Denna kvalitativa studie undersöker lärares erfarenheter av och uppfattningar om grupparbete i skolans naturvetenskapliga ämnen. Lärare, undervisande i NO och verksamma i skolår 1-9, har intervjuats med förutbestämda frågor i öppen form. Genom en fenomenografisk metod har studien resulterat i fyra kategorier av uppfattningar hos lärarna. Grupparbete i NO för att avdramatisera ämnet Grupparbete i NO för att berika lärandeprocessen Grupparbete i NO för att läraren ”måste” Grupparbete i NO ur ekonomiska aspekter Vår studie visar att informanterna har olika uppfattningar om begreppet grupparbete och därigenom skiljer sig också formen för hur grupparbetet kan te sig. Dessa skillnader faller ut i våra kategorier. / This qualitative study investigates teacher´s experiences with and opinions of using collaboration in science education. A selected group of science teachers tutoring in compulsory school were interviewed in an open form using a set of pre-defined questions. The study resulted in four categories of teacher responses using a phenomenographical method of category sorting Collaboration in Science to make it more approachable and understandable Collaboration in Science to enrich the learning process Collaboration in Science because the teacher “has to” Collaboration in Science due to economical limitations Our study shows that the respondents have different receptions about the term collaboration resulting in differences in the implementation of collaboration exercises. Our categories shed light on these differences.

The methodology by which to teach these outcomes was not clear. An intervention programme, Philosophy for Children (P4C) is used in some countries across the world to promote thinking. Research across the world has shown that this programme has the ability to enhance the cognitive abilities of learners exposed to it. Stories for Thinking (SFT) is an intervention programme based on the principles of Philosophy for Children and was introduced in some schools in an Education District of the Western Cape. This study investigates the perceptions of Intermediate Phase educators about the implementation of Stories for Thinking in this Education District. Educators were asked their strengths and challenges of the approach, their way of using it and the support they received. A qualitative research method was used and data were gathered to answer the research questions by means of questionnaires and interviews. Research findings indicate that educators perceived that Stories for Thinking was able to enhance the reading ability of the learners, it showed a significant improvement in their confidence levels, and a positive change in their general behaviour. Language was seen as a barrier to learning, but the evidence indicates that the community of inquiry can be used as a tool to overcome some of the barriers. It seems as if educators valued the support from the project leaders. It is concluded that this kind of intervention programme is worth introducing as long as all the role-players play their part and the setting is conducive.

<p>South Africa had a change in government and in education after the 1994 elections. A new curriculum was introduced and some of the underlying critical outcomes were to develop the learners to become critical thinkers. The methodology by which to teach these outcomes was not clear. An intervention programme, Philosophy for Children (P4C) is used in some countries across the world to promote thinking. Research across the world has shown that this programme has the ability to enhance the cognitive abilities of learners exposed to it. Stories for Thinking (SFT) is an intervention programme based on the principles of Philosophy for Children and was introduced in some schools in an Education District of the Western Cape. This study investigates the perceptions of Intermediate Phase educators about the implementation of Stories for Thinking in this Education District. Educators were asked their strengths and challenges of the approach, their way of using it and the support they received. A qualitative research method was used and data were gathered to answer the research questions by means of questionnaires and interviews. Research findings indicate that educators perceived that Stories for Thinking was able to enhance the reading ability of the learners, it showed a significant improvement in their confidence levels, and a positive change in their general behaviour. Language was seen as a barrier to learning, but the evidence indicates that the community of inquiry can be used as a tool to overcome some of the barriers. It seems as if educators valued the support from the project leaders. It is concluded that this kind of intervention programme is worth introducing as long as all the role-players play their part and the setting is conducive.</p>

Syfte: Vi upplever att människor i vår omgivning har en negativ bild av fastighetsmäklare. Undersökningar som Expressen har gjort bekräftar även detta. Vårt syfte med den här studien är därför att: • Ge vår bild av fastighetsmäklare. • Skriva en debattartikel och få denna publicerad. Genom att uppfylla ovanstående syfte vill vi besvara frågorna: • Varför har fastighetsmäklare ett dåligt rykte? • Vad kan göras för att förbättra ryktet? Metod: Vi har utifrån ett hermeneutiskt synsätt skapat denna uppsats och därför låtit vår förförståelse och subjektivitet spegla innehållet. Data har samlats in genom att söka i litteratur, intervjuer och en mindre egen undersökning. Uppsatsen är uppdelad i olika kapitel, men följer medvetet inte den traditionella dispositionen för uppsatser. Resultat &amp; slutsats: Vi har funnit fyra parter som har stor inverkan på fastighetsmäklarens rykte; allmänheten, media, fastighetsmäklarna och organisationerna; Mäklarsamfundet, Fastighetsmäklarförbundet och Fastighetsmäklarnämnden. Alla dessa parter kan påverka individens uppfattning om verkligheten. Vi vill med vår uppsats uppmana alla till att tänka efter två gånger då de nås av information, eftersom alla händelser har flera sidor. Förslag till fortsatt forskning: Vi har inte behandlat fastighetsmäklarföretagen och hur de arbetar med ryktet, men vid fortsatt forskning kan det vara intressant att även ta med den aspekten. Det vore även intressant att undersöka om ryktet förbättras något i och med det nya lagförslaget och parternas arbete kring ryktet. Uppsatsens bidrag: Vi har gett ett bidrag till debatten och där givit vår bild av fastighetsmäklare till allmänheten. Vi har även poängterat och uppmärksammat läsaren på att vara källkritisk och tänka två gånger. / Aim: We find that people in our surroundings have a negative opinion about Real Estate Agents. Surveys made by the evening paper Expressen confirm this. The aim with this study is therefore to: • Give our opinion of Real Estate Agents. • Write an article and get it published. By accomplish our aim we intend to answer these questions: • Why do Real Estate Agents have a bad reputation? • What can be done to increase the reputation? Method: We have written this essay from a hermeneutic point of view and have therefore been subjective throughout the entire essay. Data has been collected in literature, interviews and one own survey. This essay is divided into different chapters, but it doesn’t follow the traditional outline for essays. Result &amp; Conclusions: We have found four parties that have big influence on the reputation of Real Estate Agents; the public, media, Real Estate Agents and the organizations; Mäklarsamfundet, Fastighetsmäklarförbundet and Fastighetsmäklarnämnden. These four parties all have a great impact on the apprehension of individuals and their view of reality. With our essay we would like to encourage individuals to think twice. Suggestions for future research: We haven’t put any focus on the Real Estate companies and how they can affect the reputation. It could also be of interest to investigate how the new law affects the reputation and apprehension. Contribution of the thesis: We have given a contribution to the debate by giving our opinion about Real Estate Agents to the public. We have also emphasized the reader about being critical against information. Thinking twice is important and can therefore not be said enough.

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The main purpose of the present study was to investigate the effect of 7E learning cycle model as an inquiry-based learning on the improvement of 5th grade students&rsquo / critical thinking skills. This study was conducted during 2005-2006 spring semester in a private primary school in Sakarya. A total of 46 fifth grade students from two different classes of the same science teacher was involved in the study. Two classes were randomly assigned as experimental group and control group. While students in the control group were instructed with traditional method, inquiry-based learning was carried out in the experimental group. Since phenomena that show cause and effect relationships are good inquiry subjects, water cycle in the science and technology curriculum was taken as the unit in the present study. The Cornell Conditional Reasoning Test, from the Cornell Critical Thinking Skills Tests Series was administered as pre-test and post-test to students both in the experimental and control groups. The effects of gender and family income of the students on the dependent variable were also checked. Statistical Analysis of Covariance was used to test the hypotheses of this study. The results indicated that the experimental group achieved significantly better than the control group in both the critical thinking skill test. In other words, inquiry-based learning improved students&rsquo / critical thinking skills. On the other hand, no significant effect of gender and family income on improvement of students&rsquo / critical thinking skills was found.

There is a divide between what students are being taught within the science classroom and what they experience out in the real world. This study sought to explore possible relationships between a socioscientific issues embedded curriculum and outcome variables addressing environmental attitude and knowledge, oral and written argumentation and critical thinking skills. Both quantitative and qualitative methods were used to examine both within and between class differences as well as individual differences between the beginning and end of a semester of elementary school. Results indicated that socioscientific issues assist students in developing their critical thinking skills while also providing students the opportunity to be exposed to and participate in local and global environmental issues influencing the community at large. Statistical significance was found between groups in regards to attitude toward the environment, the qualitative interviews did indicate that some students provided more advanced argumentation skills by articulating alternate viewpoints on controversial environmental topics. Theoretical implications regarding the use of socioscientific issues in the classroom are presented.

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This study is an exploration of the possibility of pedagogical partnership between low socioeconomic public high school principals and their classroom teachers for the purpose of advancing critical thinking skills and critical consciousness development in their students. This study will explore the viability of these partnerships through the perspectives of associate superintendents, principals, and teachers. The exploration will seek to determine the participants’ willingness to partner pedagogically, their readiness to advance critical thinking and critical consciousness development in their students, and their perception of district and state policies that might help or stand in the way of such development. / text

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education