can work with it? The method that is being used in this survey is interviews of the qualitative style. Four preschool teacher and two preschool directors was interviewed according to a schedule that was different if you were a preschool teacher or a preschool director. The result showed that the preschool teachers considered that they didn’t have that much knowledge in physics and that it was a little bit tricky to work with. To see which material that would fit best to use in a physics situation was perceived as hard by two teachers while two teachers thought that most materials could be used. 

  • 163.
    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.

  • 164.
    Birgersson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bearbetning av bilderboken med utgångspunkt i de estetiska ämnena: En vidgad syn på text2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

    The purpose of this study is to investigate how educators and teachers working with younger ages work with the picture book in preschool and school, based on the aesthetic subjects and how this work affects children's learning. This is relevant and important for the preschool teacher and teacher's profession as children of today live in a world where symbols, characters, text and image are part of their culture, and language, gestures and images are included in a broader perspective on what reading and writing mean. In preschool, children should be encouraged to use and explore various communicative tools to support and challenge their learning. In the study, the qualitative research method the focus group interview is used. The focus groups consisted of educators in preschool and teachers working with younger ages. In the focus group interviews, educators and teachers present a concrete example of how they process the picture book, based on the aesthetic subjects. This presentation is used as an icebreaker for the continued discussion on the subject. The focus group interviews were analysed based on the model of the phenomenography of data analysis and the socio-cultural theory of learning.

    In the results, focus group interviews 1, 2 and 3, their work on the picture book are presented  based on the aesthetic subjects and how the aesthetic subjects affected children in preschool and school. In conclusion, I find stress as an influence of the aesthetic subjects in teaching

  • 165.
    Bisso, Fabio
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hur toddlare använder det icke-verbala språket vid konfliktsituationer i Sverige och Schweiz: En jämförelse2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of this study is to explore similarities and differences between preschools in Sweden and Switzerland by focussing on how infants use nonverbal expressions in conflict situations. The target group of 1-2 year old children does not yet have an adequate verbal language and therefore has to communicate nonverbally. Watzlawick's communication theory states that a person cannot not communicate; in my study I have mainly employed the five axioms of his theory and observed the so called mirror neurons, which play a key role when humans interact. Conflict theories and conflict resolution strategies are also considered.

     

    The methodological approach employed in this study combines a qualitative fieldwork with a quantitative systematization of data in order to construct a full representation of the differences and similarities that the observations have revealed.

     

    The study shows that there are significant differences in the way children get into conflict situations and how they try to overcome them. In order to clarify why these differences appear, the discussion of the study includes the Swedish pre-school system with its relatively large nursery schools, and also the Swiss education system, where the reference to discipline is more pronounced than in the Swedish education system.

  • 166.
    Bjurek Johansson, Alexandra
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lindstrand, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hur litteraturen bidrar till språkutvecklingen i förskolan: Några förskollärares syn på arbetet kring litteratur och språkutveckling i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 167.
    Bjurström, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bilderboken- En väg till kunskap: En kvalitativ studie om pedagogers arbete med bilderböcker inom en traditionell förskola respektive en Reggio Emilia - inspirerad förskola.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to compare differences and similarities that can be found when working with picture books in a preschool inspired by Reggio Emilia versus a traditional preschool. The purpose also includes studying these different preschools views of the picture book as a tool for stimulating children’s language development and other skills the children may gain from using picture books. Qualitative interviews were conducted with four different preschool teachers as a method to obtain the teachers own opinions and approach of working with picture books. The result shows that the picture book played a central role in both kinds of preschools. The picture book is considered to stimulate the children’s language development, fantasy, subject knowledge and giving the children an opportunity to rest for a moment. The result also yielded that the preschools pedagogical orientation is affected by the individual teachers’ attitude. The teachers’ attitude and way of working with the picture book differs depending on how they think children obtains knowledge. Because of this it has been proved difficult to demonstrate any general differences in how the preschools work with the picture book since the individual teacher’s attitude is so important for the children’s meeting with pictures and text.

  • 168.
    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.

  • 169.
    Björk, Emil
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bildverksamhet som estetisk läroprocess: Bildverksamhetens betydelse för den pedagogiska verksamheten i en Syfafrikansk förskola2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 170.
    Björk, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skogsmiljön i förskolans verksamhet: En kvalitativ undersökning om hur förskollärarna använder skogen som ett pedagogiskt rum i förskolans verksamhet2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In a science way of working, pre-school teachers must explore, observe and ask questions together with the children beacause that is how children learn to search new knowledge about the outside world. The teachers in pre-school must be good role models and try to create a positive attitude towards science. It is important the teachers have an encouraging, exploratory, investigative and a positive approach to science. The purpose of the investigation was to see how pre-school teachers worked with children in the forest and how this coinsides with general pre-school activities. Qualitative interviews were conducted on two pre-schools as well as observations in the forest. The results show the pre-school teachers have undertaken investigative and exploratory methods with the children, by following their interests. This shows pre-school teachers should have a basic knowledge along with understanding of the forest to be able to answer any of the childrens questions. Results from the observations and interviews show the children develop important motor skills from learning in the forest

  • 171.
    Björndahl Svensson, Jennifer
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Betydelsen av biologiska aktivitets- och experimentmaterial i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to gain greater knowledge of how preschool teachers and children using an experimental- and activity box in biology. To find this out, I have used the participant observation method and semi-structured interviews since my study is qualitative. The result of the work led to a greater understanding of the biologybox. It was shown that preschool teachers' involvement is very important for children and that the biologybox contained good and inspiring materials. Although educators desired that there was more material to choose from as well as the usage time of the biologybox should be longer than 3 weeks.

  • 172.
    Bladini, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Naeser, Monica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att kvalificera ett samtalsuppdrag: Om ett utvecklingsarbete i speciallärarprogrammet2013Report (Other academic)
    Abstract [sv]

    I denna rapport redovisas ett utvecklingsarbete som genomfördes vid speciallärarprogrammet vid Karlstads universitet läsåret 2010/2011. Enligt examensordningen är en av speciallärarens arbetsuppgifter att vara en kvalificerad samtalspartner. Vad som menas med kvalificerad samtalspartner är upp till varje lärosäte/ varje speciallärare att själv fylla med innehåll.

    Syftet med rapporten är att beskriva ett utvecklingsarbete och de erfarenheter som gjordes och därmed sätta ord på delar av speciallärarens yrkeskunnande som kvalificerade samtalspartners. Utvecklingsarbetets övergripande syfte var att pröva dialogseminarieformen för att fördjupa speciallärarnas yrkeskunnande i deras uppdrag som kvalificerade samtalspartners. Eller uttryckt med andra ord kvalificera ett samtalsuppdrag.

    I arbetet med dialogseminarier lyfts andra värden än de i utbildningssammanhang så vanliga; effektivitet, snabbhet, mätbarhet till förmån för långsamhet, eftertänksamhet och kanske ett gott omdöme. Efter en termins arbete med dialogseminarier kan vi nu dra slutsatsen att deltagande i dialogseminerier tycks ha bidragit till att:

    • öka studenternas reflektionsförmåga
    • öka deras förmåga att lyssna både inåt och utåt
    • knyta förbindelser mellan det personliga och det professionella
    • utveckla deras yrkesspråk och kanske deras omdömesförmåga.
  • 173.
    blomberg, ingela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kreativitet i undervisningen: En undersökning av hur grundskollärare i en mindre svensk kommun förstår och använder kreativitet i arbetet med eleverna2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Research shows that there is a connection between creativity and learning, and therefore creativity aim of this study was to investigate how creativity is shown in teaching, if there are the correct circumstances for creativity and how teachers understand creative processes. Another aim was to find out if teachers belive that creativity in school can support pupils´ achievements. The survey was conducted in a small municipality in central Sweden and is a census survey.

    A majority of the respondents answered that the most important aspect for creativity is to make the pupils curious. The results also show that the structures in a school affect to what extent teachers can plan for creativity in their teaching. The largest part of the respondents have answered that the size of the premises, schedules, time, and class size that discourages creativity in their teaching. Most of the teachers said that they are aware of the importance of creativity for learning and achievments.

    The result of this study is importand for how to think when planning a new school, for how a school ought to be organized and how teaching has to be planned and carried out. The result is also essential to learn what sort of knowledge teachers need to be able to work in creativity way.

  • 174.
    Blomquist, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den ömma vilden: -En studie av pedagogens syn på den fysiska kontakten mellan barnen i den vilda leken i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Purpose of this study is to contribute knowledge on and to make the preschool teachers views visible about physical contact between children in wild play in the preschool. I decide to use interview of preschool teachers in a group setting as a mean to investigate this. The group interview is a non-structured interview with open questions where the preschool teachers only received guidance with pre made questions when needed.

    The result shows what kind of view the preschool teachers have on physical contact and they share concreate examples on how they work in situations like these.

    By reading this study I hope to contribute better knowledge of the physical contract between children and that the study generates futher reflections on one´s attitude in the matter.

  • 175.
    Blomqvist, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barn med svenska som andraspråk och deras inflytande i förskoleklass.: En studie om några pedagogers uppfattning om hur de arbetar med barn som har svenska som andraspråk i förskoleklass.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention of this study is to describe some pedagogue’s exceptions of how they work with children who has Swedish as a second language and how they work with the policy documents and rights that is available. The study is based on three structured interviews with very experienced pedagogues that work in preschool. The three interviews are recorded and adapted.  To analyze the data a socio-cultural approach was used. The conclusion of my study was that the pedagogues who work in preschool has a similar way to work with bilingual children and that they consider that communication through speak, pictures and the body language is the most important thing to get the children accessorial to the preschool activities and to maintain the rights. 

  • 176.
    Blomqvist, Gabrielle
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att möta variation i klassrummet: Lärares erfarenhet av att undervisa elever utifrån olika läroplaner och kursplaner2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe teachers’ personal experiences about teaching based on different curriculum, Lgr 11 for compulsory school and curriculum for special compulsory school 2011, and different course syllabi.

    I have used qualitative interviews with three teachers from a secondary school, school year 7 -9. The teachers who participated all had experiences of teaching pupils from different curriculums. In this study I have used open formulated questions and the teachers shared their experiences regarding developing teaching strategies.

    This study is based on sociocultural theory. One result that can be seen is that the teachers try to meet the pupils in their learning process. They organize with individual adjustments, which motivates education in class together with others. The pupil’s social interaction is central. The teachers’ use artefacts and scaffolding to reach the zone of proximal development. A good planning for pupils and adjustments make pupils more independent and involved. Cooperation and social interaction with others lead to development. Everyone who participates in teaching contributes with their thoughts and aspects which develop learning. The results of this study show that the social- and didactic inclusion is closely interwoven and the spatial inclusion contributes to this.

  • 177.
    Blomqvist, Gunilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bedömning för lärande i grundsärskolan: Lärares erfarenheter av och uppfattningar om bedömningsarbete2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 178.
    Blomstrand, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Vad tror du?": En studie om förskolebarns frågor och pedagogers svar om naturvetenskap2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to contribute to increase teachers and other pedagogic staffs’ awareness of how to respond to children’s questions concerning science. The aim is also to observe how preschool teachers relate to and respond to children’s questions about science. The pragmatic perspective where language and practice both are seen as important parts of learning is applied to the theoretical basis.

     

    Through non-participating observations and semi-structured interviews with teachers the result of the study has shown that teachers respond to children’s questions by using an open-ended question in return. The result also shows that teachers in the study take two parameters into consideration when responding to questions, what kind of question they are facing and the child who is asking.

  • 179.
    Bohm, Julia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förutsättningar för högläsning i förskolan: En kvantitativ studie om pedagogers syn på regeringens läsfrämjande insatser i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to highlight educators' view of the Government's reading-promoting efforts to make visible if the efforts facilitate the difficulties that the teachers experience when it comes to reading aloud for children in preschool, and whether educators who work with children in preschool believe that investments should be made in other areas rather than reading aloud to achieve the government's goals with the reading-promoting efforts.

    The survey was conducted in the form of a websurvey aimed at educators who work with children in preschool. 100 people responded to the questionnaire and thereby participated in the survey.

    The study uses Bronfenbrenner's developmental ecological system theory to explain and analyse the results that emerged from the study. The result shows that educators who work with children in preschool experience large groups of children and lack of time as the biggest challenges when it comes to reading aloud in preschool. It shows that the majority of respondents believe that the Government's reading-promoting efforts to a certain extent have helped to create better conditions for reading aloud in preschool, but also that a large part of the respondents believe that investments should be made in other areas than just reading to achieve the government's purpose of the current investments. It appears on several occasions that reduced children's groups would facilitate the work with reading aloud at the preschool.

    The result also shows that the respondents do not feel that they have great potential for influence in political decisions concerning preschool and that almost all participants wish that they had greater influence than what they have today.

  • 180.
    Boije, Josefine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ingen förtjänar att bli kränkt: En kvantitativ studie om kränkande handlingar inom ämnet idrott och hälsa2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about how offensive deeds takes place in the subject of physical education in school, which affects all who find themselves in this arena. The purpose of the essay is to gain knowledge about the frequency of abusive acts occur, what are the different forms which are found and if these differ depending on gender and on which sites these actions mainly occurs in the subject of sport and health. The study is directed to people who are 20-30 years old and how they experienced abu- sive acts took place at the high school. The empirical material consists of 69 questionnaires an- swered by (34 male, 35 female).

    The main conclusions of the study show that abusive conduct is a common problem in sports educa- tion but that can be difficult to detect. There is always a social power game between students that take shape in various abusive forms, which are difficult and some are easier to notice as an outsider. Another conclusion is that girls and boys express their aggression in different ways, subtle and visi- ble. A commonly used form offensive acts manifesting itself is verbal in the two sexes. Further in- vites the sports hall as many situations where the teacher does not have sufficient supervision and attendance so that violations are detected. Places such as in the locker room, at sports activities in the team classification, queues for activities created room so that violations can occur. 

  • 181.
    Bolin, Saima
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns sociala lärande i interaktion med djur: En studie om förskolebarns sociala samspel i samband med djurkontakt2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to study children’s social interaction with animals and if it could be affected to any possible connections to interaction with animals, linked to a socio-cultural perspective. This survey was conducted by a kind of a case study. Interviews were conducted with two teachers where the answers then was analyzed and compared with observations. The results are discussed from the perspective of the sociocultural theory of children's learning, their development and previous research on children's interactions with animals.

     

    Scientific research with children and animals show that their relationship affects the child's development positively. This was made visible not only to children, but humans have a natural attraction to animals and which social relationships provide an expression of social learning in humans. Results from interviews and observations of this study indicate that children more easily create an understanding of his fellow human beings and that empathy is strengthened amongst the children because of their relationships with the animals.

  • 182.
    Bomström Aho, Erika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Språkintroduktion som mellanrum: Nyanlända gymnasieelevers erfarenheter av ett introduktionsprogram2018Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Den här licentiatuppsatsen behandlar berättade erfarenheter av att vara elev på Språkintroduktion. Programmet är ett av fem introduktionsprogram i den svenska gymnasieskolan och tar emot nyanlända ungdomar i åldrarna 16 till 19 år. Utbildningen på Språkintroduktion har en tyngdpunkt på svenska språket samt andra ämnen som eleverna har behov av att studera. Sålunda ska undervisningen organiseras utifrån varje elevs förutsättningar och behov.

    Studien bygger på intervjuer med språkintroduktionselever. Analysen fokuserar följaktligen 22 elevers berättade erfarenheter av att vara elever på Språkintroduktion. Elevernas berättelser blir ett sätt att förstå hur deras erfarenheter av programmet flätas samman med tidigare skol- och arbetslivserfarenheter liksom med tankar om framtiden.

    I resultaten presenteras tre teman som framträder i berättelserna.  Det första temat gäller samtliga elever och behandlar erfarenheten av att inte kunna svenska. Det andra temat innefattar vissa elever och synliggör två elevidentiteter som särskilt framträder. Den första av dem handlar om att gå från att vara en högpresterande elev till att vara nybörjare och den andra om att gå från att vara en elev med kort eller ingen skolbakgrund till att äntligen vara elev. Slutligen handlar det tredje temat om hur Språkintroduktion tar form som ett mellanrum.

  • 183.
    Bondegård, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Särskolans elever i grundskolan: Lärares upplevelser av att undervisa integrerade elever i årskurs 7-9 i ett ramfaktorteoretiskt perspektiv2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is on the basis of frame factors such as time, policy documents and student diversity, to examine some teachers' perceptions of opportunities and difficulties to teach mainstreamed pupils. The underlying intensions is to show what is found in the teachers' statements concerning what conditions they feel they have to teach on the basis of two different curricula, how they express themselves on various frame factors such as time, policy documents and student diversity, and if other possible frame factors become visible in the teachers´ statements.

    Interviews have been used as a method and carried out with six different teachers who are teaching in grades 7-9. They come from different parts of the country and teaches different subjects. This study has a frame factor theoretical perspective and the theory has been the basis regarding study design, implementation and analysis.

    The results show that the teachers in this study have intentions of customize their teaching based on all students' different needs, but it can be difficult with great student variation and cognitive discrepancy. The teachers told that it is the primary school curriculum that mostly determines the education and that adjustments then are made to fit the students who take the special school curriculum. The risk is that students who follow special school curriculum does not get the opportunity to show their skills in a fair manner since the curricula differs greatly in certain subjects between school types. The teachers in this study were generally positive about teaching mainstreamed pupils, but expressed that it often is a lack of knowledge in primary school about intellectual disabilities and special school. Previous studies show that knowledge is a key factor for the success of creating teaching that is characterized by the participation of all students.

  • 184.
    Bonder, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Får jag vara med?: Tillträdesstrategier och uteslutningsstrategier i förskoleklassens fria lek2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract The purpose of this study is to provide knowledge about how children in a preschool class use access strategies and exclusion strategies in the free play. Also why children exclude each other during play. The questions of the study are: What access strategies do children in preschool class use during the free play? What exclusion strategies do children in preschool class use during the free play? Why do children exclude each other during play? To investigate this, I have been non-participating observer in a preschool class. I have used the fifteen access strategies of William Corsaro (1979) and Tellgren's (2004) eight exclusion strategies. The result of the study shows that the preschool class children often use verbal access strategies together with nonverbal strategies. And that those strategies together are more successful than to only use the non-verbal access strategies. The results also indicate that the children's exclusion strategies take place more discreet and inside the play. The children exclude each other to protect their established communities or play groups. The children at the top of the hierarchy are the ones who determines which ones should be included and excluded. My conclusion is that children are skilled users of play strategies and they learn from each other what access strategies are working and what exclusion strategies are being accepted by other children and by the teachers.

  • 185.
    Bood, Sofie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Röjeskog, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    "Najnor ska med.": En studie om hur pedagoger resonerar kring övergångsobjekt.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute to knowledge on how pedagogues in Sweden and USA observe and reasons around safety in children and transitional objects and the use of these objects in preschool. It´s a qualitative study that has been conducted in two countries. By conducting the study in two countries we were able to have a wider view on the reasons around transitional objects. Focus-group interviews as a method of conducting data have been elaborative. In this study eleven focus-group interviews has been conducted, one focus-group interview in USA and ten focus-group interviews in Sweden. Altogether twenty two pedagogues participated, two in USA and twenty in Sweden. In each focus-group there were two pedagogues from the same ward. The results has been analyzed trough content analysis. The aspect of safety in children in this study arised trough and after the interviews took place in USA. The results shows how pedagogues in both Sweden and USA defines transitional objects and how both countries approach transitional objects in preschool. The results also shows how teachers observe safety in children. Socialpsykolgi is the main theoretical starting point that together with attachment theory and object relation theory explains how we can understand the results.The conclusions of this study are that pedagogues in Sweden sees the connection between safety in children and transitional objects and the value of the object. All pedagogues, both from Sweden and USA, has knowledge around the transitional objects meaning and values the objects. Sweden and USA has an consensus about the use of pacifiers and that children shouldn´t use them too long because it could give negative effects on the teeth structure.

  • 186.
    Borg, Linda
    et al.
    Karlstad University, University Library.
    Dyrman, Ann
    Karlstad University, University Library.
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Guide till Zotero2017Other (Other (popular science, discussion, etc.))
  • 187.
    Bornstedt, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Det är ett konfessionellt rum, det är ju en kyrka”: Kvalitativa intervjuer med fyra präster inom svenska kyrkan och deras syn på den icke-konfessionella skolavslutningen i kyrkorummet2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper discusses four priests within the Swedish church and their view of the non-denominational graduation ceremony in church. The purpose is to examine the priests' view of the non-denominational graduation and their role in the ceremony. Possible Christian approaches in school law and school policy documents have also been examined. The examination was based on qualitative interviews with four priests and analysis of both the school's and the church's legal texts and guidelines. I have utilized Anthony Giddens' views on identity and the modern society in the discussion of the results. Based on the results, one can then deduce that the priests in my study all believe that it is not possible to be in a church without being confessional, and that they find it difficult to know what role they should have at a graduation. It was also possible to distinguish a connection between the national school curriculum and Protestantism to some extent. 

  • 188.
    Bornviken, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Syskon och språkutveckling: En jämförelse mellan aktuella forskningsrön och förskollärares resonemang2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study was conducted to find answers to whether younger children acquire the language easier if it has an older sibling. Does preschool teacher note that the younger children with older siblings generally have lighter or better language development than those who do not have it? The literature reveals the importance of having loved ones around when learning languages and that emotional attachment is crucial for language development. I apply socio-cultural perspective, and the development-ecological perspective that claims that learning is always embedded in and dependent on social relations of mutuality and interdependence. The methodological framework of the study is phenomenological and makes use of an unstructured interview and a questionnaire that calls for elaborated, written answers from preschool teachers.

    The results in both the interview and the questionnaire indicate that preschool teachers do not concur with scholars on the issue of the importance of siblings for successful language development. Instead, they claim that language learning is individual, and that it is the first-born child that tends to develop language skills with greatest ease.  I conclude that preschool teachers seem to lack knowledge about research done on this subject, but that it is also possible that their experiences and opinions could be the basis of future criticism of current research.

  • 189.
    Bragefors, Andreas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bilderboken i förskolan: Pedagogers syn på bilderböcker i barns språkutveckling2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The focus of this study is on how active educators in prescholls look on the use of picture books in the development of the youngest children, and how the educators are using the picture book actively in the operation. The purpose of this study is to find out how active educators is using the picture book in their work with language development with the youngest children. The method that was used in this study was qualitative interviews, more specific semistructured interviews. This method was used because I wanted to have base questions but also be able to ask follow up questions. An other reason for qualitative interviews was to find out the educators thougts about the use of the picture books. The result will be looked at from a sociocultural perspective. The result of the study shows that active educators have a positive view on the use of picture books in the youngest childrens language development, and that the picture books are used in different ways.

  • 190.
    Brandberg, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Partiklarnas dans: En studie om kemi och dans som estetisk lärprocess i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to increase knowledge about how dance as aesthetic learning process can affect children's explanations of the perception of the matter indestructibility based on a solution process. In a semi-structured group interview, the children were able to explain the same chemical phenomena both before and after the gestation of the phenomenon through dance. The dance in the study portrayed the movements of the particles based on the solution process and evaporation. The result showed that children use three different types of explanation models to explain the chemical phenomenon. The three explanatory models are natural science, animistic and magical explanatory models. The survey shows that the proportion of scientific explanatory models increased after the dance activity. The study suggests that dance as an aesthetic learning process can benefit children's learning in terms of chemistry content in preschool.

  • 191.
    Brantefors, Lotta
    et al.
    Uppsala universitet.
    Thelander, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching And Learning Traditions In Children'S Human Rights Curriculum Emphases In Theory And Practice2017In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 25, no 2, p. 456-471Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to develop educational theoretical concepts for analyses and descriptions of the teaching and learning traditions in children's human rights and to illustrate its diversity. The paper suggests viewing human rights as a subject field for research and education and using curriculum theory - particularly the concept of curriculum emphases - as a tool for the analyses. Drawing on the results of a previous international study (Brantefors and Quennerstedt, 2016), four teaching and learning traditions of rights are identified: (1) the participation emphasis; (2) the empowerment emphasis; (3) the awareness of rights emphasis; and (4) the right respecting emphasis. With the curriculum emphases concept it is possible to define the main motives for teaching and learning, and also to see what is emphasised in education. In the last section, the traditions are applied and tested on empirical examples. The conclusion is that the emphases concept is a fruitful analytical instrument that makes the different traditions of the teaching and learning of children's human rights visible.

  • 192.
    Brinck, Pernilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tre förskolors förutsättningar och möjligheter till inköp av ekologisk mat2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 193.
    Broberg, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogen och muntligt berättande: En studie om pedagogiska förhållningssätt i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien handlar om pedagogens roll i muntligt berättande i förskolan utifrån Merleau- Pontys livsvärldsteori där kroppen är central. Syftet med studien är att undersöka några pedagogers agerande i deras muntliga berättande; hur de använder kroppsspråk, mimik, röst men även hur de använder rekvisita när de berättar sagor muntligt. För att synliggöra pedagogernas roll i muntligt berättande användes observation som metod. Två pedagoger har observerats vid tre olika tillfällen, och en av pedagogerna observerades vid två tillfällen med två olika barngrupper.

    Resultatet av studien visar att pedagogerna i hög utsträckning använder sig av både kroppsspråk och mimik, även om rösten används allra mest. Pedagogerna använder även sin blick för att fånga barnens intresse i lyssnandet, och det har framkommit att ögonkontakt är viktigt för att få barnen att lyssna och fokusera på sagan.

  • 194.
    Brogren, Kristina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. 1999.
    Kulturell Literacy: Kulturell literacy- som redskap för tillgång till lek och gemenskap2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my research is to investigate the importance of cultural literacy for the inclusion of first generation immigrant children in pre-school play situations.

    I place an extra focus on the importance of children´s picture book as a cultural mediator, as picture books and literary characters are a frequent occurring artifact in pre-school activities.

    I will use Participatory Action Research and observation as methods. I will analyze my results using Vygotskij's socio-cultural perspective and relevant research.

    The result of my limited study shows that it may be beneficial for a first generation immigrant child to develop cultural literacy to facilitate access to play and community, based upon a pool of common knowledge. Preschool is of great importance as cultural mediator in a multicultural society; where recently immigrated children can develop their cultural literacy in interaction with other children and through support of adult educators.

  • 195.
    Broström, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teknik i förskolan: Hur arbetar pedagoger med teknik i förskolan?2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 196.
    Brown, Katarina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fysik i förskolan.: Pedagogers arbete med fysik: en jämförande studie mellan kommunala och fristående förskolor.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract.

    The aim with this study was to investigate how pedagogues work with physics in pre-school and if their work differs depending on if they work in a public or in an independent pre-school.

     

    Ten pedagogues from four pre-schools participated in the study and the method used was semi-structured interviews. This means that an interview consisted of a number of questions were used as a base and then questions were asked in relation to the answers the pedagogues gave. The result shows that work with physics looks quite similar in the pre-schools. The working method that dominates more than others is experiments and the majority of the pedagogues that work with physics use this method in pre-school. The result shows that the majority of pedagogues in public pre-schools were given opportunity to take part in further training in physics; only one pedagogue from the independent pre-schools did the same. Further training is important in the work of physics as it, according to the results, affects if pedagogues are working with physics in pre-school. 

  • 197.
    Brubråten, Mina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Vi lurade stenen att flyta!": En studie om hur förskolebarn tänker, resonerar och förklarar vardagliga fysikaliska fenomen.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how preschool children, 4-5 years, think, reason and explain an everyday physical phenomena. The phenomenon’s that was chosen for this study is the Archimedes principle and density.

    The study was conducted through qualitative semi-structured interviews that took place while the experiments were carried out by the children. This method was chosen to make it possible to follow the children´s reasoning about the subject of physics in preschool and to let them lead the conversation and let them explain the result.

    The result shows that children in the study have experience and knowledge about the phenomenon of why objects float or sink. Even if they don’t have knowledge of Archimedes´ principle or density, they can come up with their own conclusions of why objects float or sink, based on their past experiences and knowledge. Some of the children approach an explanation of these phenomena, without using the scientific concepts.

  • 198.
    Brun, Micaela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Pedagogik.
    Barns interaktion vid "lärplattan": Barns positioner ägare, åskådare och deltagare2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of this study is to examine how children interact with each other and what social positions they assume when using the learning pad. The social positions reffered to is the Owner, the Participant and the Spectator, defined by Ljung Djärf (2004). According to Ljung Djärf (2004), the Owner is defined as the one in control of the mouse and keyboard. The Owner is expected to be in charge of what is happening on the screen. The Participant is typically found on a chair near the computer. The role of the Participant is to support the Owner by suggesting how to proceed regarding the task that is being worked on. The last position is the Spectator, the child also found near the computer passively observing what is taking place on the screen. The position of Spectator may have been self-selected by the child or assigned by the owner.

    In order to answer the research question of this thesis, an observation study was identified as the appropriate empirical data collecting method. In the analysis of the data, the children was divided into groups based on their level of skills.

    • Children with more skills and knowledge regarding the technology.
    • Children with better reading skills
    • Children with greater skills in using the learning pad and previous experience of the game used during the observations

     

    These skill groups emerged when the results would be analyzed and those affected the resolut. 

  • 199.
    Bryggegård, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Estetisk lärprocess är ju allt": En kvalitativ studie om förskollärares uppfattningar av musik och estetiska lärprocesser i förskolan.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with knowledge of preschool teachers’ perceptions of music and aesthetic learning processes in relation to the Swedish National Agency for Education’s reformulation of the preschool curriculum 2018. By using a phenomenographic methodology and qualitative interviews, the study has been conducted with six preschool teachers from different preschools in one municipality where the ambition has been to get a variety of different perceptions. The result of the study shows that the preschool teachers’ perceptions of giving the children the conditions in music that are given in the curriculum, vary widely. A preschool teacher describes how the music gets an embodied or emotionally intrinsic value. In the case of aesthetic learning processes in teaching, preschool teachers proved to have good perception of what aesthetic is, the perception of learning process was however varied. The preschool teachers considered in general that they lacked materiel to deepen the music education, some also considered that they needed additional knowledge in music and aesthetic learning processes. The reformulation of the aesthetic objective in Lpfö 18 showed that half of the preschool teachers considered it clearer and that it is placing a higher demand on them, while the others experienced the rewording as less demanding. The result of the study shows that the Swedish National Agency for Education’s formulation can be interpreted in different ways. One conclusion from the study is that the Nation Agency for Education has not been sufficiently clear about the reformulation of music and learning processes in Lpfö 18. Another conclusion is that the preschool teachers who have some form of musical education have a greater understanding and awareness of what the music does with the child. Also, how preschool teachers can teach by using different didactical forms of music for learning and how children can experience the music’s own magic world.

  • 200.
    Brännlund, Angelika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bildskapande i relation till genus i förskolans verksamhet: Att skapa sig själv och genus2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute to increased awareness for those active in pre-school setting regarding the pre-school teachers’ approach to the relationship between art and creation and gender, but also how these attitudes can affect children's art and creation possibilities. An important issue right from the very beginning of this study, which is prevalent in the discussion of the results, has been: What kind of attitudes regarding art and creation and gender can occur if a critical way of thinking about gender and stereotypes is used in art and creation?

    The method was based on an interview study, which involved interviews of seven educators working in a pre-school environment. Semi-structured interviews have been of great value personally as an interviewer asking questions, but also for the sake of the interviewees abilities to express their attitudes concerning the relation between art and creation and gender.

    Emerged results have shown different and ambivalent approaches to the relation between art and creation and gender. Analysis of the results shows the importance of the use of a conscious approach in art and creation as seen in the children’s approach to art and creation.

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