In previous research it has been concluded that mathematical texts more often than not test a students reading comprehension rather than their mathematical knowledge. It has also been concluded that in order to promote language learning in the mathematics classroom the teacher has a great responsibility to not only make the oftentimes abstract mathematical key concepts clear and understandable but also the concepts, methods, calculations and operational rules. In order to do so teachers must be well equipped to teach and to keep the right focus when working with concretion such as supporting images or practical mathematics such as the use of manipulatives in the classroom. My study was aimed at further researching what learning activities are being used in the classroom to promote mathematical language development which is a fundamental part of the mathematics syllabus and how its being described in the view of teachers and of students alike. My study was also aimed at looking at the relation between the learning activities that are being used to promote language skills in the Swedish language classroom. I chose to do individual interviews of teachers, group interviews of students as well as a classroom observation. My theoretical foundation was a sociocultural perspective. The results of my study show that the verbal interaction between students and teachers or students and other students played an integral part in most learning activities. It was also in this interaction that most of the formative assessments were taking place. Furthermore the results showed that those students whose aim was to find mathematical connections and seeing how different mathematical concepts interact with each other had come farther in developing generalizable skills rather than the students whose focus was to understand key concepts.

Denna studie täcker outforskade mark kring att komponera barnmusik och hur den kan användas i förskolansverksamhet. Syftet med studien är att ur ett musikdidaktiskt perspektiv undersöka och analysera barnmusikkompositörers tal om barnmusik och hur denna skulle kunna användas på förskolor. Vi använder Nielsens (1998) musikdidaktiska teori som en teoretisk grund. Elva kompositörer har intervjuats om skapandet av sin barnmusik, där bland annat deras syn på barnmusik lyfts fram. Resultatet av studien är att barnmusik är en mångfacetterad genre med många tankar och syften. De vetenskapliga, konstnärliga och hantverksaspekterna blir synliga i respondenternas uttalanden. Likaså de olika dimensionerna som musikundervisning kan grundas på. / This study covers unexplored land around composing children's music and how it can be used in the context of preschool. The purpose is to look in to and analyze, from a music didactic perspective, composers speak about children's music and how this could be adapted in preschools. We see Nielsen's (1998) didactic theory of music as a theoretical resource. Eleven composers have been interviewed about children's music where, among other things, their views on children's music are highlighted. The result of the study is that children's music is a multi-faceted genre with many thoughts and purposes. The scientific, artistic and craft-aspects become visible in the respondents' statements. Likewise the different dimensions on which music education can be founded.

This thesis offers a sociocritical (Collin, Guichon et Ntébutsé, 2015) and ergonomic (Bertin, 2015; Caws & Hamel, 2016; Rabardel, 1995) analysis of an online language learning activity using Twitter, in order to better understand the complex network of variables influencing the success or failure this digital platform in an educational context. Since the creation of Twitter in 2006, researchers in technology-mediated education have been re-purposing the platform for language learning in order to understand its impact on the learner experience (Hattem & Lomicka, 2016). Most studies investigate the benefits of using Twitter as a way to expose students to real-life social interaction (Reinhardt, 2019); they suggest that this social network motivates students (Albadi, 2016), providing the opportunity for language contextualisation (Antenos-Conforti, 2009), digital literacy development and learner autonomy (Leis, 2014). However, in doing so, many of these studies rely on a deterministic approach, assuming that Twitter has inherent educational potential that can be equally accessed by all students when it is asked of them (Collin et al.). Instead, this thesis deconstructs a network of factors and perceptions acting on a student’s ability and willingness to use Twitter to learn French. In particular, this thesis focuses on the participation and the experience of 10 first-year university French students that were invited to publish tweets and to interact with their peers on Twitter over a period of one semester (12 weeks). Drawing from direct observations, interviews and survey data, the results of my mixed-method case study indicate a possible correlation between learner beliefs, participation, and experience, thus highlighting the importance of designing digital learning activities around the diverse needs and perspectives of learners, rather than the expected outcomes that Twitter can offer. / Graduate

This study aimed at determining whether classroom teachers&lsquo / attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructivist curriculum change, and implementation of constructivist teaching and learning activities were reported in terms of frequencies, percentages, and means. Bivariate correlations were employed to understand the relations among classroom teachers&lsquo / attitudes toward change, perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. The results revealed that classroom teachers were open to change and often implemented constructivist teaching and learning activities in class whereas they had mixed perceptions about constructivist curriculum change carried out in Turkey in 2004-2005 academic year. Classroom teachers&lsquo / attitudes toward change were significantly but moderately correlated with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. Besides, classroom teachers&lsquo / perceptions of constructivist curriculum change were significantly but moderately related to their implementation of constructivist teaching and learning activities.

In this study we aim to investigate what employees at a callcenter see as prospects, opportunities and barriers of learning within a company. To answer the purpose of this essay, two questions were formulated; "What opportunities for learning does employees experience in the company?" and "How can learning in the workplace improve for the sellers?". First, we present what previous research has highlighted regarding workplace learning and learning within the callcenter industry. Afterwards we present ten semi-structured interviews with leaders and sellers within a telecom company in Stockholm. The material from the interviews was analyzed on the basis of previous research and theories in socio-cultural learning. The result shows that there are many conditions and opportunities for learning within the company and that the learning promoted in the workplace, is largely shaped in adaptive oriented way. To further promote the learning of the employees requires a development of their acting-space and the organizational culture within the business. / I denna studie syftar vi till att undersöka vad medarbetare vid ett callcenter ser för förutsättningar, möjligheter samt hinder för lärande inom ett företag. För att besvara syftet har två frågeställningar formulerats; "Vilka förutsättningar för lärande upplever medarbetare inom företaget?" och "Hur kan lärandet på arbetsplatsen förbättras för säljarna?". Först presenterar vi vad tidigare forskning har belyst angående arbetsplatslärande och lärande inom callcenterbranschen. Vi genomförde därefter tio stycken semistrukturerade intervjuer med ledare och säljare på ett Telecom bolag i Stockholm. Materialet analyserades därefter utifrån tidigare forskning och teorier inom det sociokulturella lärandet. Resultatet visar att det finns många förutsättningar och möjligheter för lärande inom företaget samt att lärandet som främjas på arbetsplatsen är till största del av anpassningsinriktad form. För att ytterligare främja lärandet hos medarbetarna krävs en utveckling av handlingsutrymmet och organisationskulturen inom verksamheten.

Το Σύστημα Διαχείρισης Μαθησιακών Δραστηριοτήτων LAMS είναι ένα διαδικτυακό εργαλείο για τη δημιουργία και διαχείριση ακολουθιών μαθησιακών δραστηριοτήτων με στόχο την υποστήριξη της σύγχρονης και ασύγχρονης μαθησιακής διαδικασίας. Στην παρούσα έρευνα περιγράφεται μία μελέτη περίπτωσης για την οποία μελετώνται η σχεδίαση, η ανάπτυξη-υλοποίηση και η αξιολόγηση κατάλληλων ακολουθιών μαθησιακών δραστηριοτήτων με το LAMS στα πλαίσια της Θεματικής Ενότητας (ΘΕ) ΠΛΗ37 του ΕΑΠ κατά το ακαδημαϊκό έτος 2010-2011. Οι ακολουθίες μαθησιακών δραστηριοτήτων διατέθηκαν στους φοιτητές μέσω της πλατφόρμας ασύγχρονης και εξ αποστάσεως εκπαίδευσης (εξΑΕ) Moodle της εν λόγω ΘΕ και ο κύριος στόχος τους ήταν η υποστήριξη των φοιτητών στην εκπόνηση των δύο (2) πρώτων γραπτών εργασιών (ΓΕ) τους. Στα πλαίσια της έρευνας μελετήθηκαν οι αντιλήψεις και οι στάσεις των φοιτητών αναφορικά με τις μαθησιακές δραστηριότητες LAMS, η συμμετοχή τους στις δραστηριότητες αυτές, καθώς και οι γραπτές επιδόσεις τους στις δύο (2) πρώτες ΓΕ της συγκεκριμένης ΘΕ. Για το σκοπό αυτό, οι φοιτητές συμπλήρωσαν ανώνυμο ερωτηματολόγιο και συμμετείχαν σε ατομικές συνεντεύξεις μετά το πέρας της ΘΕ, ενώ αξιοποιήθηκαν τα αρχεία καταγραφής τόσο του LAMS όσο και του Moodle. Τα αποτελέσματα της έρευνας έδειξαν ότι οι φοιτητές εξέφρασαν θετικές αντιλήψεις και απέκτησαν θετική στάση αναφορικά με τις μαθησιακές δραστηριότητες LAMS, ενώ επίσης, παρατηρήθηκε θετική γραμμική συσχέτιση της συμμετοχής τους στις συγκεκριμένες μαθησιακές δραστηριότητες και των επιδόσεών τους στις αντίστοιχες ΓΕ. / The Learning Activity Management System LAMS is a web tool for creating and managing sequences of Learning Activities in support of synchronous and asynchronous learning process. This research describes a case study which examined the design, development-implementation and evaluation of appropriate sequences of learning activities with LAMS, in the PLI37 course of the Hellenic Open University, during the academic year 2010-2011. These sequences of learning activities were available to students through the asynchronous distance learning platform of Moodle, aiming to support the students in the preparation of their first two written tasks. The research examined the conceptions and attitudes of students regarding the learning activities of LAMS, their participation in these activities and their written performance in the first two written tasks. For this purpose, the students completed an anonymous questionnaire and participated in individual interviews after the end of the course, while the log files of LAMS and Moodle were also evaluated. The results showed that students expressed positive conceptions and acquired positive attitudes towards the learning activities of LAMS, while a positive linear correlation between the participation in the learning activities and the performance in their respective written tasks was also observed.

The theme of the diploma thesis is allergens in the teaching of natural science, biology and chemistry. The subject and its aim is to find out the presence of allergens in selected classes of natural sciences (natural sciences, biology, chemistry) as well as the level of awareness of problems of allergies and allergens from teachers and pupils of elementary schools and grammar schools and to compare whether teachers of selected subjects take into account Creating climate climate for allergic pupils. The thesis consists of theoretical and practical part. The first part summarizes all theoretical knowledge, including the theme of allergies and allergens. It deals with the concept of allergy from the historical point of view, it characterizes the general importance of allergies and its connection with the immune system, it presents individual risk factors influencing the origin and development of allergic disease. A large part of the theoretical part describes allergic diseases including their manifestations, diagnosis and follow-up treatment, and also the individual types of allergens that are classified according to their effects on the organism. Last but not least, the chapter deals with the presence of allergens in the school environment. Also in this part the pedagogical documents - RVP and ŠVP...

Background: There is a need for students to integrate theory with practice and there is an ongoing search for the best learning and teaching models in Primary Health Care settings. The aim of this study was to explore preceptors' and nursing students’ experiences of using peer learning during clinical practice in Primary Health Care. Methods: A qualitative research approach was used based on semi-structured interviews with 7 preceptors and 8 nursing students performed in May 2017. The interviews were transcribed and analyzed by using content analysis based on an inductive reasoning. Results: Preceptors and students perceived peer learning as a pedagogical model beneficial for learning in primary care settings and described the model as stimulating, challenging and developing. All informants were positive of the peer learning experience and students described that they were seen as individuals and not treated as a couple even if they worked in peers. The physical environment was demanding due to telephone counseling, limited opportunities for using computers and small rooms. Conclusion: This study shows that despite the complex learning environment peer learning as a pedagogical model seems to work well in Primary health care setting. However, there is much to improve to facilitate the student's learning process. The students should be given priority and that the assignment with preceptorship should be highlighted Keywords: Learning environment, Peer learning, Physical environment, Primary Health Care, Structured learning activities.

(in English): The main aim of this diploma thesis is to chart the cooperation of the assistant of pedagogue and the teacher in the management of a pupil's learning activities from the point of view of both the assistant of pedagogue and the teacher. In the theoretical part, attention is paid to the very definition of the position of the assistant of pedagogue and the learning activities of the pupil in the educational process. It also specifies the cooperation of the assistant of pedagogue with the teacher, in particular their teamwork and preparation for learning, including joint planning, implementation and evaluation. The empirical part is based on quantitative research in the form of online questionnaire survey which was prepared in two versions for the assistants of pedagogue and the teachers. Based on the results, the most important conditions and specifics of the cooperation between assistants of pedagogue and teachers in the management of pupil's learning activities within inclusive education are identified

En effektiv lärprocess för individen i arbetet är väsentligt för företags utveckling. Startups är företag som befinner sig i ett tidigt skede och karaktäriseras av innovation och en flexibel struktur. Tidigare forskning pekar på att dessa företags möjligheter och förutsättningar för lärande skiljer sig från de hos mer etablerade företag. Entreprenören har en nyckelroll i startups och deras lärande korrelerar med företagets utveckling. Syftet med denna studie är därför att undersöka lärandeaktiviteter för entreprenörer i startups för att öka förståelsen för hur deras lärande sker. För att undersöka syftet används en kvalitativ metod baserad på semistrukturerade intervjuer. Empirin analyseras med stöd av ett teoretiskt ramverk. Den teoretiska referensramen består av formellt samt informellt lärande och de tre läraspekterna situerat, erfarenhetsbaserat och kollektivt. Genom studiens analys identifieras entreprenörers lärande i form av aktiviteter i arbetet. Resultatet pekar på att entreprenörens lärande till stor del sker genom aktiviteter som i första hand fokuserar på företagets överlevnad. / An effective learning process for the individual at work is essential for company development. Startups are companies that are in an early stage and are characterized by innovation and a flexible structure. Previous research indicates that these companies opportunities and conditions for learning differ from those of more established companies. The entrepreneur has a key role in startups and their learning correlates with the company's development. The purpose of this study is therefore to investigate learning activities for entrepreneurs in startups to increase the understanding of how their learning takes place. To investigate the purpose, a qualitative method based on semi-structured interviews is used. The empirical material is analyzed with the support of a theoretical framework. The theoretical framework consists of formal and informal learning and the three learning aspects situated, experience-based and collective. Through the study's analysis entrepreneurs learning is identified in the form of work based activities. The results indicate that the entrepreneur's learning largely takes place through activities that primarily focus on the company's survival.