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Gain experience with a systematic professional development model to identify key capacities needed in teachers who wish to develop and implement emergent curricula. Use the COI system to locate and use evidence from planning documents to help teachers develop curricula.

Nature of Science (NOS) har varit i utbildares och forskares blickfång länge. Elevers kunskaper är av intresse att analysera eftersom det kan bidra till en utveckling av lärares undervisning och förståelse av lärandeprocesser i no-ämnena. Syftet med studien var att analysera hur elever i årskurs 4 ser på vad som är en vetenskaplig undersökning och ett experiment. Den data som används i studien består av redan insamlade frågeformulär från 2019. Studiens data analyseras genom en innehållsanalys. Resultatet visar att elevers kunskaper om undersökningar och experiment är varierande. Eleverna ger exempel på att undersökningar kan innefatta att antingen titta först och sedan ställa en fråga eller tvärtom och att ett experiment kan innebära att blanda eller att prova sig fram. Lärare kan utveckla sin undervisning genom att exempelvis använda elevnära innehåll som eleven känner igen och kan relatera till eller använda modeller och metoder för att visa på systematik och underbyggda slutsatser för att bidra till en högre förståelse om naturvetenskaplig kunskap hos eleverna.

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This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student's world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership. In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.

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For art to become personally meaningful to visitors, museums need to view art interpretation as a narrative inquiry process. General museum visitors without art expertise naturally make meaning of art by constructing stories around a work to relate to it. Narrative inquiry, a story based exploration of experience, fits into contemporary museum education theory because it is a constructive and participatory meaning making process. This thesis examines how art museums can build upon visitors' natural interpretive behaviors, by employing art-based narrative inquiry practices and using the work of art as a narrative story text. Individuals learn when their personal narrative comes into conflict with the narrative of the museum and they negotiate new meaning. This kind of narrative learning is a process of inquiry that visitors must engage in themselves. The art museum interpretive experience can foster in visitors the ability to engage in an art-based narrative inquiry process by suspending disbelief,recalling personal memories, comparing different narrative versions, imagining possible meanings, and re-storying experiences into new understandings. This research text explores these topics through a narrative based method of inquiry comprised of a series of autobiographical stories describing the researcher's experiences in coming to understand the relationship between narrative inquiry and art museum education.

Den tekniska utvecklingen har varit storskalig i världen och människors vardagsliv harändrats mycket det senaste seklet. I kontrast till detta har den svenska skolan inte sett sammahastiga tekniska utveckling. Samtidigt visar resultat från PISA att elevers resultat i matematiksjunker. Här identifieras två problem som måste lösas. Därför syftade denna undersökningtill att underlätta elevers matematikstudier genom att skapa en ny digital lärmiljö. Lärmiljönkom att kombinera matematiska lösningsförslag med nätcoaching. Det gjordes med hjälp avdet digitala läromedlet Mathleaks och lärplattformen TalkMath. Därefter analysera hur entill-en nätcoaching fungerade i denna nya lärmiljö. Undersökningen syftade även ta reda påhur elever uppfattar lärmiljön och om den kan vara ett komplement till lösningsförslag.Lärmiljön skapades med grund i pedagogiska teorier såsom Vygotskijs sociokulturellaperspektiv, teorier om coaching, synkron kommunikation samt teorier om en-till-ennätcoaching. Två metoder användes för att samla denna data. För det första sparades allakonversationer automatiskt i en databas. För det andra så användes en enkät för att samlaelevernas uppfattning av lärmiljön. Ramverket Undersökande relation användes för attanalysera alla konversationerna mellan elev och coach. Studenterna valdes ut från en svenskgymnasieskola där en av författarna jobbar, eleverna var i åldrarna 15-18 år. Resultatenindikerade att denna nya lärmiljö var ett bra komplement till lösningsförslag. Det drogs ävenslutsatsen att lärmiljön hjälpte elevers kognitiva progression. Undersökningen visar att endigital lärmiljö kan vara ett bra komplement för elever som studerar matematik medlösningsförslag. / The digital and technical development of the world have been large-scale and people’s day-to day life has changed immensely the last century. In contrast, the Swedish school system has not been seeing the same rapid technical development. As students’ results in mathematic sare declining an approach to battle this trend can be to apply this technological development on students’ studies in mathematics. Therefore, this thesis sought to ease students’ mathematics studies by creating a digital learning environment. By combining worked examples with online coaching the environment was created through the platforms Mathleaks and TalkMath. Then examine how online one-to-one coaching works in this environment. It also sought to analyse how students perceive this teaching environment and if it can be usedas a complement to worked-examples. The environment was created based on pedagogical theories such as Vygotsky's sociocultural perspective, coach theories, synchronous communication as well as theory around one-to-one online coaching. Two methods were used to gather data. First, the conversations were automatically stored in a database. Secondly, a survey was used to gather the students’ opinion of the teaching environment. The framework Relationship of Inquiry was used to analyse all conversations between students and coaches. Students were chosen from an upper secondary school in the ages of 15-18 where one of the authors worked. Results indicated that the teaching environment that was created was a good complement to worked-examples. The environment was shown to help student’s knowledge progression. This shows that digital teaching environments can be a valuable addition for students when studying mathematics.

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