Denna studie syftar till att undersöka vilka vardagsföreställningar 4-5-åringar har kringnaturvetenskapliga fenomen, i detta fall regn och vattnets kretslopp. Detta undersöktesmed hjälp av individuella kvalitativa intervjuer, vilka videofilmades ochtranskriberades. Ett kodningsschema grundat på tidigare studier användes viddataanalysen. Resultatet visar bland annat att flertalet av barnen, fem av sju, har eninitial förståelse av vattnets kretslopp då de ofullständigt förklarar begreppenavdunstning respektive avrinning, samt att regn kommer från moln. Barnen förklararäven att det regnar på grund av att moln krockar, det blåser alternativt att Gud ellersolen släpper regnet. Betydelsen av att i undervisningen utgå ifrån och utmana barns ochelevers vardagsföreställningar diskuteras. / This study aims to investigate four to five-year-old children's conceptions of scientific phenomena, in this case rain and the water cycle. Individual qualitative interviews were videotaped and transcribed. For the analysis of the data a scheme of codes from previous studies was used. The result shows that most children, five of seven, have an initial understanding of the water cycle as they incompletely explains the concepts of evaporation and runoff, as well as that rain comes from clouds. The children also explain that the cause of rain is colliding clouds, windy weather or God or the sun releasing the rain. The importance of starting with children's and pupils' conceptions and beliefs and to build on these in education is discussed.

In 2013, a new set of science standards was introduced for K-12 science education, called the Next Generation Science Standards (NGSS), which focused on three dimensions of science learning that work together: disciplinary core ideas, crosscutting concepts, and science and engineering practices. These standards are novel in their emphasis on students needing more than only content knowledge to learn science and engineering. The NGSS science and engineering practices (SEPs) stress the importance of students engaging in the authentic practices of scientists and engineers to help them think like a scientist, practice science themselves, and overcome the misconception that science is a collection of isolated facts (NRC, 2012a). These SEPs include: asking questions and defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. We performed a qualitative study to determine the conceptions of undergraduate students, the majority of whom were enrolled in STEM majors, about the SEPs. With a theoretical framework of phenomenography guiding our study's design, we conducted deep, open-ended interviews with 59 undergraduate students. The analysis consisted of transcribing interviews, coding transcriptions, writing descriptions of the codes to identify a limited number of distinct categories that describe how students viewed individual SEPs, and analyzing relationships among these categories to create outcome spaces for the ways students viewed the SEPs. In the current dissertation, we present the students' specific conceptions of each of the SEPs. Although the students had a better understanding of some of the SEPs than others (e.g., they understood planning and carrying out investigations and using mathematics and computational thinking best), we found that undergraduates did not have a high level of understanding of any SEP. This is similar to conceptions of undergraduates in the literature, which mostly consisted of preservice teachers. The undergraduates in this study conflated many of the SEPs, misinterpreted SEPs based on the everyday meaning of terms in the practices (i.e., they discussed an everyday meaning of words like "questions" instead of focusing on the unique meaning of "questions" in a scientific context), and perceived that the structured learning activities in which they engage in their current coursework limit their abilities to engage in the SEPs. These results suggest that STEM students need more opportunities to authentically engage in the SEPs in open-ended environments, coupled with explicit instruction that emphasizes the difference between everyday usages of words in the SEPs and their scientific meanings.

This study examines young Jehovah’s Witnesses’ experiences of others’ conceptions of their religion in media and through real-life encounters, and how they think it affects their everyday life. To get an insight into their subjective experiences, this research applied a qualitative approach with an interpretivist epistemological standpoint and constructionism as an ontological position. The data was collected through individual semi-structured interviews through Zoom. The participants consisted of eight Jehovah’s Witnesses living in Belgium, in the age range 14 to 18. The data was analysed using thematic analysis while employing an inductive approach. Goffman’s (1990; 1967) theories of self-presentation and face-work is discussed in relation to the main the findings. Findings showed that young Jehovah’s Witnesses encountered portrayals of child abuse, blood transfusion, and negative humour, and portrayals that invoked positive emotions, and neutral and correct information, although some had never seen any kind of portrayals of their religion in the media. All of them had come across what they classed as misconceptions about non-celebrations and prohibitions, cultism, and refusal of medical treatments, which they perceived as inaccurate or partially inaccurate. Some positive conceptions they came across were that Jehovah’s Witnesses were perceived as kind, helpful, and respectful. They believed others’ conceptions of their religion to be a result of word of mouth and partially through media portrayals, rather than first-hand experiences. Furthermore, they believed that inaccurate information and misconceptions about their religion were widespread due to lack of knowledge and misguided or spiteful former Jehovah’s Witnesses. They were self-aware of how and where they express their religious beliefs in different social contexts. They employed various coping strategies, e.g., sharing their experiences with fellow believers, relying on their religious beliefs,trying to think differently about a negative situation to maintain their well-being or avoiding negative content on media.

The aim of this interdisciplinary study is to reconstruct the evolution of our changing conceptions of time in the light of scientific discoveries. It will adopt a new perspective and organize the material around three central themes, which run through our history of time reckoning: cosmology and regularity; stasis and flux; symmetry and asymmetry. It is the physical criteria that humans choose ¿ relativistic effects and time-symmetric equations or dynamic-kinematic effects and asymmetric conditions ¿ that establish our views on the nature of time. This book will defend a dynamic rather than a static view of time.

Constructive journalism aims to cover stories about progress and collaboration as well as stories about devastation and conflict. This qualitative interviewstudy explores how local journalists working at Sveriges Television and Sveriges Radio experience the impact of constructive journalism on their journalistic role. What has the constructive perspective, which is now quite implemented in the two media organizations, meant for the conceptions of the journalistic role considering norms, ideals and journalistic mission? By interviewing five journalists about their experiences, we received results that provide an understanding of constructive journalism as it pertains to journalist role conceptions. The results show that the constructive perspective has come with a great sense of change for these journalists, considering how they experience their journalistic role.

The purpose of the study is to contribute to knowledge about physical education teachers' understanding of health and how the view of health can be related to theories about health. The theories used in the study are the salutogenic and pathogenic perspective and KASAM. Four physical education teachers participated in a qualitative interview study. The result showed that the physical education teachers have similar views on health in the current society. However, the view on health has changed since the teachers' upbringing until today. The result showed that students today are more sedentary than before, and spontaneous sports have almost disappeared. The physical education teachers hung out with friends while doing physical activity during their upbringing, and therefore did not consider that physical activity has a positive effect on health. The physical education teachers spoke of a salutogenic perspective on health when describing their upbringing and used a more pathogenic language about their health today and about young people today. The physical education teachers want to teach about and in health to prevent health-related diseases. The results showed that health in physical education is often defined as theoretical, and that the purpose of the physical part of physical education is to improve fitness and reduce the students' sedentary behavior. / Syftet med studien är att bidra med kunskap om idrottslärares förståelse av hälsa och hur hälsosynen kan relateras till teorier om hälsa. Teorierna som används i studien är det salutogena och patogena perspektivet och KASAM. Fyra idrottslärare deltog i undersökningen genom en kvalitativ intervjustudie. En idrottslärare arbetar på låg- och mellanstadiet, två på högstadiet och en på ett gymnasium. Resultatet påvisade att idrottslärarna har en snarlik syn på hälsa i det nuvarande samhället. Synen på hälsa har dock förändrats sedan lärarnas uppväxt tills idag. Resultatet påvisade att eleverna i dagens samhälle är mer stillasittande än förr och att spontanidrotten nästintill har försvunnit. Idrottslärarna umgicks med vänner samtidigt som de utövade fysisk aktivitet under deras uppväxt, och tänkte därför inte på att den fysiska aktiviteten gjorde gott för hälsan. Idrottslärarna talade om ett salutogent perspektiv på hälsa när de beskrev sina uppväxter och använde ett mer patogent språk om deras hälsa idag och om ungdomar i dagens samhälle. Idrottslärarna vill undervisa om och i hälsa för att förebygga hälsorelaterade sjukdomar. Resultatet påvisade att hälsoundervisningen ofta definieras som teoretisk och att den fysiska delen undervisningen är till för att förbättra konditionen och minska elevernas stillasittande.

La post-vérité a été un concept marquant en 2016 lors des élections présidentielles américaines et lors du référendum du Royaume-Uni portant sur son maintien au sein de l'Union européenne. Toutefois, lorsqu'il s'agit de développer le contenu de ce mot, nous ne trouvons nulle compréhension rigoureuse ou d'analyse philosophique du concept qui puisse nous éclairer afin de faire face au phénomène. Le présent mémoire vise donc à répondre à ces interrogations et à définir de manière philosophique et rigoureuse ledit concept. Il s'agira donc d'analyser les caractéristiques du phénomène de la post-vérité et d'expliquer les causes qui sont, d'une part, intrinsèquement liées à la nature humaine et, d'autre part, liées à un environnement socio-numérique désavantageux à l'égard de la première. Un parallèle sera dressé entre les événements de 2016 et celui de la pandémie d'un nouveau coronavirus en 2020 où, dans les deux cas, nous avons assisté à une vague sans précédent de fausses informations ainsi qu'à une remise en question des faits rapportés par diverses formes d'autorité qui débouchent sur de profonds et polarisants désaccords sur les faits. Nous nous attarderons enfin à des pistes de solution pour lutter contre la post-vérité et ses conséquences désastreuses pour l'espace de délibération publique ainsi que pour l'esprit critique. / Post-truth was a prominent concept in the 2016 US presidential elections and the UK Brexit referendum. However, when it comes to developing the content of this word, we find no rigorous understanding or philosophical analysis of the concept that can enlighten us to deal with the phenomenon. This thesis therefore aims to answer these questions and to define the concept in a philosophical and rigorous manner. It will therefore be a question of dissecting the characteristics of the phenomenon of post-truth and of explaining the causes which are, on the one hand, intrinsically linked to human nature and, on the other hand, linked to a socio-digital environment disadvantageous with respect to the first. A parallel will be drawn between the events of 2016 and that of the new coronavirus pandemic in 2020 where, in both cases, we are subject to an unprecedented wave of false information as well as a questioning of facts reported by various forms of authority, which lead to deep and polarizing disagreements over the facts. We will thus focus on possible solutions to fight against post-truth and its disastrous consequences for the space of public deliberation as well as for the critical mind.

This study analyses the Actorness Cohesion (AC) of the EU’s foreign policy in the United Nations General Assembly First Committee by comparing the EU Delegation foreign policy-maker’s role conceptions to those made by the EU Member State (EU MS) Delegations on the same topic clusters. The concept of AC is developed from actorness and role theory as an ideational, constructivist measure of vertical policy coherence. AC represents the absence of ‘vertical conflicts’ between the EU and EU MS Delegation’s expressed role conceptions along four dimensions; Identity Cohesion, Goal Cohesion and Function Cohesion and Worldview Cohesion. This is studied by interpreting the role stability in the role-set; whether the contents are consistent, the EU role conception is central or whether the EU MS Delegations complement and/or are compatible to the EU role conception. Statements on topic clusters: ‘Disarmament Machinery’, ‘Conventional Weapons’ and ‘Outer Space (disarmament aspects)’ are analysed in order to determine the AC. The study concludes that whilst there is little evidence of the EU Delegation’s role conception being central to the EU MS Delegations, there is considerable consistency of contents. There are also indications of an emerging AC due to the EU MS Delegation’s role conceptions being complementary to that of the EU Delegation. The study calls for more research that will complement this plausibility-probe study and the concept of AC.

L’objet de notre recherche est d’étudier la dynamique subjective du parcours universitaire des enseignants en vue de la construction d’une identité professionnelle et de leur préparation à l’enseignement. Nous analysons les expériences, les représentations et les méthodes de travail des futurs professeurs de l’enseignement secondaire en milieu universitaire ainsi que la transition de l’expérience universitaire à la formation. Notre enquête porte sur un échantillon de 170étudiants (et professeurs stagiaires) préparant les concours de recrutement (CAPES, CAPEPS, Agrégation), futurs enseignants du second degré dans trois disciplines : Lettres, EPS et Sciences physiques. Nous avons utilisé pour le recueil des données un questionnaire qui nous a permis de collecter les données nécessaires (données quantitatives)puis nous avons conduit 35 entretiens complémentaires afin de collecter des données qualitatives. Nous dégageons ainsi sur la base des résultats obtenus les particularités de leurs représentations par rapport à leur discipline d’appartenance.Nous nous intéressons plus spécifiquement aux méthodes de travail des futurs enseignants selon certains concepts pédagogiques (l’efficacité des enseignants, l’évaluation des élèves, le comportement en classe et dans différents contextes, la préparation des cours, les connaissances relatives aux disciplines, les compétences pédagogiques). Il es tégalement intéressant d’examiner la question du choix du métier des enseignants candidats ainsi que d’étudier la position culturelle des nouveaux enseignants entre la culture académique-scolaire et la culture des jeunes. En outre,nous envisageons les modalités actuelles de la professionnalisation et des nouvelles contraintes du métier ainsi que les stratégies possibles en vue de la construction d’une culture professionnelle commune des enseignants du secondaire / The aim of our research is to study the subjective dynamics of teachers during their course of university study in an effort to build a professional identity and prepare themselves for teaching. We analyse the university experiences, the representations and the work methods of future secondary school teachers, as well as their transition from the university experience to professional training. Our research is carried out on a sample consisting of 170 students (and trainee teachers) who are preparing for the examinations for appointment (CAPES, CAPEPS, Agregation). It concerns future teachers in three disciplines: Literature, Physical Education and Natural Sciences. In order to collect data, we used a questionnaire that allowed us to collect quantitative data and we also conducted 35 interviews that allowed us to collect qualitative data. Consequently, from the results, we are able to identify the special particularities of the prospective teachers’ representations according to their specialty. We are particularly interested in the work methods of these prospective teachers in accordance with specific pedagogical conceptions (teacher effectiveness, student assessment, behaviour in the classroom and in different environments, lesson preparation, knowledge of subject matter, pedagogical ability). It is worth considering the question of choice of the teaching profession, as well as studying the cultural attitude of new teachers between academic culture and youth culture. Finally, we are interested in the contemporary dimensions of professionalisation, as well as in the new constraints placed on the teaching profession, and also in possible strategies for the creation of a common professional culture among secondary school teachers

Nos connaissances scientifiques sur la reproduction humaine et l’éducation à la sexualité se renouvellent très rapidement. Leur transposition didactique également, en fonction de l’évolution de pratiques sociales liées à la santé sexuelle, à des comportements sociaux, mais aussi en interaction avec des représentations sociales et des valeurs. L’objectif de notre recherche est donc de clarifier ces interactions et d'identifier ce qui empêche ou retarde l'introduction, dans l'enseignement d'un pays, des dernières connaissances scientifiques sur la reproduction humaine et l’éducation sexuelle. Une première approche historique et épistémologique est relative à l’influence des facteurs culturels sur l’éducation à la sexualité dans le cadre de la culture arabo-islamique, sans oublier pour autant le cadre culturel occidental. Par ailleurs, une deuxième approche didactique porte sur l’analyse d’une part des programmes et manuels scolaires tunisiens (depuis 2004 jusqu’à nos jours), et d’autre part sur une analyse comparative des conceptions des enseignants en Tunisie et dans six pays francophones (Maroc, Algérie, Liban, Burkina Faso, Sénégal et la France). Afin de permettre un choix raisonné des contenus d’enseignement, nous avons trouvé utile l’approche suivante : l’étude de l’interaction entre les programmes, les manuels et les attentes des futurs enseignants. C’est dans cette perspective que nous avons tenté d’identifier les attentes et les interrogations des futurs enseignants tunisiens sur l’enseignement de l’éducation à la sexualité. Le dernier chapitre de cette thèse analyse les conceptions d'enseignants dans sept pays francophones (Algérie, Burkina Faso, France, Liban, Maroc, Sénégal, Tunisie) sur la reproduction humaine et l’éducation à la sexualité. Notre contribution se veut une porte d'entrée à ce vaste domaine toujours en évolution, qu'est la sexualité dans une perspective éducative et citoyenne ; elle veut poser la question du statut moral et culturel de la sexualité dans notre société. En effet, l'analyse des conceptions des enseignants nous a conduits à caractériser la notion de « rapport à la culture » qui se rapproche du concept de « rapport au savoir ». La mise en évidence de l’incidence de la culture musulmane sur le sujet traité nous a permis de tirer des conclusions quant au lien entre la culture et les conceptions / Our scientific knowledge about Human Reproduction and Sex Education is constantly changing. Its didactic transposition is also changing according to the evolution of social practices linked to reproductive health, social behaviours, and in its interaction with values. The aim of our research is therefore to clarify these interactions and to identify the factors that prevent or promote the introduction of the lastest scientific knowledge on Human Reproduction and Sex Education into a country’s teaching syllabus. Firstly, a historical and epistemological approach was used to study the influence of cultural factors on sex education in the Arabic-Muslim culture, without neglecting the Western culture. Secondly, a didactic approach was used to critically analyse Tunisian school textbooks on Human Reproduction and Sex Education (from 2004 to 2011), and equally to carry out a comparative analysis of teachers' conceptions in Tunisia and in six francophone countries (Morocco, Algeria, Lebanon, Burkina Faso, Senegal and France). In order to choose an appropriate teaching content, we thought it wise to use the approach of studying the interaction between the syllabus, the textbooks and the student teachers’ expectations on the teaching of human reproduction and sexuality. It is in this perspective that we attempted to identify the expectations and worries of student teachers on issues related to the teaching of sex education. The last chapter of this work analyses the conceptions of teachers in seven francophones countries (Algeria, Burkina Faso, France, Lebanon, Morocco, Senegal, Tunisia) on Human Reproduction and Sex Education. This work intends to make its contribution to the vast and constantly evolving domain of Human sexuality, especially in the perspective of citizenship education. It intends to discuss the question of culture and moral status of sexuality in our society. In fact, the analysis of teachers' conceptions about sex education led us to characterize the notion of "relation to culture" which approaches the concept of "relation to knowledge". Highlighting the impact of Muslim culture on the topic has permitted us to draw conclusions about the link between culture and conceptions