Den här studien analyserar historielärares avsikter med att använda film i sin undervisning i gymnasieskolan. Syftet är att undersöka lärarnas deklarerade avsikter och jämföra dem med historieämnets övergripande mål samt elevernas respons till filmanvändning i klassrummet. Analysen tar hänsyn till begreppen historiemedvetande, historiekultur och historiebruk för att uppskatta huruvida lärarna är medvetna om sambanden mellan dessa begrepp när de planerar och genomför filmvisningar. Dessutom lyfts det fram en diskussion kring relationen mellan historisk film och historievetenskap utifrån litteraturens insikter om de genetiska och genealogiska perspektiven. Studiens metod tillämpar en kvalitativ innehållsanalys av intervjuer med två gymnasielärare samt en av deras elever. Resultaten visar att lärarnas avsikter med filmanvändning har en direkt koppling till 3 utav 5 övergripande mål för historieämnet i gymnasieskolan. Samtidigt kan man identifiera i deras svar en kunskap om filmanvändning som i allmänhet överensstämmer med denna studies teoretiska ramverk rörande historiedidaktik. Det här konstateras i elevens upplevelser med filmvisning. Studiens slutsatser visar att lärarna har en professionell inställning och en historievetenskaplig insikt gentemot filmanvändning i sin undervisning, vilket bekräftas ”från andra sidan klassrummet” med elevens svar. Slutligen föreslås det fortsatt forskning kring ämnet som må fokusera på fler och mer varierade upplevelser.

Inledning: För företags lönsamhet och konkurrenskraft är upprättandet av bra övergripande och operativa mål viktigt. De flesta företag saknar dock viktiga mål i verksamheten och det har inte påträffats någon metodik för analys och förbättring av företags övergripande och operativa mål. Studiens syfte är att ta fram en metodik för analys och förbättring av företags utformning av övergripande och operativa mål. Metod: En fallstudie med ett abduktivt tillvägagångssätt har tillämpats i studien. För att besvara studiens syfte och frågeställningar gjordes en litteraturgenomgång och empirisk insamling under studiens tidsperiod. Litteraturgenomgången formade den teoretiska referensramen och den empiriska datainsamlingen kartlagde en nulägesbild över fallföretaget, empirin bestod av 16 semistrukturerade intervjuer samt 5 observationer. En analys av den teori och empiri som samlats in ligger till grund för den metodik som utformades. Metodiken: Den framtagna metodiken består av tre faser, nuläge, analys och förbättringsförslag. Inledningsvis ska insamling av hur det ser ut idag på företaget ske. Därefter analyseras vad som kan förbättras med hänsyn till betydelsefulla faktorer så som: om det finns multidimensionella övergripande mål, om det finns ett samband mellan övergripande och operativa mål, samt om människan har tagits i beaktande vid utformandet av mål och mätningar. Slutligen ges förbättringsförslag till företaget grundat i utförd analys. Slutsats: Studiens teoretiska bidrag är den framtagna metodiken samt väsentliga aspekter inom metodiken. Det praktiska bidraget till Företaget AB är en unik rapport, vars konkreta förbättringsförslag presenteras i ett skiljt kapitel. För att utvärdera metodikens användbarhet och nyttan med fortsatta metodikstudier, så behöver metodiken tillämpas och utvärderas på ett eller flera företag. / Introduction: For business profitability and competitiveness, the establishment of good overall and operational goals is important. However, most companies lack important goals in the business and no methodology have been found to analyse and improve company's overall and operational goals. The purpose of this study is to develop a methodology to analyse and improve the design of company's overall and operational goals. Methods: A case study with an abductive approach has been applied in the study. In order to answer the study's purpose and questions, a literature review and empirical collection were performed. The literature review shaped the theoretical framework and the empirical data collection charted the current situation of the company. The empirical data consisted of 16 semi structured interviews and 5 observations. Analysis of theory and empirics underlies the methodology that was designed. Methodology: The methodology developed consists of three phases: current situation, analysis and improvement proposals. First the current situation will be gathered. Then, analysis of what can be improved, with regard to significant factors such as: if there are multidimensional overall goals, whether there is a connection between overall and operational goals, and whether man has been taken into account when designing goals and measurements. Finally, improvement suggestions will be given to the company based on the analysis performed. Conclusion: The theoretical contribution of the study is the developed methodology as well as essential aspects within the methodology. The practical contribution to the Company AB is a unique report, where concrete improvements are presented in an exclusive chapter. In order to evaluate the methodology’s usefulness and utility with further methodology studies, the methodology needs to be applied to one or more companies. / Lean och digitalisering

Biological evolution is part of the syllabi for Biology and Science in Swedish upper secondary school. In the syllabi, evolution is not only presented as a topic in Biology courses, but is also regarded as a unifying theme. The teacher has a fundamental role in deciding how the national curriculum is translated into the educational situation. This thesis investigates teachers’ accounts of their teaching of evolution in Swedish upper secondary school, describing their understandings of the purpose of teaching and learning evolution as part of biology education. The thesis is based on interviews of teachers teaching the course Biology A, which is compulsory as dictated by the Natural Science Program. The interviews were supplemented with questionnaires. The interviews were orientated towards questions about selection of course content and the reasons for choosing this content. The interviews were focused on teachers experiences based on their own practice. Two aspects of content were examined: (1) the scientific content taught in terms of themes and (2) the socializing value-laden aspects, such as priorities taken by the teachers and the teachers´ overarching aims.   The results showed that teachers described different teaching contents with regard to values, even when the core content of themes was similar. Four different selective traditions for choosing content were identified among teachers. The results are discussed in relation to the context and conditions that the teachers identify as influential on the content chosen. Teachers’ interactions with their students as well as their world views are important for their selection and adjustment of content. There are also indications that teachers’ personal views about purposes are important for selecting the teaching content.

Biological evolution is part of the syllabi for Biology and Science in Swedish upper secondary school. In the syllabi, evolution is not only presented as a topic in Biology courses, but is also regarded as a unifying theme. The teacher has a fundamental role in deciding how the national curriculum is translated into the educational situation. This thesis investigates teachers’ accounts of their teaching of evolution in Swedish upper secondary school, describing their understandings of the purpose of teaching and learning evolution as part of biology education. The thesis is based on interviews of teachers teaching the course Biology A, which is compulsory as dictated by the Natural Science Program. The interviews were supplemented with questionnaires. The interviews were orientated towards questions about selection of course content and the reasons for choosing this content. The interviews were focused on teachers experiences based on their own practice. Two aspects of content were examined: (1) the scientific content taught in terms of themes and (2) the socializing value-laden aspects, such as priorities taken by the teachers and the teachers´ overarching aims.   The results showed that teachers described different teaching contents with regard to values, even when the core content of themes was similar. Four different selective traditions for choosing content were identified among teachers. The results are discussed in relation to the context and conditions that the teachers identify as influential on the content chosen. Teachers’ interactions with their students as well as their world views are important for their selection and adjustment of content. There are also indications that teachers’ personal views about purposes are important for selecting the teaching content.