<p> </p><p>Det huvudsakliga syftet med mitt examensarbete var att undersöka hur elever i årskurs 7 resonerar kring sitt deltagande på idrottslektionerna, deras motiv huruvida de väljer att avstå eller delta i undervisningen. Min undersökning bygger på kvalitativa intervjuer, där eleverna intervjuats i frågor rörande förväntningar, olika slags motivation, kommunikation och relationer. Jag har studerat och jämfört likheter och skillnader mellan elevernas motiv. Studien visar på få skillnader i motiven men desto fler likheter. Resultatet pekar på att aktiviteterna, deras nivå och kommunikationen mellan lärare- elev och elev- elev är en väsentlig grund för elevernas deltagande. Vidare visar det sig att eleverna är hälsomedvetna och att denna medvetenhet bidrar till rörelse på lektionerna. De faktorer eleverna beskrev som anledningar att sitta vid sidan om var bland annat sjukdom och skador. Eleverna visar dock ett allmänt genuint intresse för att vara fysiskt aktiva då de sysselsätter sig med andra fysiska aktiviteter, även om de inte deltar i den obligatoriska idrottsundervisningen.</p><p> </p> / <p> </p><p>The main purpose with this study was to investigate the motivational behavior of pupils in an elementary school, with respect to whether they participate in the PE class or not. The study is based on interviews, where I have asked the pupils questions concerning expectations, external and internal motivation, communication and relationships. Afterwards I made comparisons on likeliness and differences in their answers, where patterns were discovered. The study shows a small amount of differences and a larger set of likeliness on their purposes to attend or not attend PE. The result indicates that the activities, their level and the teacher-pupil and pupil- pupil communication are the most important reasons to participate. Moreover it is shown that pupils that are aware of their health and this awareness promotes movement. Illness and injuries were described as the main factors to step aside and not participate. The pupils show a genuine interest about physical activities in general, as they keep themselves occupied with other physical activities, even though they’re not participating in the compulsory PE class.</p>

The purpose of this essay is to discover what Formative Assessment is used for in practice and also how teachers use the Curriculum for elementary school, preschool and after-school activity 2011 (Lgr 11) in their Formative Assessment work. The questions are as follows: What considerations do teachers take into account when assessing a student? How do teachers view assessment for learning? How do the teachers consider formative assessment works in relation to Lgr 11? I have used a qualitative research method to answer my questions. I have interviewed five teachers regarding their view on and experience with assessment. Using a hermeneutic approach I have tried to retrieve a deeper meaning from my interviewees regarding formative assessment. I have approached formative assessment using the socio-cultural perspective because I believe it to be the best fit. All of the informants believe formative assessment has made it easier to assess students and also that it works very well together with Lgr 11. A well done and effective formative assessment is always according to the teachers in the study based in the dialog and interaction with the student with-in the socio-cultural integration. The interaction between teacher and student is central to the success of his/her education. Through communication the teacher helps the student to understand abstract concepts and connect them to their earlier experiences. Especially during the earlier school years where the teachers seem to be more reluctant towards giving out a written grade.

Det huvudsakliga syftet med mitt examensarbete var att undersöka hur elever i årskurs 7 resonerar kring sitt deltagande på idrottslektionerna, deras motiv huruvida de väljer att avstå eller delta i undervisningen. Min undersökning bygger på kvalitativa intervjuer, där eleverna intervjuats i frågor rörande förväntningar, olika slags motivation, kommunikation och relationer. Jag har studerat och jämfört likheter och skillnader mellan elevernas motiv. Studien visar på få skillnader i motiven men desto fler likheter. Resultatet pekar på att aktiviteterna, deras nivå och kommunikationen mellan lärare- elev och elev- elev är en väsentlig grund för elevernas deltagande. Vidare visar det sig att eleverna är hälsomedvetna och att denna medvetenhet bidrar till rörelse på lektionerna. De faktorer eleverna beskrev som anledningar att sitta vid sidan om var bland annat sjukdom och skador. Eleverna visar dock ett allmänt genuint intresse för att vara fysiskt aktiva då de sysselsätter sig med andra fysiska aktiviteter, även om de inte deltar i den obligatoriska idrottsundervisningen. / The main purpose with this study was to investigate the motivational behavior of pupils in an elementary school, with respect to whether they participate in the PE class or not. The study is based on interviews, where I have asked the pupils questions concerning expectations, external and internal motivation, communication and relationships. Afterwards I made comparisons on likeliness and differences in their answers, where patterns were discovered. The study shows a small amount of differences and a larger set of likeliness on their purposes to attend or not attend PE. The result indicates that the activities, their level and the teacher-pupil and pupil- pupil communication are the most important reasons to participate. Moreover it is shown that pupils that are aware of their health and this awareness promotes movement. Illness and injuries were described as the main factors to step aside and not participate. The pupils show a genuine interest about physical activities in general, as they keep themselves occupied with other physical activities, even though they’re not participating in the compulsory PE class.

No description available.

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An important technique for learning, feedback has been described as responses to students’ behaviors, tasks, assignments, and outcomes. In this study, the researcher used a new kind of feedback message called an Emotional Motivational Feedback Message (EMFEM). EMFEM is a feedback message which includes motivational strategies and emotional content for motivating and encouraging students to learn more and to focus on a specific topic. EMFEM is based on Visser and Keller’s (1990) motivational message design, which was influenced by Keller’s (1987) ARCS theory and emotional content strategies. Because EMFEM is primarily used in text-based, online learning environments, it is limited in its ways of adding emotional content to feedback messages. Therefore, three main strategies were used in this study to include EMFEM: using the meaning of the words; formatting the words by using colored, bold, underlined text; and adding emoticons. The purpose of this study was to investigate the effectiveness of EMFEM in online learning environments. This exploratory research was conducted using mixed method single case study design (Creswell, 2005; Johnson & Onwuegbuzie, 2004; Yin, 2009) and guided by the following question: How effective are emotional motivational feedback messages in an online learning environment? Participants were 15 undergraduate students enrolled for an instructional technology course in a large state university located in an urban region in the southeastern part of the United States during fall 2013. The researcher used multiple data collection strategies, including a course interest survey, an instructional technology attitudes survey, open-ended questionnaires, a research journal, forum/discussion postings, emails, reflection papers and warm-up surveys. The findings showed that, in an online course using EMFEM, (a) students’ motivation increased; (b) students’ attitudes toward IT increased; (c) students liked the EMFEM and the style of the instructor’s teaching; (d) students had a closer and friendlier relationship with the instructor; (e) students were satisfied with the course; (f) students started to use more emotional content; (g) students enjoyed having personalized EMFEM and requested to have EMFEM; and (h) students reported positive overall experiences by the end of the course.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 23, 2010). Includes bibliographical references (p. 156-161).

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-08-18T11:43:05Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_elsn_final.pdf: 3297496 bytes, checksum: 994f881a846561129268bb0d37fc24bd (MD5) / Made available in DSpace on 2016-08-18T11:43:05Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_elsn_final.pdf: 3297496 bytes, checksum: 994f881a846561129268bb0d37fc24bd (MD5) Previous issue date: 2015-08-12 / A disciplina de introdução à programação é ministrada no início dos cursos de Computação e desempenha um papel importante para o desenvolvimento do aluno no restante do curso. Trata-se de uma matéria que proporciona muitos desafios tanto para alunos quanto para professores. Os alunos normalmente apresentam problemas no desenvolvimento do raciocínio abstrato e na resolução de problemas, enquanto os professores precisam lidar com questões que vão desde como motivar o aluno até como avaliá-lo. Nesse contexto, a fim de ajudar a superar essas dificuldades, muitas ferramentas que abordam a avaliação automática de exercícios tem sido propostas na literatura. No entanto, nem sempre é possível ao professor acompanhar o progresso da aprendizagem de seus alunos com relação à aquisição do conhecimento esperado na disciplina de programação. Diante disso, uma ferramenta, intitulada iProgram, foi construída para proporcionar ao professor um ambiente no qual ele possa: gerenciar turmas e exercícios, elaborar exercícios com questões de um banco de questões, avaliar exercícios de maneira semiautomática, proporcionar feedback aos alunos, e acompanhar o progresso de seus alunos através de relatórios gráficos. A ferramenta foi avaliada por professores que lecionam disciplinas de introdução à programação, através de entrevistas abertas e questionários. Essa avaliação evidenciou a contribuição do iProgram em proporcionar um ambiente para auxiliar o professor na avaliação de exercícios de programação. De maneira geral, a ferramenta foi avaliada positivamente, com destaque para o feedback fornecido aos alunos, a associação de questões com objetivos de aprendizagem e para os relatórios gráficos disponíveis ao professor. Alguns professores entrevistados, inclusive, demonstraram interesse em utilizar a ferramenta em suas turmas. / Introductory programming courses are offered at the beginning of Computing courses and play an important role in the development of the student in the remainder of the course. This is a discipline that provides many challenges for students as well as for teachers. Students typically have problems in the development of abstract reasoning and problem solving, while teachers have to deal with issues ranging from how to motivate students to how to assess them. Hence, in order to help overcome these difficulties, many tools that address automatic evaluation have been proposed in the literature. However, it is not always possible for the teacher to track the progress of their students’ learning regarding the expected acquisition of knowledge in programming classes. Therefore, we propose iProgram, a tool built to provide teachers with an environment where they can: manage classes and exercises, prepare exams with questions from a database of questions, evaluate exams semi-automatically, provide feedback to students, and monitor the progress of their students through graphical reports. The tool was evaluated by teachers who teach introductory programming courses, through open interviews and questionnaires. This assessment highlighted the contribution of iProgram to provide an environment to help the teacher in the evaluation of programming exams. In general, the tool was positively assessed, especially with respect to the feedback provided to students, the association of questions with learning objectives and graphical reports available to the teacher. Some interviewed teachers even expressed interest in using the tool in their courses.

The use of concurrent Information Feedback (IF) through counting seconds verbally as the subject ran a 75 yard dash was tested. Forty-six ten and eleven year old boys and girls (boys = 20, girls = 26) were given two trials under four IF conditions: No IF; Terminal/Concurrent IF; Terminal IF; IF Removal. The counting occurred under Condition 2 and was combined with a final time given at the end of the dash. Significant main effects were found for sex and for conditions, with interaction effects between sex and conditions, and between conditions and trials, p4 .05. Results supported the combined IF condition with counting as maintaining subjects' level of performance, probably through motivation. Males performed well under Conditions 1, 2, and 3, while girls performed best under Conditions 1 and 2. Trial scores under Conditions 2 and 3 for all subjects were much more similar than under Conditions 1 and 4, indicating more consistent performance when IF was provided,

The study examines how different music teachers in secondary school and high school motivate their students and gives feedback in the music classroom. The study has been done together with five music teachers where individual interviews have taken place in the school where the informants work at. The music teachers have all been active in the school sector in different long time and have all different specialist areas in the subject of music. The result of the study shows that the music teachers motivate their student in different ways depending on the group dynamics and class composition that prevails and what motivational factors each individual student is driven by. The result also shows that feedback is an ongoing process that takes place all the time in the music classroom and that good feedback is important for students motivation.