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Under coronapandemin blev det nästan omöjligt att resa, vilket ledde till att fler människor försökte hitta andra sätt att fly vardagen och upptäcka världen på. En teknik som kom i fokus då var Virtual Reality (VR) som skapade möjligheten att resa virtuellt. Det här är en deskriptiv studie som syftar till att ge en djup förståelse för hur en resa i VR upplevs av sina användare. I studien genomfördes ett experiment där fem personer testade VR-mjukvaran National Geographic Explore och genomförde en virtuell resa till Antarktis. Hårdvaran som användes i studien var Oculus Quest (gen1). Deltagarna intervjuades om sina upplevelser av resan och den data som insamlades från intervjuerna analyserades baserat på Giorgis 5 analyssteg. Slutsatser som studien kommit fram till är att tekniken fortfarande behöver finjusteras då den inte lever upp till de förväntningar som användarna har gällande bild, grafik eller kontroller. Resultatet pekar dock på att mediet skapar en känsla av verklighet som användaren ibland inte kan skilja från verkligheten. De tekniker som framför allt skapar den känslan är enligt respondenterna 360 graders filmteknik med 6 degrees of freedom, förstapersonsperspektivet samt interaktionen. En slutsats som dragits är att ju fler sinnen som tekniken lyckas aktivera desto verkligare känns upplevelsen. Experimentdeltagarna kändes sig som mest integrerade i tekniken under de tillfällen i VR-resan som de använde hela kroppen. Resultatet från den här studien pekar på att en anledning till att människan reser, både i VR och fysiskt, är för att fly vardagen, en typ av eskapism. / During the Corona pandemic it became almost impossible to travel. This led to a search for alternative ways of escaping the everyday life and to explore the world. In the light of this the technology Virtual Reality (VR) came into focus. This is a descriptive study who aims to give a deep understanding of how travelling in virtual reality are experienced by its users. In the study an experiment was made where 5 persons tried out the VR-app National Geographic Explore where they took a virtual trip to Antarctica. The hardware that was used in the study was Oculus Quest (gen1). The participants were interviewed about their experiences of the trip. The data that was collected from the interviews was analyzed based on the 5 steps method of Giorgi. Conclusions that where made is that the technology still need adjustments because it does not live up to the user’s expectations about the graphics, the photo, or the controllers. The result, however, indicates that the medium creates a sense of reality, a sense which the users sometimes can’t distinguish from the physical reality. The technologies that the users found most important to create the feeling of immersion and sense of reality was the 360 degrees filming with 6 degrees of freedom, the first-person perspective, and the interaction. A conclusion that’s been made is that the more senses the technology can activate the more integrated and closer to reality does the users feel. The situation when the users felt most integrated in the medium was during the activities when the participants used their bodies and not only their eyes. The result of this study indicates that one reason why people travel, both in VR and physical, is to escape everyday life, a type of escapism.

I inquire about second graders' capabilities of developing solution strategies and the original variety of strategies they bring forth while solving a combination problem. Based on analysis of the data presented in this paper, students developed five different general strategies. After analyzing what the second grade students were capable of developing, we can conclude that young children are capable of developing powerful systematic strategies grounded in their personal experiences. This research shows that even when the teacher does not foster personal agency, children will still exercise agency. The social interactions in the classroom helped students learn to propose mathematical ideas, make conjectures, evaluate their own and others' thinking, and develop mathematical reasoning skills.

本研究旨在探討閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係。研究參與者來自台北市的國小中、高年級，有效樣本計374人。本研究所採用的研究工具包括「科技創造力測驗」、「家庭閱讀環境量表」、「班級閱讀環境量表」、「兒童玩興量表」及「父母創意教養量表」。資料分析所用之統計方法包括描述統計、單因子多變量變異數分析及線性結構模式分析。 本研究主要發現如下： 1.不同性別的三、五年級學童對家庭閱讀環境、班級閱讀環境、玩興的知覺皆無差異，但在父母創意教養的知覺上和科技創造力的表現上卻有差異。三、五年級女童對於父母創意教養的感知程度皆些微地優於男童；而三、五年級男童在整體創造力測驗上皆優於女童，且五年級男童比女童有更好的「視覺造型」表現。 2.不同年級的三、五年級學童在家庭閱讀環境、班級閱讀環境、玩興、父母創意教養的知覺程度上和科技創造力的表現上有顯著差異。五年級學童除了在科技創造力的表現上有高於三年級學童的傾向外，在閱讀環境、玩興、父母創意教養的知覺程度上皆有低於三年級學童的傾向。 3.三、五年級學童的家庭閱讀環境對其整體科技創造力表現分別有些微和明顯的正效果，而五年級學童在「精進力」指標的表現尤其顯著。 4.三年級學童的班級閱讀環境對其整體科技創造力表現有正效果，反之，五年級則無。而三年級學童在「視覺造型」指標的表現尤其顯著。 5.三、五年級學童的玩興對其整體科技創造力表現皆有正效果。三年級學童在「精進力」、「視覺造型」指標的表現較顯著，五年級則在「流暢力」、「精進力」上較顯著。 6.五年級學童的父母創意教養對其整體科技創造力表現有正效果，但三年級學童只對「視覺造型」指標之表現有正效果。而五年級學童在「精進力」指標之表現尤其顯著。 7.家庭閱讀環境、班級閱讀環境、玩興、父母創意教養似乎對三年級學童的「視覺造型」指標較有預測效果，而對五年級學童則是在「精進力」指標較有效果。 8.三、五年級學童皆透過閱讀環境、父母創意教養，先對玩興產生直接或間接效果，然後才對學童科技創造力產生間接的影響效果。 最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供教育、心輔等相關人員在課程、教學與輔導上之參考。 / The main purpose of this study was to explore the relationships among reading environment, playfulness, creative parenting, and technological creativity of the third and fifth graders. The participants included 374 pupils from the elementary schools in Taipei City. The employed instruments in this study were the Test of Technological Creativity, the Inventory of Reading Environment in Family, the Inventory of Reading Environment in the Classroom, the Inventory of Playfulness, the Inventory of Creative Parenting. The employed analysis methods included Descriptives, One-Way Multiple Analysis of Variance, and Structural Equation Modeling. The main findings of this study were as follows: 1.While the girls of the third and fifth graders perceived higher degree of creative parenting than did the boys, the boys outperformed the girls in technological creativity, especially in the “visual design”. No gender differences in reading environment and playfulness were found, however. 2.There were significant grade differences in reading environment, playfulness, creative parenting, and technological creativity. More specifically, the fifth graders outperformed the third graders in technological creativity, but perceived lower degree of reading environment, playfulness, and creative parenting than did the third graders. 3.The third graders’ reading environment in family had a little positive effect on their performance of technological creativity. One the contrary, the fifth graders’ reading environment in family had a great positive effect on their performance of technological creativity, especially on that of “elaboration”. 4.The reading environment in the classroom had a positive effect on the third graders’ performance of technological creativity, especially on that of “visual design”. Such an effect, however, was not found among the fifth graders. 5.Playfulness had significant effects on both the third and fifth graders’ performance of technological creativity. More specifically, playfulness had positive effects on the scores of “elaboration” and “visual design” among the third graders and had positive effects on those of “fluency” and “elaboration” among the fifth graders. 6.Creative parenting had a positive effect on the fifth graders’ overall performance of technological creativity as well as on the score of “elaboration”. However, the positive effect of creative parenting was only found on score of “visual design” in the third grade. 7.While reading environment, playfulness, and creative parenting were effective predictors of the third graders’ performance in “visual design”, they were effective predictors of the fifth graders’ performance in “elaboration”. 8.The findings in this study suggest that the third and fifth graders’ personal trait of playfulness directly influence their development of technological creativity; meanwhile, their reading environment and creative parenting may influence their development of technological creativity directly or indirectly via playfulness. Finally, the researcher proposed some suggestions for educational instructions and future studies.

The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.

本研究的目的是希望從教科書傳播的角度去了解其中所傳遞的環境價值觀與態度訊息為何？隱含了哪些環境倫理以及呈現主題為何？更重要的是透過研究者對臺北市某國小四年級教科書內容的分析，再以開放式問卷、焦點團體訪談及個別訪談的方式了解此國小四年級全體學童對教科書中環境價值觀內容的接收與解讀情形，並初探國小中年級學童可能有的環境價值觀樣貌。 研究結果發現各領域教科書中「環境價值觀與態度」相關內容出現次數多寡依序為國語、自然與生活科技、社會、藝術與人文、綜合活動；且教科書內容偏向呈現「定位人和自然的關係」以及「關心人類行為的衝擊」兩大主題，而中年級學童對此的解讀亦大致符合，但對於呈現環境價值觀內容的認定和研究者的分析並不完全相同，這可能是因為中年級學童會依據長期從各方接收的訊息觀點，如實際生活經驗、課文情境安排、個人興趣與喜好、自然保育或迷思觀點、個人環保行動及不同環境倫理觀點等因素，進一步與教科書內容連結而歸納出其對人與自然環境關係的詮釋結果。 雖然教科書需改進其未完全達到環境教育課程綱要中希望破除人類中心價值觀的立場，但多數學童並非全盤接收教科書訊息，少部分學童亦能以批判性的觀點解讀教科書；而學童對於教科書的解讀與定位人和自然環境之間的關係則呈現三種環境倫理並陳的情況，甚至人類中心與生態中心倫理兼而有之的矛盾，這是否和教科書內容及主流社會價值觀亦存在此兩種對立的環境倫理並陳的現象有關，值得後續研究長期深入探討。 / This study investigated the environmental values and attitudes conveyed in textbooks as well as the environmental ethics implied and how they are presented. Analysis was conducted on the content of fourth grade textbooks in an elementary school in Taipei City, Taiwan. The reception and interpretation of the environmental values in the textbooks by the fourth grade students at the school was gained by using open-ended questionnaires, focus group interviews, and individual interviews. The findings of this study were as follows. The academic subjects with the most content involving environmental values and attitudes were Mandarin, science and technology, social studies, arts and humanities, and integrative activities. Relevant content in the textbooks was mostly directed at defining the relationship between man and nature and discussing concerns regarding the impact of human behavior. The interpretation of students was broadly identical to this result. Students in fourth grade link textbook content with long-term messages and points of views such as those derived from actual experience, the arrangement of scenarios in past textbooks, personal interests, nature conservation, misconceptions, personal environmental action, and environmental ethics in order to interpret for themselves the relationships between man and nature.

Объектом исследования явилась школьная адаптация учащихся пятых классов. Предметом исследования стала связь между академической, социальной и психологической составляющими школьной адаптации учащихся пятых классов. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (111 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 121 страница, на которых размещены 12 рисунков и 7 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме школьной адаптации пятиклассников. Представлены разделы, посвященные исследованию показателей структурных составляющих школьной адаптации и их взаимосвязей у учащихся пятых классов. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: тесту (опроснику) школьной тревожности Филлипса, методике исследования самооценки личности «Лесенка», социометрической методике Дж. Л. Морено, методике экспертной оценки классных руководителей о поведении школьников, их социометрическом статусе в классе. Также в главе представлен корреляционный и факторный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object matter of the study is the school adaptation of students in the fifth grade. The subject of the study is the interrelation between the academic, social and psychological components of school adaptation of fifth grade students. The master's thesis consists of an introduction, two chapters, a conclusion, a list of literature (111 sources) and an appendix, which includes the forms of the applied methodologies. The volume of the master's thesis is 121 pages, on which are placed 12 figures and 7 tables. The introduction reveals the relevance of the research problem, the development of the problematics, the purpose and objectives of the research are set, the object and the subject of research are determined, the basic and additional hypotheses are formulated, the methods and the empirical base are specified, as well as the stages of the research, the scientific novelty, the theoretical and practical significance of the work. The first chapter includes an overview of the domestic and foreign literature on the subject of fifth-graders school adaptation. The sections devoted to the study of the indicators of the structural components of school adaptation and their interrelationships in fifth grade students are presented. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the organization and methods of the study and the results obtained using all the methods used: the test (questionnaire) of school anxiety by Phillips, method of research of self-esteem of the person "Lesenka", sociometry method by J. L. Moreno, the method of expert assessment of class teachers about the behavior of students, their sociometrical status in the classgroup. Also, the chapter presents a comparative, correlation and factor analysis of the results of the study. The findings of Chapter 2 are the main results of the empirical study. In conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.

Arbetsdispositionsplanen (APD-plan) är en central metod för planering av byggarbetsplatser och stöd för platsledningens beslutsfattande. Idag är stödet nästan uteslutande manuellt arbete även om det görs med digitala verktyg och uppdatering av APD-planen uteblir.  Denna studie syftar till att undersöka möjligheterna för att automatisera överföringen av information från en 360-graders hjälmkamera på en byggarbetsplats till en digital APD-plan integrerad med byggnadsinformationsmodeller (BIM). Målet med studien är att undersöka hur informationen från en hjälmkamera kan kopplas till digitala verktyg såsom APD-planer och BIM-modeller samt hur denna information kan användas som stöd för platsledningen på byggarbetsplatsen genom kontinuerlig uppdatering av APD-planen.  Studien baseras på en fallstudie som innefattar datainsamling i form av bilder och videor från byggarbetsplatsen, intervjuer med personer med erfarenhet och kunskap inom byggbranschen samt observationer från fältstudie. En litteraturstudie presenteras också, där teori kopplad till examensarbetets syfte och frågeställning används som grund för analys, diskussion och slutsatser.  För att uppnå syftet och målen med studien besvaras följande forskningsfrågor:  Hur uppdateras och används APD-planer i dagsläget inom byggsektorn?  Vilka utmaningar och svårigheter är förknippade med automatiserad överföring av information från hjälmkameror till APD-planer?  Vilka fördelar och nackdelar medför användningen av en 360-graders hjälmkamera som verktyg för automatiserad uppdatering av APD-planer och integrering med BIM-modeller?  Utifrån litteraturstudien och genomförda intervjuer uppdateras APD-planer i nuläget manuellt genom att APD-ansvarig genomför inspektioner ute på arbetsplatsen. Denna metod är tidskrävande och uppdateringar tenderar att utebli på grund av tidsbrist.  Resultatet av fallstudien indikerar att insamlad data från byggarbetsplatsen automatiskt kunde överföras till APD-planen men inspektionen för att samla in data krävde manuellt utförande. APD-planen uppdaterades manuellt genom att jämföra insamlade data från byggarbetsplatsen och sedan uppdatera APD-planen utifrån dessa förändringar.  Utvecklad metod skapar förutsättningar för en smidare och effektiv uppdateringsprocess av APD-planen. APD-ansvarig kan utföra uppdateringar digitalt utan fysisk närvaro på platsen. Med metoden kan APD-planer uppdateras frekvent där senaste information finns tillgänglig i smartphones för samtliga involverade i projektet. Nackdelen med utvecklad metod är att manuell uppdatering krävs där vidare forskning är nödvändig för att automatisera uppdateringen. Formatet av insamlat material medförde att en automatiserad uppdatering uteblev eftersom materialet inte kunde kopplas samman med APD-modellen utan enbart jämföras. Om formatet av insamlat material skulle kunna omvandlas till modeller eller placeras ovanpå befintliga modeller skulle en automatiserad uppdatering av APD-planen vara genomförbar. / The Construction Site Utilization Plan (CSUP) is a central method for planning construction sites and support for site management's decision-making. Today, the support is almost exclusively manual work, even if it is done with digital tools, updating the CSUP tends to be absent.  This study aims to investigate the possibilities of automating the transfer of information from a 360-degree helmet camera on a construction site to a digital CSUP model integrated with building information models (BIM). The goal of the study is to investigate how the information from a helmet camera can be connected to digital tools such as CSUP and BIM models and how this information can be used to support site management on the construction site through continuous updating of the CSUP.  The study is based on a case study that includes data collection in the form of images and videos from the construction site, interviews with people with experience and knowledge in the construction industry, and observations from field studies. A literature study is presented as well, where theory linked to the aim and question of the thesis is used as a basis for analysis, discussion and conclusions.  In order to achieve the aim and objectives of the study, the following research questions are answered:  How are CSUPs currently updated and used in the construction sector?  What are the challenges and difficulties associated with automated transmission of information from helmet cameras to CSUPs? What are the advantages and disadvantages of using a 360-degree helmet camera as a tool for automated updating of CSUPs and integration with BIM models?  Based on the literature study and conducted interviews, CSUPs are currently updated manually by the CSUP manager carrying out inspections at the construction site. This method is time consuming and updates tend to fail due to lack of time.  The results of the case study indicate that data collected from the construction site could be automatically transferred to the CSUP but the inspection to collect the data required manual execution. The CSUP was manually updated by comparing collected data from the construction site and then updating the CSUP based on these changes.  The developed method creates the conditions for a smoother and more efficient updating process of the CSUP. CSUP managers can carry out updates digitally without physical presence on site. With the method, CSUPs can be updated frequently where the latest information is available on smartphones for everyone involved in the project. The disadvantage of the developed method is that manual updating is required where further research is necessary to automate the updating. The format of collected material meant that an automated update was not possible because the material could not be connected to the CSUP model but only compared. If the format of collected material could be converted into models or placed on top of existing models, automated updating of the CSUP would be feasible.

The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to show evidence of their mathematics knowledge through writing in standardized assessments and class assignments. The purpose of this study was to analyze students’ writing in mathematics and the metacognitive behaviors they portrayed through their writing as they solved mathematics problems. The instruments included a pretest, two biweekly tests, and a posttest. The writing instruction encompassed students learning to solve problems by using Polya’s four phases of problem solving which was completed in 12 sessions over a period of 6 weeks. Garofalo and Lester’s framework which renamed Polya’s phases into orientation, organization, execution, and verification, was used to look at the metacognitive behaviors students used. The participants included 67 students enrolled in four third grade classes, who were English language learners and English speakers. This research followed a quasi-experimental design, with a treatment group and a control group. A one-way repeated ANOVA was used to analyze the data. The findings showed no significant difference between the mathematics achievement scores of treatment and control. However, growth trends in achievement scores revealed that the treatment group scores were increasing faster than the control group scores across the four tests during the 6-week study. Moreover, significant differences were found between the treatment and the control groups when the problem solving with metacognitive behaviors scores were analyzed. Descriptive statistics showed the frequency of occurrence of each of the problem solving phases increased steadily across the four tests for the students in the treatment group. During the posttest, 100% of treatment group students wrote about metacognitive behaviors they used during the orientation and organization phases, 91.4% wrote about their metacognition for executing the solution, and 80% wrote about the verification process they followed. These findings are useful to education professionals who are interested in creating programs for teaching mathematics at the elementary level that include effective problem solving practices. This evidence-based method may be adopted in school districts with large populations of ELLs in order to assist these students when solving problems in mathematics.