Master's thesis applies theme unknown landscape. The theoretical part is devoted to concept landscape, which is viewed from different perspectives in the work; from defining the landscape as a generic term through subjective perception to the possibility of its use as an imaginative space. The research part describes field research, which deals with issues of different interpretations of landscape perception by children of younger school age. Within the framework of the didactic part are presented the tasks in which the theme of an unknown country is reflected in various forms and are designed for art lessons in elementary schools. Finally practic part of my work comes out from theme unknown countryside and I try to express my own artistic expression. KEYWORDS Imagination, spatial concepts, space, unknown landscape, field research, children of younger school age, creative activity

Många forskare menar att klimatförändringarna är vår tids största ödesfråga. För att möta de stundande klimatproblemen läggs ett stort ansvar på skolan och den undervisningen eleverna får ta del av. Klimatundervisningen ska dels leda till att eleverna lär sig om miljöfrågor, hur klimatförändringar uppstår, både de naturligt förekommande såväl som de vi människor påverkar, dels inge tilltro till sin egen förmåga att kunna leva hållbart och ta välgrundade beslut som rör klimatet. För att lärarna ska kunna utforma en undervisning som möter elevers uppfattningar behövs det kunskap om vilka uppfattningar svenska grundskolelever kan ha. Den här studien syftar till att svara på vilka uppfattningar svenska elever har om orsaker till-, konsekvenser av- och åtgärder för att bromsa klimatförändringarna, samt vilka informationskällor de har. Metoden som har använts för datainsamling är semistrukturerade fokusgruppsintervjuer med 15 svenska elever i årskurs 6. Materialet har sedan analyserats genom tematisk analys. Resultatet visar att även om eleverna har fått samma undervisning i ämnet, av samma lärare, skiljde sig deras uppfattningar om klimatförändringarna. Resultatet visar också att eleverna sätter sina egenintressen före klimatet även om de anser att handlingarna skulle vara effektiva åtgärder att bromsa klimatförändringarna. Många elever ställde sig också skeptiska till skolstrejk för klimatet, både att själva delta och nyttan med att andra skolstrejkar. / Many climate scientists believe that the climate change is the most critical issue of our time. In order to meet the future climate problems, a great responsibility is placed on school and the education the students receive. Climate education should partly lead to students learning about environmental issues, how climate change occurs, both the natural ones as well as the ones humans are responsible for, and to give confidence in their own ability to live sustainably and make well-grounded decisions regarding the climate. In order for teachers to make lessons that meet the students’ perceptions about the climate, we need to know what perceptions Swedish primary school students may have. The purpose of this study is to answer what perceptions the Swedish students have of the causes, consequences and actions to decrease the climate change, as well as to find out what sources of information they have. The method used for data collection is semi-structured focus group interviews with 15 Swedish students from 6th grade. The material has been analyzed using thematic analysis. The result from this study shows that despite the fact that the students have offered the same education, by the same teacher, their views on climate change differed. The results also show that students put their own interests ahead of the climate, even though they believe that some actions would be effective in terms of decreasing the climate change. Many students were also skeptical toward school strikes for the climate, both when it comes to participation and the efficiency themselves and the efficiency when other participate in school strikes.

Torra ögon beror på en obalans i ögats tårfilm och påverkar patientens livskvalité, eftersom tillståndet ger symtom i form av ögonsmärta, rinnande ögon och synnedsättning. Tillståndet är kroniskt, progressivt och kräver regelbunden behandling.  Syftet med denna studie var att undersöka patienters uppfattningar av att leva med torra ögon.  Metoden var en kvalitativ design med en fenomenografisk forskningsansats. Patienter från en ögonmottagning i Sydsverige blev enskilt intervjuade.  Resultatet visar på tre beskrivningskategorier: En förändrad tillvaro, Oro kring vad omgivningen tänker samt Att leva på hoppet. Informanterna uppfattar fysiska besvär i form av ögonsmärta och rinnande ögon, och upplever att besvären är obehagliga. Tillståndet uppfattas inverka negativt på livet och upplevs utgöra hinder för ett välfungerande vardagsliv. Informanterna uppfattar en oro kring vad omgivningen tänker om dem när besvären är synliga. De lever på hoppet om att hitta en lösning på besvären och vidtar olika åtgärder för att hantera tillståndets utmaningar.   Slutsatsen är att en ökad kunskap om patienters uppfattningar av att leva med torra ögon, kan leda till bättre stöd och omvårdnad i form av god information och personcentrerad omvårdnad. Det rekommenderas att torra ögon uppmärksammas mer inom omvårdnadsutbildning, och ytterligare forskning inom området rekommenderas. / Dry eyes are due to an imbalance in the tear film of the eye and affect the patient's quality of life, as the condition causes symptoms in form of eye pain, watery eyes and visual impairment. The condition is chronic, progressive and requires regular treatment.   The purpose of this phenomenographic study was to examine patient´s conceptions of living with dry eyes.   The method was a qualitative design with a phenomenographic research approach. Patients from an eye clinic in southern Sweden were individually interviewed.   The result shows three descriptive categories: A changed existence, Concern about what the environment thinks and Living on the hope. The informants perceive physical inconveniences such as eye pain and watery eyes, and experience that the inconveniences are unpleasant. The condition is perceived to have a negative impact on life and is perceived as a hindrance to a well-functioning everyday life. The informants perceive concerns about what the environment thinks of them when the problems are visible. They live on the hope of finding a solution to the problems and take various measures to deal with the challenges of the condition.  The conclusion is that an increased knowledge of patient´s conceptions of living with dry eyes, can lead to better support and nursing in form of good information and person-centered care. It is recommended that dry eyes be given more attention in nursing education, and further research in this area is recommended.

I studien undersöker jag likheter och skillnader i ämnessyner gällande litteraturundervisning på högstadiet och gymnasiet. I studien undersöks hur elever i högstadiet förbereds för gymnasiet och hur gymnasiet arbetar för att möta upp dessa elever. Syftet med studien är att belysa glapp mellan skolstadierna som kan påverka elevernas utveckling och lärande inom litteraturundervisningen. Det empiriska materialet består av åtta kvalitativa intervjuer som är av semistrukturerad karaktär. Tidigare forskning är uppdelad på tre områden: Stadiumövergångar, ämneskonceptioner och litteraturundervisning. Det teoretiska perspektivet utgår ifrån Lars-Göran Malmgrens tre ämneskonceptioner och Gunilla Molloys fjärde ämneskonception Resultatet visar att alla lärare använder sig av olika ämneskonceptioner växelvis i sin litteraturundervisning och att det är olika ämnessyner på högstadiet och gymnasiet. Detta är en konsekvens av att inget explicit samarbete finns mellan skolorna inför elevernas övergång. Både lärarna på högstadiet och på gymnasiet efterfrågar ett större samarbete i svenska och litteraturundervisningen. Utifrån lärarnas svar och forskningen drar jag slutsatsen att bristen på samsyn och samarbete mellan skolstadier är ett vanligt förekommande problem som behöver lyftas i den allmänna skoldebatten. / In this study I examine similarities and differences in subject views regarding literature education in secondary school and upper secondary school. The study shows how secondary school students are prepared for upper secondary school and how upper secondary school works to meet these students. The purpose of the study is to shed light on gaps between school stages that can affect students' development and learning in literature teaching. The empirical material consists of eight qualitative interviews that are of a semi-structured nature. Previous research is divided into three areas: Stage transitions, subject conceptions and literature teaching. The theoretical perspective is based on Lars-Göran Malmgren's three subject conceptions and Gunilla Molloy's fourth subject conception. The results show that all teachers use different subject conceptions alternately in teaching literature and that is different subject views in secondary school and upper secondary school. This is a consequence of the fact that there is no explicit cooperation between the schools before the students' transition. Both teachers in secondary school and upper secondary school demand greater collaboration in Swedish language and literature education. Based on the teachers' answers and the research, I conclude that the lack of consensus and cooperation between school stages is a common problem that needs to be raised in the general school debate.

The results of a questionnaire that should reveal students’ knowledge about the use of computers in mathematics and the relevance of applications of mathematics in our society clearly show that current math teaching does not provide adequate ideas about the importance of computers. We describe the results and give examples of mathematical activities that are suitable to both foster mathematical concepts and widen the mathematical view. Possible changes in the curriculum are discussed.

The human body has been considered to be an active element and is a common starting point of fashion design processes. However, during these processes, understanding of the body and how it is used to design is often confined by the body’s standard spatial and structural characteristics. The research presented in this thesis aimed to examine body alternatives in fashion design processes in order to explore and open up for alternative body expressions for developing silhouettes for clothing.  Alternative aesthetic approaches and understandings of the body as a design tool were researched through experimental explorations, reflections, dialogue, and discussions. These created an embodied dialogue between thought and execution which was further developed and informed by the EDI (Embodied Design Ideation) framework for analysing and refining understandings of the interactions between the body, materials, and movement. These explorations and their outcomes bridge the theory of research for the art and research for art and design.   The explorations were based on the varied ways in which the body is perceived during body-material interactions, and were explored through movement, human-technology interfaces, and an exploratory workshop conducted at the Swedish School of Textiles. These explorations expanded our understanding of the body’s aesthetics in relation to material interactions and embodied experiences. The explorations questioned our preconceived conceptions of the body and facilitated a process of re-learning these through fashion design.  The results of the explorations were alternative methods and tools that use the body as a central variable in fashion design. The research culminated in the development of conceptions of the body in design processes that increase the design possibilities by introducing new concepts, tools, and methods. The body alternatives developed provide an openness in terms of design thinking and introduce conceptions of the body that can facilitate or improve design practice. The results have implications for design methods and contribute to methods in general and fashion design education programmes in terms of how they facilitate design processes.

[pt] A presente dissertação tem como objetivo compreender as concepções de alfabetização dos professores alfabetizadores da rede municipal de educação de Duque de Caxias, no estado do Rio de Janeiro, relacionando-as ao que consta nos documentos curriculares: aquele formulado em 2002 e que ainda está em vigência; o que está em construção e a Base Nacional Comum Curricular (BNCC). Dentre os objetivos específicos, o estudo buscou compreender os motivos que levaram a SME/Duque de Caxias a reestruturar o currículo da rede de ensino e quais eram as concepções de alfabetização dos profissionais entrevistados e dos documentos curriculares. Para atingir esses objetivos, o estudo fez uso de uma abordagem metodológica qualitativa por meio de duas técnicas de coleta de dados: a análise dos documentos curriculares e das entrevistas. As entrevistas foram realizadas a partir de roteiros semiestruturados com alguns professores alfabetizadores e coordenadores pedagógicos da rede de ensino. Apesar das dificuldades provocadas pela pandemia no novo coronavírus, de um modo geral, pôde-se ter melhor compreensão das concepções de alfabetização dos profissionais da rede municipal de educação de Duque de Caxias/RJ. Além disso, o estudo também conseguiu identificar bases teóricas de alfabetização apresentadas nos documentos curriculares e as concepções presentes de alfabetização na BNCC. / [en] The objective of this dissertation is to understand the conceptions of literacy held by literacy teachers from the public school system of Duque de Caxias, in the state of Rio de Janeiro, in conjunction with what is in the curriculum policy documents: the one formulated in 2002 and that is still effective until this day; the one under construction and the National Common Core Curriculum (BNCC). Among the specific objectives, the study aimed at perceiving the reasons that led the Municipal Department of Education of Duque de Caxias to restructure the curriculum of the school system, what the conceptions of literacy held by the teachers of the public school system and by the curriculum policy documents are. In order to achieve these objectives, the study used a qualitative methodological approach through two data collection techniques: the analysis of the curriculum documents and of the interviews. The interviews were conducted with the use of semi-structured scripts with literacy teachers and pedagogical coordinators of the public school system. Besides the difficulties caused by the new coronavirus pandemic, the study was successful in getting a better understanding of the conceptions of literacy held by professionals from the public school system of Duque de Caxias. Moreover, the study also managed to identify the main theoretical bases of literacy presented in the curriculum documents and in the National Common Core Curriculum (BNCC).

Syftet med studien är att belysa hur lärare, som undervisar i årskurs 4–6, kan uppfatta fenomenet läsförståelse. Forskning om läraruppfattningar av läsförståelse är begränsad och fler undersökningar bör genomföras. Fenomenografisk forskning görs utifrån andra ordningens perspektiv, vilket innebär att det är uppfattningar som ska studeras och därför utgår denna studie från en fenomenografisk ansats. Intervjuer lämpar sig bra för att kunna ställa fördjupande följdfrågor och på så sätt förtydliga uppfattningarna. Flertalet lärare tillfrågades men pandemin har satt sina spår och många lärare valde att tacka nej då de helt enkelt hade för mycket att göra och därför intervjuades enbart fyra informanter. Då intervjuer är tidskrävande och tiden för studien är knapp, genomfördes parintervjuer. Eftersom syftet med studien inte är att generalisera anses materialet vara tillräckligt.  De intervjuade lärarna understryker vilka förmågor elever behöver ha för att kunna nå en god läsförståelse i sina förklaringar av fenomenet. Deras beskrivningar är likartade men med olika fokusområden. I enighet med forskning anses uppfattningar inom ett land vara av föga variation med hänvisning till likvärdig utbildning och tillgång till styrdokument inom landet. Urvalet i en fenomenografisk studie tenderar på grund av tidsbrist att vara begränsat och därför är det svårt att dra en generell slutsats utifrån aktuell forskning. / The aim of the study is to describe how teachers, who teach in years 4–6, can perceive reading comprehension as a phenomenon. Research on how teachers perceive reading comprehension are often limited to its extent and more studies needs to be conducted. Phenomenographic research originates from the second order perspective, which means that the perception of the phenomenon is to be studied and thus this study takes a phenomenographic approach. Interviews suits well to phenomenographic studies due to the possibility to ask in-depth follow-up questions that clarifies the perceptions. Several teachers were asked to participate in this study, but the pandemic has left its mark and multiple teachers choose to say no simply because they had too much to do and due to that only four teachers were interviewed. Because of the time demanding nature of interviews and the short time aspect of the study, pair interviews were applied. The aim of the study is not to generalize and therefore the material is considered to be sufficient. The teachers in the study point out which abilities pupils must possess to reach an adequate reading comprehension. Their descriptions are similar though their focus area varies. In agreement with research, perceptions within a country are considered to be of insignificant variation due to equivalent education and access to governing documents within the country. Due to lack of time, the population in a phenomenographic study tends to be limited and therefore it is difficult to draw a general conclusion based on current research.

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