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  • 301.
    Larsson, Anna
    Umeå universitet, Institutionen för idé- och samhällsstudier.
    Kontroversiella samhällsfrågor i samhällsorienterande ämnen 1962–2017: en komparation2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:3, s. 1-23Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

     Teaching social studies in Swedish school involve dealing with many complex and potentially controversial issues. This implies didactical challenges. This article uses a subject comparative perspective to discuss how controversial societal issues have been presented and changed as teaching objects in the social studies subjects in Swedish school years 7 to 9 since 1962. By following curriculum changes over time, the aim is to show similarities and differences between the school subjects of geography, history, religion and civics concerning the role of controversial issues. What controversial issues can be found in the curriculum texts? How are teachers supposed to teach them? What importance for the students are they given? By comparatively answering these research questions this study offers deepened knowledge about the social studies subjects and the role of controversial issues, but also about Swedish curriculum history in general.  

  • 302.
    Larsson, Anna
    et al.
    Umeå universitet.
    Samuelsson, Johan
    Karlstads universitet.
    Editorial Nordidactica 2019:3: Komparativ ämnesdidaktik2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:3, s. i-viArtikkel i tidsskrift (Annet vitenskapelig)
  • 303.
    Larsson, Fredrik
    Karlstads universitet.
    Digitalfotografi i gymnasiskolan: Hur har digitalfotografi påverkat arbetet med fotografering i gymnasieskolan?2010Independent thesis Basic level (professional degree), 15 poäng / 22,5 hpOppgave
  • 304.
    Larsson, Kristoffer
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Kritiskt tänkande i samhällskunskap: En studie som ur ett fenomenografiskt perspektiv belyser manifesterat kritiskt tänkande bland elever i grundskolans år 92010Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students.

    According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking.

    The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking.

    The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.

  • 305.
    Larsson, Nina
    Karlstads universitet, Estetisk-filosofiska fakulteten.
    Ett på allvar integrerat svenskämne?: En studie av uppgiftskulturen i läromedlet Känslan för ord.2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this paper is to analyze and problematize the content in the teaching media Känslan för ord through an integrative perspective. This is done by using two sets of questions based on two of the didactic questions what and how. How is the content of the Swedish subject constructed in Känslan för ord? and How is this content integrated in Känslan för ord? The used material consists of a fairly large amount of literature which provides different approaches, priorities, and methods about the Swedish subject. This literature forms the base for the model used to analyze the course books.

    The results are based on an analysis of the exercise culture (uppgiftskultur) in the two books and are extensive. All together the two books contain 866 exercises. The results point to several imperfections in order to become an integrative subject. There is a large play between text comprehension and the rest of the subject’s proficiencies: IT, sociolinguistics, argumentation and critical thinking are represented in a very small amount. A majority of the exercises are non-authentic and the contact with real life is missing.

    The merits in the teaching media are the text selection that mirrors a great deal of the classical literature as well as the modern literature. These texts often result in the students writing on their own. If the desire is to work with an integrative subject based on the course book Känslan för ord is as good as any.

  • 306.
    Ledman, Kristina
    Umeå University.
    Discourses of criticality in Nordic countries’ school subject Civics2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:3, s. 149-167Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Criticality (the ability to think, self-reflect and act critically, as well as reason analytically) is framed as an important goal of education generally, and citizenship education specifically. However, literature and research within subject didactics tend to frame criticality as subject-specific, hence its conceptualisation can vary substantially depending on epistemological and research traditions. Thus, this paper compares its treatment in the same subject, civics, in curricula of the five Nordic countries. Civics is an interesting case as it is a major element of citizenship education, which varies somewhat among the five countries. Four ideal types of criticality are elaborated and deployed in the analysis: general, disciplinary, moral and ideological criticality. The results reveal substantial differences between the five compared curricula. They also reveal apparent correlations between civics as a single-subject construct (as in Denmark and Sweden) and disciplinary criticality, and between civics as an integrated curriculum construct (as in Iceland) and general criticality. Overall, the disciplinary view of criticality slightly prevails in the five compared curricula. The results raise questions about contextual factors’ effects on how criticality is constructed in school subjects, and helps reflection on what we actually refer to when we talk about a certain school subject.

  • 307.
    Ledman, Kristina
    Umeå University.
    The Voice of History and the Message of the National Curriculum: Recontextualising History to a Pedagogic Discourse for Upper Secondary VET2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 161-179Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the reform by the liberal-conservative government of Swedish upper secondary education in 2011, history was recognized as an important part of citizenship education and was introduced into the curriculum for vocational education and training (VET) tracks. Through the concepts of classification and framing, this article explores the process of constructing the history syllabus for VET. The data consist of archived material from the working group responsible for the history curriculum under the Swedish National Agency for Education. The analysis shows that there are competing discourses concerning the relative emphasis on competencies and skills and concerning the emphasis on contemporary and modern history. Although historians, history teachers and other agents are invited to respond to the content of the curriculum, the respondents have no influence on the knowledge structure of the curriculum, which is controlled by agents of the dominant educational ideology. From a critical perspective, this article suggests that the curriculum reflects the instrumental and neoconservative message of the reform through strong classification and framing and through the emphasis on general abilities and a contemporary history that has a more direct explanatory value to contemporary society.

  • 308.
    Leguillon, Prune
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013).
    Using infrared cameras in education2019Rapport (Annet vitenskapelig)
    Abstract [en]

    Previous researches about the use of Infrared cameras in education are presented. The first part is more focused on Physic applications. Different approaches are discussed like letting the students discovering phenomena by following a protocol or letting them discover it by themselves in an open-ended lab. The question about at which grade are Infrared cameras useful is also discussed. Then the second part deals with applications of Infrared cameras in Biology. It talks about many fields like plants and medicine for both humans and animals. After that, infrared pictures which were taken during biological phenomena exploration are presented and analyzed. It deals with some everyday biological phenomena and some explanations are given. To conclude, a presentation of some basic phenomena which are made viewable by the Infrared camera is done and some advantages and drawbacks of this device are explained.

  • 309.
    Lied, Sidsel
    et al.
    Hedmark University College, Norway.
    Undseth Bakke, Sidsel
    Hedmark University College, Norway.
    Canon and archive in messages from Oslo Cathedral Square in the aftermath of July 22nd 20112013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 34-56Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we ask if central values which people were in dialogue with in the memorial messages from Oslo Cathedral Square in the aftermath of July 22

    nd 2011, may be seen as a part of Norwegian cultural memory, and if so, how. We answer this question in the affirmative, by elaborating on presentations of the Norwegian flag as a symbol of the values unity and solidarity, and on presentations of love and roses as weapons promoting the values love, humanity and calmness. In our discussion we have drawn on theory of cultural memory and suggested that the use of the Norwegian flag in the messages may be understood in the frame of Assmann’s term "canon", representing the active part of cultural remembrance, and that the message from the use of roses and hearts may be understood in the frame of the term "archive", representing the passive part of remembrance.

  • 310.
    Liljekvist, Yvonne
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Mathematics teachers’ knowledge-sharing on the Internet: pedagogical message in instruction materials2016Inngår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 21, nr 3, s. 3-27Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports on a study of teacher-shared documents containing matematical tasks published on the Internet. The aim was to identify the goals, metods and pedagogical justifications presented in the documents and what was needed to solve the tasks. Content analysis was used to define their pedagogical message. The results show that the documents mainly involve content goals for younger pupils that are not consistent with the explicit descriptions. The conceptual goals are communicated to a great extent, but are not supported by task features. The reasons for why the tasks given are expected to lead to a certain goal are very often implicit, and, as a result, the content of the documents and the quality of the tasks are somewhat unclear to other teachers.

  • 311.
    Liljekvist, Yvonne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013). Uppsala university, Uppsala, Sweden.
    Mellroth, Elisabet
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Olsson, Jan
    Umeå university, Umeå, Sweden.
    Boesen, Jesper
    Gothenburg University, Gothenburg, Sweden.
    Conceptualizing a local instruction theory in design research: Report from a symposium2017Inngår i: ICT in mathematics education: The future and the realities. Proceedings of MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017, s. 119-128Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This is a report on the discussions (and post-reflections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discussion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on different ongoing research projects, the aim of the symposium was to discuss [examples of] the operationalization of design principles in order to deepen the understanding of some theoretical concepts in design research. The contribution of the symposium is the interpretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

  • 312.
    Liljekvist, Yvonne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Kunskaper för matematikundervisning: ett lärarutbildarperspektiv2013Inngår i: KAPET, ISSN 1653-4743, Vol. 9, nr 1, s. 101-106Artikkel i tidsskrift (Annet vitenskapelig)
  • 313.
    Liljekvist, Yvonne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Randahl, Ann-Christin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Mathematics teachers at social media – Exploring ’the what’2017Konferansepaper (Fagfellevurdert)
  • 314.
    Liljekvist, Yvonne
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för matematik. Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Randahl, Ann-Christin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Multi-theoretical approach when researching mathematics teachers’ professional development in self-organized online groups2019Inngår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) ⟨hal-02418200⟩, 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Teachers worldwide are using social media as a professional development resource. In studying social media as ‘a place’ for teachers’ professional development, we investigated large Facebook groups with themes connected to teaching and learning in compulsory schools. The interaction in these groups was analysed within the framework of systemic functional grammar. In order to reveal knowledge known and shared by teachers as a community, we have also used Shulman’s (1987) framework. Most posts received responses and this response is in line with the expected response pattern. The speech functions ‘Questions’ and ‘Offers’ were most common. Further, most posts addressed subject specific knowledge. The multi-theoretical approach used when researching mathematics teachers’ professional development in self-organized online groups showed that these large Facebook groups facilitated professional learning.

  • 315.
    Lilliestam, Anna-Lena
    Göteborgs universitet.
    Att motverka fragmentering i historieundervisningen: Recension av Rickard Nordkvists licentiatuppsats2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. 102-105Artikkel, omtale (Annet vitenskapelig)
  • 316.
    Lilliestam, Anna-Lena
    Göteborgs universitet.
    Nyblivna lärarstudenters syn på historia och historieundervisning2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 21-47Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study explores new student teachers’ understanding of history and history teaching. During the first lesson of their teacher training program, 35 students wrote about their motives for becoming history teachers and of their conceptions of the purpose and the content of history in school. The students express a strong commitment to the teaching profession as such, rather than to the subject of history. Common views expressed on the purpose of history are to help pupils understand how we got here; not to repeat the mistakes from the past; to learn about other cultures; to learn to respect others; to work against racism; and to develop specific abilities. Results show a view of history as a memorization of facts, connections, and analyses. A curriculum focusing on the West appears to be taken for granted. The concept "critical thinking" is used in diverse ways: analyzing texts, criticizing people in the past for their actions, and evaluating sources. Studying the Holocaust and other genocides is supposed to help pupils develop a democratic disposition. The students point out the importance of criticizing secondary sources in relation to individual in-depth studies, but the use of primary sources is not discussed. Results indicate that teacher training should challenge the idea of history as memorization, as well as problematize the connections between certain historic content and desired outcomes. Students should also get an opportunity to develop their ability to reason historically, e.g. to make analyses, to adopt different perspectives, to think critically and to use primary sources.

  • 317.
    Lindberg, Mattias
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Att se historia: En undersökning av några högstadielärares användning av medier i sin historieundervisning2017Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    It is said that we live in a society of communication, or a society of media, even. If that is true, that everyday live is affected by media, then the children of our society are also affected, and so is school. The purpose of this study was to see how four different teachers use media in their history education to spread knowledge about history to their pupils and to make them more historically aware. In doing so I was hoping that I, and others, can make use of their methods and experience of using media in the education. The results of this study shows that teachers seem to find pictures the best and most important media for pupils to understand history better. The teachers also all seem to think media in the history education can have a greatly positive impact on the pupils’ understanding of history.

  • 318.
    Lindberg, Viveca
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Hirsh, Åsa
    Formative assessment in compulsory school: Swedish & international research in the 21 century2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The present paper is based a systematic research reviews (Hirsh & Lindberg, forthcoming) for the Swedish Research Council, aiming at systematically identify and report recent and current trends in research into formative assessment, in Sweden as well as internationally. Here the issue is to illuminate firstly, in what ways formative assessment is perceived and used in research contexts, and secondly what differences and similarities that exist in research on formative assessment between countries. The review is limited to research published in Swedish and peer-reviewed articles in English during 2000 - 2014. The initial searches yielded approximately 2000 hits (internationally published articles) and 230 Swedish theses and articles. However, most of the hits were related to other than compulsory school and were therefore excluded. Overall findings are that the term 'formative assessment' is used in either a narrow (instrumental) or a broad sense (a complex phenomenon addressed on various levels); that Asian studies tend to be related to ICT, while British and Australian studies have a larger width and American studies tend to be related to accountability or the No Child Left Behind-reform. In Swedish research, young researchers and classroom studies dominate. To conclude: not only theories of learning, but also basic epistemological and ontological assumptions need to be addressed in future research, as do issues related to assessment embedded in teaching, which calls for collaboration with research into classroom practices.

  • 319.
    Lindeblad, Helene
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap.
    Elevmissuppfattningar kring syror och baser: En kartläggning och kvantitativ analys av svenska gymnasieelevers missuppfattningar inom kemiavsnittet2007Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Naturvetenskaplig undervisning stöter ofta på hinder i och med att elever skapar missuppfattningar om naturvetenskapliga fenomen som de möter i sin vardag. Denna studie syftar till att, utifrån tidigare forskningsresultat, detektera och kvantitativt uppskatta förekomsten av dessa missuppfattningar inom området syror och baser hos svenska kemistuderande gymnasieelever. För att undersöka detta utformades en enkät med olika påståenden baserade på vanliga missuppfattningar som eleverna fick ta ställning till. Missuppfattningarna kategoriserades i tre grupper; ”Syror och baser”, ”pH-skalan” och ”Neutralisation”. Enkäten skickades ut till intresserade gymnasieskolor i södra Sverige. Resultatet visade att eleverna inte hade missuppfattningar kring syror och baser i allmänhet men däremot hade problem med pH-skalan och förståelse av neutralisationsreaktioner.

    Tidigare forskning tyder även på att skolan har en inverkan på bildandet av dessa missuppfattningar och här ges förslag på lösningar kring hur man skulle kunna komma tillrätta med dessa problem.

  • 320.
    Lindholm, Ola
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Ögonblick i klassrummet: Samtal och interaktion om elevers fotografier på gymnasiet2014Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    En kamera fångar ögonblick av det ljus som människan kan uppfatta, eller verkligheten som det ibland kallas. Dessa ögonblick i form av fotografier, arbetar de elever och den lärare med, som Ola Lindholm har följt på gymnasiet. Läsaren kan följa hur eleverna interagerar, hur det sociala samspelet organiseras under lektioner och redovisningar, vad som görs viktigt samt hur bildteoretiska- och yrkesmässiga kunskaper framträder i interaktionen.

    I studien framträder ett arbetssätt som ger eleverna ansvar och möjlighet att visa vad de kan i interaktionerna och vid redovisningarna av deras fotografier. Resultatet visar hur läraren försöker få eleverna att se skillnader i fotografiets uttryck, skärpedjup, bildbeskärning etcetera. Ibland gör eleverna motstånd och förhandlar med läraren där eleverna hävdar sin kunskap och sina åsikter om sina bilder. I bildanalysen av ett elevfotografi framträder två olika intentioner med de förslag som läraren och eleven förhandlar om. Studien visar att bildteorier, bildspråket och vad bilden kan berätta, inte är lika framträdande i interaktionen som frågor om teknik och process.

    Ola Lindholm, är bild- och medielärare på Sundstagymnasiet i Karlstad. Licentiatavhandlingen har skrivits inom Forskarskolan i yrkesämnenas didaktik.

  • 321.
    Lindqvist, Linda
    Karlstads universitet. Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT.
    How Views on Presentations Change Pupils' Premises: A Study on Similarities and Differences between Presentations2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

     

    The purpose of this essay was to show the pupils as presenters from their own and their teachers’ perspective. This was done regarding presentations by studying and comparing the applicability of the two structuralist theories media ecology theory and structural semiotic theory. The theories were used as model bases, aimed to correspond to opinions and experiences of Swedish upper secondary school pupils. Through a didactic approach, I intended to find out how pupils’ relations to presentations differ depending on how they regard them. Focus was on if they thought of presentations as comprehensive experiences or found similar elements in mediated and unmediated presentation contexts. An empirical field study was accomplished through qualitative interviews with pupils and teachers. The word “presentation” was treated as a discourse since data showed that respondents included diverse meanings and functions in the word. The analysis was based on the qualitatively collected empirical data that were applied on my models. Constructionism functioned as theoretical framework. My study indicated that the discourse presentation needs to be investigated further. 

     

  • 322.
    Lindström, Niclas
    Umeå universitet.
    Den nya syntesen och etik i undervisningen2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:3, s. 27-43Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Researchers within the educational field usually acknowledge the idea that teaching is an essentially moral activity. Yet, they seem to have different opinions on how teachers are supposed to complete that task in their everyday pedagogical practice. Jonathan Haidt has conducted a series of international studies, during recent years, revealing how people in general tend to respond ethically to situations that evoke strong emotional reactions. Based on the results he has presented a theory, the New Syntheses, in which he claims to explain the difference between the dominating moral pedagogical models and develop new approaches to teaching ethics. The present paper is based on a survey of Swedish teacher students and religious education teachers for which we have borrowed two of Jonathan Haidts examples. We discuss the New Synthesis in relation to the results of the surveys and the ethical dimension of the teaching profession. We argue that these results indicate a need for teacher students and teachers to consciously reflect on their values and methods for approaching ethics in education.

  • 323.
    Lindström, Niclas
    Umeå Universitet.
    Recension av Olof Franck & Malin Löfstedt "Etikdidaktik – Grundbok om etikundervisning i teori och praktik"2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 106-111Artikkel i tidsskrift (Annet vitenskapelig)
  • 324.
    Lisnäs, Stina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik.
    Strindbergsbilder i gymnasiets litteraturundervisning: En analys av fyra läromedel i svenska2013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg’s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed. The teaching materials have then been compared to each other, with the purpose of trying to find similarities or differences in the way Strindberg is portrayed.

    What emerged from the analysis is that the aspect of Strindberg that is consistently provided with the greatest scope is his prose. Alongside and in interaction with the writing, much space is given to the person Strindberg and incidents from his life that has influenced his writing. The works and the facts about Strindberg which are given special emphasis are generally the same, what distinguishes the materials from each other is the actual image of Strindberg and the attributes and epithets used in the transmission of this image. A biographical interpretation of the works is indeed used throughout, like in the teaching materials of the 1980- and 1990s. 

  • 325.
    Ljung Egeland, Birgitta
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Olin-Scheller, ChristinaKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).Tanner, MarieKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).Tengberg, MichaelKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Tolfte nationella konferensen i svenska med didaktisk inriktning: Textkulturer2017Konferanseproceedings (Annet vitenskapelig)
  • 326.
    Ljung, Petter
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Möjligheter och besvikelser: Språklärares diskurser om IKT och skärmtexter i arbetet2013Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
  • 327.
    Ljungberg, Anna
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Compensation strategies in English as a foreign language: A study of strategy use in immediate receptive situations2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study maps compensation strategies in English as a foreign language used in immediate receptive situations by students of English and other modern languages. By mapping these strategies, language learners’ thinking processes are made visible, which in turn may assist teachers in modifying teaching methods. The study is comparative and highlights the difference in the use of strategies between learners who exclusively study English and learners who study at least one other modern language apart from English. The focus is on two major components of second language acquisition, viz. grammaticality and unknown words in context. Two major strategies have been used: (1) a quantitative analysis, and (2) a qualitative analysis, of sentences and words in context. Data have been collected from two surveys and two sets of recorded introspection with ten informants. This study proposes a classification of receptive compensation strategies including a division of achievement and avoidance strategies. The findings from the comparative study point out the major differences between learners of English only and learners of other modern languages. Finally, a discussion about what these results may imply for teaching is given.

  • 328.
    Lund Johannessen, Øystein
    University of Stavanger.
    "It’s just very natural" – interpersonal knowledge as a didactical device in guided classroom conversations in religious education2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 51-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article investigates how teachers in religious education (RE) think and act as professionals while working with differences in religious and philosophy of life experiences and beliefs in class and trying to do this in respectful and inclusive ways. It analyses data from two research projects that were carried out in lower secondary school in Norway. The main research question is: What is the relationship between teachers’ contextual knowledge and knowledge of the child and how do these two dimensions of professional knowledge interact when religious education teachers try to strike a good balance between inclusion and productive learning in their teaching practice? The data analysed were drawn from three different data sets featuring three Norwegian religious education-teachers. The research was part of the EU-funded "REDCo"-project and the "Religious education and diversity" - project ["ROM"] funded by the Norwegian Research Council. The interviewees emphasized the potential of the religious education subject to contribute to a wider tolerance for difference and to support individual students in their identity management. The analysis shows, however, that considerable contextual awareness - of the classroom and of the local community - is needed to realize this potential. It also shows the importance of interpersonal knowledge between the teacher and each student if contextual awareness is to be effective in terms of inclusion, participation, wellbeing and good learning outcomes for all students.

  • 329.
    Lunde, Torodd
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    När läroplan och tradition möts: Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del2014Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The Swedish curricula for compulsory school science emphasize laboratory inquiry-based science teaching (IBST) to develop pupils’ critical thinking. In contrast, several studies indicate that teachers within the Swedish teaching tradition almost solely emphasize laboratory work as a way to gain students understanding of traditional science content. In this thesis the aim is to investigate how this gap emerged in lower secondary science teaching and to investigate possible ways to bridge this gap between curricula and tradition. Two studies were carried out. In the first study, the aim was to explore how science teachers met the curricula’s expectations of involving pupils in IBST. The result is based on twelve teachers reflecting in groups about their own inquiry activities. Two strategies were identified. Hybridization (existing laboratory activities were transformed) and imitation (investigative inquiry as carried out on national tests was imitated). The way scientific practices are represented in such activities is probably limiting pupils’ potential for critical thinking in everyday life. In the second study, possibilities to bridge gaps between the laboratory tradition and IBST in curricula were explored within a teacher professional development program. Tensions between key ideas of laboratory work in Swedish teaching tradition and IBST, as discussed in international literature, were made explicit. It was then used as a point of departure to negotiate upon the purposes of involving students in laboratory work. The result was based on ten teachers divided in three groups. Eventually, two out of the three groups did explicit articulated awareness of different purposes linked to different types of laboratory activities. The third group showed limited awareness although they developed similar activities as the two other groups. This indicates that teaching tradition is an important variable when implementing new ideas and worthy taking into account and challenge.

     

  • 330.
    Lunde, Torodd
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Undersökande och verklighetsanknuten undervisning i ett allmänbildningsperspektiv2019Inngår i: Kemi för alla: Bidrag från konferensen 1-2 oktober 2018 i Stockholm arrangerad av Kemilärarnas resurscentrum / [ed] Karin Stolpe & Gunnar Höst, Linköping:: Linköping University Electronic Press, 2019, s. 59-71Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Trots att det finns stor enighet om att undervisning i de naturvetenskapligaämnena ska vara allmänbildande, finns det inte motsvarandeenighet om vad en sådan undervisning innebär. I denna artikel diskuterarjag några centrala begrepp inom didaktisk forskning för att redaut olika sätt att förstå allmänbildningsbegreppet i de naturvetenskapligaämnena, samt konsekvenser för undervisningen. Jag presenterarett ramverk för vardagsanknuten och undersökande undervisning.Ramverket består av tre delar där första delen är en vardags- ellersamhällsfråga med naturvetenskapligt innehåll, nästa del en undersökandeaktivitet och sista delen en återkoppling till ursprungsfrågan.Detta ramverk diskuteras utifrån olika perspektiv med stöd i de ämnesdidaktiskabegrepp som presenteras. Några skisser till undervisningsuppläggför olika stadier från mellanstadiet till gymnasiet presenteras.

  • 331.
    Lunde, Torodd
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper. Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Developing a continuous professional development to enhance inquiry-based science teaching.2014Inngår i: Enhancing Inquiry-based Science Professional Development in Europe: PROFILES Project and other Projects funded by the European Commission / [ed] Bolte, C., & Rauch, F, 2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this paper, based on PROFILES, a continuous professional development (CPD) program developed in Karlstad Sweden is presented. A main strategy was to incorporate the elements of (1) the existing laboratory teaching tradition and (2) the teachers’ group reflections on inquiry-based science teaching mentioned in Swedish curriculum (Lgr 11), besides offering possibilities to use new equipment and using PROFILES three-step teaching module as teaching support. This was to facilitate the teachers’ negotiation process between the key ideas of laboratory work existing in the Swedish teaching tradition/teaching practice and of laboratory inquiry-based teaching discussed in the international literature. The CPD program demonstrated the co-constructing process among the in-service science teachers and the CPD provider. The participants were 15 lower secondary teachers and the program lasted for forty hours distributed on the total of six workshops.

  • 332.
    Lunde, Torodd
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Matching Inquiry- and Context-based Science Education to Swedish Curricula.2012Inngår i: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project / [ed] Bolte, C., Holbrook, J., Rauch, F., 2012, s. 179-182Konferansepaper (Annet vitenskapelig)
  • 333.
    Lunde, Torodd
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Drechsler, Michal
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers2016Inngår i: The Electronic Journal of Science Education, ISSN 1087-3430, Vol. 20, nr 8, s. 28-48Artikkel i tidsskrift (Fagfellevurdert)
  • 334.
    Lunde, Torodd
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Rundgren, Carl-Johan
    Stockholms universitet.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper. Stockholms universitet.
    När läroplan och tradition möts: hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen2015Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, nr 1, s. 88-101Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The current Swedish curricula for compulsory school (Lgr11) emphasize inquiry-based science teaching to develop pupils’ critical thinking while the Swedish laboratory teaching tradition emphasize laboratory work to gain students conceptual understanding. The aim of this study is to illuminate how a group of teachers within the Swedish teaching tradition, based on the prevailing condition, met the external expectations of involving pupils in inquiry-based science teaching. During a teacher professional development program, the entire group of lower secondary science teachers within a school district, twelve in total, participated in group reflections about own inquiry activities. The results indicated that teachers, despite shortage of activates, wanted to involve pupils in inquiry-based science teaching to meet the curricula’s’ and national tests’ request for such activities. The teachers did this through hybridization, in which the teachers opened up and transformed existing laboratory activities; and by imitation, in which they imitated how investigative inquiry is carried out on national tests. Inquiry-based science teaching, as it emerges in this study, possessed several characteristics might limiting the potential for pupils to develop an understanding functional for critical thinking in private- and public lives. 

  • 335.
    Lundqvist, Caroline
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Kvinnors historia: mer än vårt kön: En intersektionell studie över tidskriften Historiskan2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    There have been several studies that have found that history textbooks are not equal when it comes to the representation of men and women. They are characterized by male perspective, where women as individuals and in groups are unapparent. The magazine Historiskan arose as a response to this problem, whose stated purpose is to highlight women in history and creating a gender historiography. When women on the other hand are being highlighted in history, other studies have shown that it is in general only the white Western heterosexual middle-class woman's perspective that historians include. Women of other ethnicity, class and sexuality ​​are excluded. The Swedish schools policy documents expresses that equality must be included in students’ education, and ethnicity, class and sexuality are perspectives to be included in the teaching of history.

    Based on a qualitative content analysis and intersectional gender theory this essay aims to examine how Historiskan depict women from the social categories; ethnicity, class and sexuality. The result shows that the stories are dominated by white Christian Western women as the norm. Women of different ethnic origin, color and religion exist, to a lesser extent, in which their ethnicity and skin color are more prominent in the narrative. Class and social status is a clear category that explains women's diverse experiences and opportunities. Heterosexuality is the norm, which is depicted as an economic and political agreement between the sexes. The big deviant is the unmarried woman.

  • 336. Lundström, Mats
    et al.
    Stolpe, Karin
    Christenson, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Once again? - How an upcoming vaccination debate is portrayed in (Swedish) media2016Konferansepaper (Fagfellevurdert)
  • 337.
    Luo, Xingbing
    et al.
    School of Mathematics and Informations Science, Shannxi Normal University, China.
    Wei, Yin-ying
    School of Mathematics and Informations Science, Shannxi Normal University, China.
    Liu, Yang
    Örbro universitet.
    Engström, Arne
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för matematik.
    On the Character and Model of Distribution of Mathematics History in the High School Mathematics Textbook: Based on the Analysis of the Mathematics Compulsory Textbook Published by Beijing Normal University Press2012Inngår i: Journal of Mathematics Education, ISSN 1004-9894, Vol. 21, nr 1, s. 30-33Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the high school mathematical compulsory text books published by the Beijing Normal University Press, the knowledge on the history of mathematics occurs in 22 places. Among which, about 63.64% is in the form of reading materials. The contents about history of mathematics are focused on the stories of mathematicians, famous mathematical problems and other materials relative to the history of mathematics, and they were mainly represented in text forms. There are two designing models for integrating the history of mathematics into mathematics teaching, that is, explicit integration and implicit integration. The former includes two ways, one is deriving the history of mathematics from mathematical knowledge and the other is deriving the mathematical knowledge from the history of mathematics.

  • 338.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Citizenship education, national identity and political trust: The case of Sweden2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 116-136Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The challenging effects of globalization upon the nation-state have been a recurrent theme in the social science discourse since the 1990’s. Nationally organized education is also seen as challenged by new demands originating from globalization. In this article it is argued that ‘nation-state’ and ‘national identity’ are highly relevant concepts when discussing a citizenship education that seeks to develop a civic ethos with, potentially, a global reach. It is further argued that the understanding of such an ethos would benefit significantly from incorporating the role of political trust since trust has been identified as a main feature of the social capital that makes democracy work. Three themes are brought together: national identity and identification, the importance for democracy of political trust and the challenges citizenship education face when carried out in a national context but intended to manage issues that go far beyond the reach of the nation-state. The importance of citizenship education is discussed using recent research on the Swedish citizenship education classroom.

  • 339.
    Lödén, Hans
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för politiska och historiska studier.
    Forskning av och för lärare: 14 ämnesdidaktiska studier i historia och samhällskunskap2012Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    I denna bok berättar fjorton forskande lärare om sina forskningsresultat.

    Resultaten handlar om bland annat betyg och bedömning, om prov och deras betydelse, om interkulturell undervisning, hur man kan intressera pojkar på yrkesprogram för politik och om lärarens position mitt emellan styrdokument och klassrumsverklighet. Lärarna är alla förre detta studenter från Forskarskolan i historia och samhällskunskap (FLHS) inom Lärarlyftets första omgång 2008-2010.

    Genomgående för de fjorton bidragen är att de tar utgångspunkt i lärarens vardag och verklighet. Forskarutbildade lärare är därmed en viktig faktor för att knyta samman skola och forskning. Knytningen mellan skola och akademi är nödvändig om skollagens skrivning att utbildningen i den svenska skolan ska vila på både vetenskaplig grund och beprövad erfarenhet ska bli verklighet. 

    I boken argumenteras också för att forskarskolor för yrkesverksamma lärare, som fortsätter sin lärargärning efter avslutad forskarutbildning, är ett viktigt medel för att knyta skola och akademi närmare varandra

  • 340.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Recension av Carina Holmqvist Lidhs licentiatuppsats Representera och bli representerad2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. 97-101Artikkel, omtale (Annet vitenskapelig)
  • 341.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Vetenskaplig litteratur om internationell migration – en introduktion och diskussion2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:1, s. 1-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    : International migration is one of the defining issues of our time. In this introduction to scientific texts on migration it is argued that teaching on migration in teacher training and in secondary and upper secondary school would benefit from the conscious use of the concept of powerful knowledge when texts are selected. Thus, about 30 peer-reviewed texts in English, Swedish and Norwegian on international migration are referred to and discussed from the point of view of powerful knowledge. Five concepts or perspectives are suggested as important and useful. These are push-pull as explanation to migration; levels of analysis; network; the role of women in migration and the role of religion in migration. Further, the tension between the positions of an alleged ‘methodological nationalism’ and the national characteristics of migration are discussed. Among the suggested concepts ‘levels of analysis’ and ‘network’ are proposed as especially important in order to develop powerful knowledge. Both concepts are highly useful in order to give teachers and students some structure and order in the studied issue while the concepts also can be re-contextualized to and used within other issue areas.        

  • 342.
    Löfström, Jan
    Helsingfors universitet.
    Mot interkulturella färdigheter? De utomeuropeiska samhällenas historia i finländska gymnasiets läroplansgrunder, läroböcker och studentexamen2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 66-85Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There is since 2003 an optional history course, Meeting of cultures (Kulturmöten), in the Finnish National Core Curricula for upper secondary schools. The course discusses the history of non-European societies. Some of the learning objectives can be criticised for reproducing a static picture of culture and cultural regions and for emphasising the competence to identify cultural differences rather than similarities. How images of cultural difference are constructed and what social implications and political uses they have is ignored in the objectives. The article analyses the curricula, the textbooks, and the matriculation examination questions relating to the course. It discusses, partly from an insider perspective, how the connections between curricula, textbooks and high-stakes test limit the possibility to redirect the approach in the course. It argues there has been little space in the course for reflexive analyses of the production and uses of cultural difference. Yet recent minor changes in the core curriculum may push textbook authors and exam constructors to a new fruitful direction when interpreting the objectives and contents in the core curriculum.

  • 343.
    Löfström, Jan
    et al.
    University of Helsinki.
    Tani, Sirpa
    University of Helsinki.
    Editorial Nordidactica 2016:2: Does the future of subject didactics look darker than its past?2016Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2016:2, s. i-iiiArtikkel i tidsskrift (Annet vitenskapelig)
  • 344.
    Madsen, Roar
    et al.
    NTNU Trondheim.
    Stabel Jørgensen, Camilla
    NTNU Trondheim.
    Editorial 2 Nordidactica 2019:32019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:3, s. vii-viiArtikkel i tidsskrift (Annet vitenskapelig)
  • 345.
    Madsen, Roar
    et al.
    NTNU Trondheim.
    Stabel Jørgensen, Camilla
    NTNU Trondheim.
    Editorial Nordidactica 2019:4 Core Elements and Big Ideas2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:4, s. iv-viArtikkel i tidsskrift (Annet vitenskapelig)
  • 346.
    Madsen, Roar
    et al.
    NTNU Trondheim.
    Stabel Jørgensen, Camilla
    NTNU Trondheim.
    Editorial Nordidactica 2019:4: Kjerneelementer og store ideer/Core Elements and Big Ideas2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:4, s. i-iiiArtikkel i tidsskrift (Annet vitenskapelig)
  • 347.
    Madsen, Roar
    et al.
    NTNU Trondheim.
    Stabel Jørgensen, Camilla
    NTNU Trondheim.
    Editorial/Oaivečálus Nordidactica 2019:22019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:2, s. i-vArtikkel i tidsskrift (Annet vitenskapelig)
  • 348.
    Malama, Mia
    UNICEF Finland.
    Student teachers’ viewpoints of the current RE solution and how RE should be profiled in the future in Finland2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:4, s. 70-86Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study focuses on Finnish student teachers’ viewpoints of the current RE model and their views on how RE should be profiled in the future. The idea of this article is to formulate possible models to organize RE in Finland based on the data gathered by student teachers. The topic is very timely and urgent as Religious Education (hence RE) has been fiercely debated in different European countries. There have also been debates about the function and profile of, and the most suitable model for, RE in Finland. The data of this study consist of 149 essays written by 35 student teachers studying in a class-teacher program and 114 teacher students studying in a subject-teacher program. The data were analyzed by qualitative content analysis. The main research questions are: 1. What kinds of strengths and challenges do student teachers see in the current RE solution? 2. What kinds of RE-models would they prefer in the future? 3. According to them, what kinds of model scenarios could be formulated? Many student teachers prefer a model where RE is taught both according to an individual’s faith as well as collectively, irrespective of the individual students’ faiths. Could this kind of combination model take into account the strengths of both models (the current and joint models) and at the same time correct the problems associated with these models?

  • 349.
    Maninnerby, Lina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Barnböcker med vatten som tema: En innehållsanalys utifrån ett kemi-och fysikperspektiv2019Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    In this study, 10 children’s books with water as a theme, for 1-6-year-olds have been reviewed through a content analysis, to get knowledge of how chemistry and physics are anchored and used in the books text. The results of the analysis showed a very weak use of science concepts while more everyday-words linked to water were used frequently. During the analysis, some texts in the books were considered, to be able to implement science concepts without disturbing the text flow. Why it seemed to have been avoided can possibly be linked to the different language usage and the society’s relationship to these.

  • 350.
    Manni, Annika
    Umeå University.
    Contingency and transformation. Teachers’ and students’ experiences of a Climate Council School Project2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 1-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

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