Στην εργασία αυτή προτείνουμε την εφαρμογή τεχνικών εξόρυξης γνώσης για την πρόβλεψη της επίδοσης των μαθητών του Γυμνασίου στις γραπτές εξετάσεις του Ιουνίου στο μάθημα των μαθηματικών. Ο γρήγορος εντοπισμός των αδύναμων μαθητών ϑα έχει ως αποτέλεσμα την παροχή ενισχυτικής διδασκαλίας προς το μαθητή με σκοπό τη βελτίωση της επίδοσής τους. Επίσης, ο εκπαιδευτής ϑα μπορεί να αξιολογίσει καλύτερα το περιεχομένο και τη δομή του μαθήματός του, την αποτελεσματικότητα των προτεινόμενων δραστηριοτήτων καθώς και τον εντοπισμό των πιο συχνών λαθών των μαθητών. Προτείνουμε ένα εκπαιδευτικό λογισμικό με σκοπό να διαπιστώσουμε την αποτελεσματικότητά του στην εκπαιδευτική διαδικασία. Επίσης, αξιολογίσαμε το προτεινόμενο εκπαιδευτικό λογισμικό με τη βοήθεια εκπαιδευτικών της δευτεροβάθμιας εκπαίδευσης, καταγράφοντας τα σχόλια και τις παρατηρήσεις τους, τα οποία παρατίθενται στην εργασία αυτή. / In this paper we propose the application of data mining techniques for predicting the performance of students of the Gymnasium in the written examination in June regarding the subject of mathematics. The early identification of weak students will result in the provision of remedial instruction for the student to improving his performance. Moreover, the instructor would be able to better evaluate the content and structure of the course, the effectiveness of the proposed activities and to identify the most common mistakes students make. An educational software is proposed in order to ascertain the effectiveness of the educational process. The proposed educational software is also reviewed by teachers of secondary education, posting comments and observations, which are presented in this paper.

The purpose of this study was to examine how preschool teachers relate to dancing with the youngest children in preschool. As the method I used questions sent by mail to the six selected preschool teachers. The questions were answered by the preschool teachers as a bit shorter written stories that followed throughout each question. I chose three teachers with shorter working experience in preschool and three teachers with long working experience in preschool. The answers I got from the interviews were presented in a result section.   Then I drew parallels between the responses I received, the selected literature and my own thoughts. The results showed that all teachers except one was interested in dancing and considered themselves using dance as an educational tool for the youngest children. All educators clearly show that they know that children experience the world with their bodies and their minds. By contrast, all agree that dance/movement was important for the child’s body development and body awareness. / Syftet med denna studie har varit att undersöka hur förskollärare förhåller sig till dans med de yngsta barnen i förskolan. Som metod skickade jag ut frågor via mail till sex stycken utvalda förskollärare. Frågorna besvarades av pedagogerna som lite kortare skrivna berättelser som följde under varje fråga. Jag valde tre pedagoger med kortare arbetserfarenhet i förskolan och tre pedagoger med längre arbetserfarenhet i förskolan. Svaren som jag fick från pedagogerna presenterades i ett resultatkapitel. Därefter drog jag paralleller mellan mitt resultat, min valda litteratur och mina egna tankar.   Resultatet visade att alla pedagoger utom en var intresserade av dans och ansåg sig använda dansen som ett pedagogiskt verktyg till de yngsta barnen. Alla pedagoger visar tydligt att de vet att små barn upplever världen med sin kropp och sina sinnen. Däremot var alla eniga om att dans/rörelse var viktigt för barns kroppsutveckling och kroppsmedvetenhet.

The purpose of this study is to examine how teachers in elementary school describe their work using iPad in education, as an educational and special educational tool to promote all students´ learning in school subjects. The study intends to answer the following research questions; how do the teachers describe their work with iPad as an educational tool? What kind of knowledge do the teachers describe the students get when working with iPad as an educational tool and how do the teachers describe the iPad as a tool from a special educational perspective.   Qualitative research interviews have been used as a method to collect data for the study. The study is based on six interviews with teachers working in elementary school. The study´s theoretical base is the socio-cultural perspective on learning. The result shows that an iPad is used as an educational tool for both teachers and students. The teachers use the iPad at joint briefings in the classroom and as a tool for documentation and as a tool to reach the goals of the curriculum. The students use the iPad´s various applications to acquire knowledge in school subjects. It can apply to applications that benefit proficiency in mathematics or applications for basic reading and writing. Students also acquire knowledge by cooperating on an iPad. The students are described by their teachers as very knowledgeable when it comes to using iPad as a tool, sometimes the students know more than their teachers. The result also reveals some challenges with the iPad as a tool, for example, the iPad is not as easy to type on as a computer. From a special educational perspective, students that are in need of special education within language, communication and reading and writing can get help from using different applications to practice their difficulties. The conclusion of this study is that the use of iPad as an educational tool in elementary school creates great opportunities for learning, which applies for both students and teachers. An iPad is described as most useful when all students have their own and the iPad is made personal with applications to suit each individual student. Then it becomes easier to individualize and to encounter the student’s needs. / Syftet med studien är att undersöka hur lärare i grundskolan beskriver sitt arbete med att använda iPad i undervisningen, som pedagogiskt och specialpedagogiskt verktyg för att främja alla elevers lärande i skolans ämnen. Studien ämnar besvara följande frågeställningar; Hur beskriver lärarna arbetet med iPad som pedagogiskt verktyg? Vilka kunskaper beskriver lärarna att eleverna får med sig när man arbetar med iPad som pedagogiskt verktyg och hur beskriver lärarna en iPad som verktyg ur ett specialpedagogiskt perspektiv? Den kvalitativa forskningsintervjun har använts som metod för att samla in data till undersökningen. Studien bygger på sex intervjuer med lärare som arbetar i grundskolan. Studiens teoretiska utgångspunkt är det sociokulturella perspektivet på lärande. Resultatet visar att en iPad används som pedagogiskt verktyg för både lärare och elever. Lärarna använder iPaden vid gemensamma genomgångar i klassrummet och som ett verktyg för dokumentation och måluppfyllelse. Eleverna använder iPadens olika applikationer för att tillägna sig kunskap i skolans ämnen. Det kan gälla applikationer som gynnar färdighetsträning i matematik eller applikationer för grundläggande läs- och skrivinlärning. Eleverna tillägnar sig också kunskap genom att samarbeta kring en iPad. Eleverna beskrivs av sina lärare som mycket kunniga när det gäller att använda iPaden som verktyg och ibland kan eleverna mer än sina lärare. Resultatet visar också på vissa utmaningar med iPad som verktyg, till exempel att den inte är lika lätt att skriva på som en dator. Ur ett specialpedagogiskt perspektiv får elever i behov av särskilt stöd inom språk, kommunikation samt läs- och skrivinlärning hjälp av olika applikationer att träna sina svårigheter. Den slutsats jag kan dra av studien är att användandet av iPad som pedagogiskt verktyg i grundskolan skapar stora möjligheter för lärande, vilket gäller både för elever och lärare. En iPad beskrivs som mest användbar när alla elever har en egen och den görs personlig med applikationer som passar varje unik elev. På så sätt blir det lättare att individualisera och möta elevernas behov.

Development of an Educational Program to Obtain and Maintain Healthy Weights Among 4th and 5th Grade Students By Stephanie D. Black MSN, University of Phoenix, 2008 BSN, Southwest Baptist University, 2006 ASN, Southwest Baptist University, 2003 Capstone Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University October 2017 Obesity is prevalent in schoolchildren and increases risk of chronic diseases throughout the lifespan. Strategies are needed to address this growing health problem. Education in elementary schools targeting the topics of nutritional choices and prevention of obesity, particularly in 4th-5th grade population, is one strategy researchers have identified as effective. This quality improvement project designed an educational toolkit to provide students educational knowledge and assist them to develop and explore how to incorporate healthy habits and choices into their daily lives. The purpose of this project was to develop an educational program for use in a southwestern elementary school to improve and/or maintain the weights of 4th and 5th grade students. The educational tool kit was developed for the school to implement to fill a gap their curriculum identified by school board members and educators. Orem's self-care deficit theory informed the development of this program, the educational toolkit, and all associated supplementary materials. An interdisciplinary project team of community and institutional stakeholders led by the Doctor of Nursing Practice student worked together to review peer-reviewed evidence, consider contextual challenges, and develop a curriculum suitable for the population. Plans for program implementation and evaluation were also developed to provide the school with a turnkey solution to the problem of child obesity. This initiative has great potential to promote positive social change through improving the health of local elementary school students and other elementary schools in the area may use it as a model for their own curriculum to improve knowledge, habits, and practices of elementary students relevant to positive nutritional choices.

<p>Syftet med denna undersökning har varit att ta reda på vilket sätt förskollärare använder dans som ett pedagogiskt verktyg med barn i åldern 1-3år. Jag använde mig av en kvalitativ metod och undersökningen genomfördes med hjälp av intervjuer av fyra förskollärare som var slumpmässigt utvalda. Därefter drogs det paralleller mellan intervjuernas svar och den valda litteraturen.</p><p>Resultatet visade att samtliga förskollärare ansåg att dans var mycket viktigt för barnens utveckling. De använde sig av dans på något sätt i sin verksamhet men det var inte alla som ansåg att de använde dansen som ett pedagogiskt verktyg.</p> / <p>The purpose of the examination has been to find out in which way preschool teachers use dance as an educational tool for children in the age of 1-3 years. I’ve used a qualitative method and the examination was carried out with help of interviews with four preschool teachers who were randomly chosen. Then the interview answers were compared to the chosen literature.</p><p>The results showed that all the preschool teachers thought that dance was very important for children’s development. They were all using dance in some way in their activities but it was not all of them who considered that they used dance as an educational tool.</p>

Syftet med denna undersökning har varit att ta reda på vilket sätt förskollärare använder dans som ett pedagogiskt verktyg med barn i åldern 1-3år. Jag använde mig av en kvalitativ metod och undersökningen genomfördes med hjälp av intervjuer av fyra förskollärare som var slumpmässigt utvalda. Därefter drogs det paralleller mellan intervjuernas svar och den valda litteraturen. Resultatet visade att samtliga förskollärare ansåg att dans var mycket viktigt för barnens utveckling. De använde sig av dans på något sätt i sin verksamhet men det var inte alla som ansåg att de använde dansen som ett pedagogiskt verktyg. / The purpose of the examination has been to find out in which way preschool teachers use dance as an educational tool for children in the age of 1-3 years. I’ve used a qualitative method and the examination was carried out with help of interviews with four preschool teachers who were randomly chosen. Then the interview answers were compared to the chosen literature. The results showed that all the preschool teachers thought that dance was very important for children’s development. They were all using dance in some way in their activities but it was not all of them who considered that they used dance as an educational tool.

The aim and purpose of this essay is to investigate how literature can be used as an educational tool and as a source for learning acquisition. More specifically, this essay investigates whether literature can facilitate vocabulary acquisition by exploring different aspects of learning through literature and by implementing a study to see how literature contributes to the development of vocabulary. The results of the study show improvement on vocabulary breadth with the help of literature and consequently serve to reinforce the importance of literature and substantiate the reasons why literature is used in school. This essay can serve as supplementary evidence for the significance and relevance of literature as an educational tool.

The use of tablets in preschool has increased during the last years. Not everyone is positiveabout young children in preschool, using a technological tool already in at such an early age. Inthis bachelor thesis within the science area of informatics, the researchers research about whateffects the use of tablets in preschool has on children's mathematical knowledge.The result shows the effects on children's mathematical knowledge when using tablets inpreschool. The effects may depend on how the tablet is used in education and also if the use ofthe tablet is guided or not by a preschool teacher. How the tablets are used appears different invarious departments. Some departments in preschool use the tablet more and others less.Preschool teachers want to develop the use of tablets since they see the tablets as an educationaltool.

Virtual reality (VR) is not part of the curriculum of explosives for the Swedish Armed Forces (SAF) today. According to the research department at the Swedish EOD and Demining Centre (SWEDEC), this study is the first step in introducing VR to modernize the educational system for explosives within the SAF. This study investigates why VR is not used as a complement in the education of explosives for the SAF and finds the potential benefits and risks of implementing it. Qualitative data was collected through the survey method `case study research' where experts in the field of explosives tried a VR prototype made specifically for this study before being interviewed. Thematic analysis was used to analyze the results from the interviews.This study shows that VR is not part of the curriculum of explosives today because the older generation who decides either has a reluctant mindset or lacks the knowledge and awareness to see what it has to offer. The interviewees agree on the potential benefits of implementing VR in this field, the main benefits are cost reduction, safety, and logistics.  If the quality of the program is poor, the safety aspect and learning behaviors could be jeopardized because a user is treating the program like a game. To implement VR as a complement in the education of explosives for the SAF has more potential benefits than potential risks, and the potential risks can be reduced by using a program with quality assurance. There is an overwhelming interest among the interviewees where all participants agree that the education in explosives could benefit from implementing VR.

京都大学 / 0048 / 新制・課程博士 / 博士(地球環境学) / 甲第19420号 / 地環博第146号 / 新制||地環||29(附属図書館) / 32445 / 京都大学大学院地球環境学舎地球環境学専攻 / (主査)准教授 西前 出, 教授 舟川 晋也, 教授 清野 純史 / 学位規則第4条第1項該当 / Doctor of Global Environmental Studies / Kyoto University / DFAM