Text in English / The question the researcher set out to answer during this research study was: "What is the Educational Focus of a Nursing College, when viewed within Bevis and Watson's Humanistic·Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" To answer this question, an exploratory, descriptive and contextual study was undertaken. The population consisted of tutors employed at a College of Nursing. From this population a purposive sample was drawn. Data was collected by means of formal, semi-structured interviews and a questionnaire. Content analysis was used to analyse the data. It was found that during the first year of students' education and training, the Educational Focus of the College was on training but during the second year, the focus changed to the transitional phase. The transitional phase is situated between training and education. During the third and fourth year, the focus was also in transition, but the way students learn was at the training phase. / Health Studies / M.A. (Advanced Nursing Sciences)

Text in English / The question the researcher set out to answer during this research study was: "What is the Educational Focus of a Nursing College, when viewed within Bevis and Watson's Humanistic·Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" To answer this question, an exploratory, descriptive and contextual study was undertaken. The population consisted of tutors employed at a College of Nursing. From this population a purposive sample was drawn. Data was collected by means of formal, semi-structured interviews and a questionnaire. Content analysis was used to analyse the data. It was found that during the first year of students' education and training, the Educational Focus of the College was on training but during the second year, the focus changed to the transitional phase. The transitional phase is situated between training and education. During the third and fourth year, the focus was also in transition, but the way students learn was at the training phase. / Health Studies / M.A. (Advanced Nursing Sciences)

Teknik är nära sammanflätad med människan och internet med sin kraftfulla infrastruktur påverkar oss dagligen. Trots detta reflekterar vi sällan över det och beskriver systemet vagt och med grova förenklingar. Dagens elever ser delar av sin omvärld och kommunicerar med omgivningen via internet och behöver idag kunna hantera det som ett verktyg i undervisningen. Gymnasiekursen Teknik 1 ska enligt Skolverkets styrdokument lära ut hur internet utvecklats i samspel med samhället både ur ett tekniskt och etiskt perspektiv. Eleverna ska utifrån undervisningen kunna använda internet för informationsinhämtning och till exempel förstå vad som styr uppfattningar om kvinnligt och manligt inom systemet internet. Utbildningsvetenskaplig forskning konstaterar att både lärare och elever har svårigheter i undervisningen av komplicerade tekniska system såsom internet. Många elever visar på svårigheter att förstå de abstrakta delarna kring internet vilka är viktiga att förhålla sig till eftersom dessa påverkar oss omedvetet. De har till exempel svårt att se vilka aktörer och tjänster som finns bakom det gränssnitt som de möter i sin mobil. Tekniklärare uttrycker en osäkerhet och behöver fördjupa sina kunskaper om internet. De har en tendens att undvika det abstrakta till fördel för förenklade beskrivningar. Läromedel behöver hjälpa till att förklara dessa delar och skapa ett professionellt begreppsspråk. I detta examensarbete analyseras läromedel för gymnasiekursen Teknik 1 för att undersöka hur det tekniska systemet internet gestaltas, samt hur väl detta stämmer överens med Skolverkets styrdokument. Med hjälp av Claes Klasanders modell för tekniska system kan läromedlen kategoriseras och graderas för att få en uppfattning om hur kunskaper kring internet lärs ut. I analysen har även tydligt förekommande sätt att undervisa formats till det som valts att kallas följemeningstema. Dessa teman som grundar sig på Claes Klasanders modell (2010) beskrivervad undervisningen fokuserar på, vad målet med undervisningen är samt på vilket sätt man talar om ämnet i undervisningen. Tre olika läromedel jämförs sinsemellan, samt även med kursplanenför Teknik 1. Analysen visar att läromedlen på olika sätt svarar mot de utmaningar som nämns i teknikdidaktisk forskning och krav från Skolverket. Libers läromedel Teknik 1 från 2021 har tyngdpunkten av sin beskrivning av internet i det tema som i analysen benämns som medborgaren, tekniken och miljön (se kap. 6.3.2). Temats idé om att utbilda medvetna medborgare med god kunskap om tekniken och dess roll i samhället, stämmer till stor del med kursplanen för Teknik 1 och tillfredsställer behovet från skolan att förklara de osynliga delarna av det tekniska systemet internet. Libers äldre läromedel Teknik från 2011 och Gleerups Teknik 1 från 2022 är relativt lika och beskriver båda internet genom det tema som här kallas de tekniska systemens historia. Här saknas delar av kraven från kursplanen för Teknik 1, framförallt kring internets samverkan med samhället och naturen och systemets mer abstrakta delar. Istället ligger tyngdpunkten på den konkreta tekniska utvecklingen och vidareutveckling av systemen genom historien. / Technology and mankind are closely intertwined and the internet, with its powerful infrastructure, affects us on a daily basis. Still most of us fail to give a clear description on how it works or does it in a simplified manner. Today students view their world and communicate with their surroundings much through the internet and they need to master it as a tool for their learning. The course Teknik 1, given to Swedish tenth grade students, has a responsibility in educating about the development of the internet and its influence on our society, both from a technological standpoint as well as from an ethical point of view. Students should be taught to gather information in an educated way using the internet and for example learn to understand why there exist ideas on the internet about gender and technology. Technology didactics researchers have shown that teachers as well as students are having difficulties within the education of such complex technological systems as the internet. Students are struggling to understand the more abstract parts of the internet, which is vital, since the influence from such parts is acting subconsciously. Technology teachers feel somewhat uncertain about these complex technology systems and tend to avoid the abstract parts of the system infavor of simpler parts more easily explained. Textbooks need to help explain this complexity, so that the ”invisible” parts, such as flow of information, anonymous actors and power control, become visible. Within this master thesis a textbook analysis is carried out on course literature for Teknik 1. It investigates in which way the internet is portrayed and to what extent it aligns to the curriculum from Skolverket. With help of a theoretical model developed by Dr. Claes Klasander (2010) the textbook material has been categorized and graded to be able to measure how they educate on the subject of the internet. The analysis has also identified various themes within the education on the subject. They are based on Klasander’s companion meaning and called companion meaning theme as they describe what the education is focused on, what its goals are and with what language the subject internet is described. Three textbooks were compared with each other and against the course curriculum given by the Swedish School authority. The analysis shows that the textbooks take on the challenge of describing the internet in various ways. Liber’s textbook Teknik 1 from 2021 draws its portrait of the internet using the theme that has been named the citizen, technology and the environment (see chapter 6.3.2). Its idea is to educate conscious citizens with good knowledge in technology and its part in society corresponds a lot to the course curriculum for Teknik 1 and answers well to the schools need of explaining the invisible parts of the internet. Liber’s older textbook version Teknik from 2011 and Gleerups’ Teknik 1 from 2022 are quite similar as they both use the theme named the history of technology systems to describe and educate on the subject. This theme misses out on parts of the course curriculum, mostly regarding the internet's interaction with our society and the surrounding nature, as well as its more abstract parts. Instead focus is on the technical aspects of the development of the internet today and throughout history.

The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.

The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.