<p>Naturkunskap A är ett kärnämne på gymnasiet och därför läser alla gymnasieelever ämnet. Vad tycker eleverna om ämnet och hur föredrar de att arbeta? Hur ser lärarna på ämnet och hur vill de arbeta? Genom en enkätundersökning, där vi gjort en enkät till lärare och en enkät till elever, undersöker vi hur Naturkunskap A ser ut på olika skolor, då det gäller undervisning och val av läromedel.</p><p>Syftet med vår undersökning är att skaffa oss kunskap om elevers olika sätt att lära. Vi vill även ta reda på i vilken utsträckning lärare använder andra läromedel än läroboken inom de olika ämnesområdena i Nk A. För att få reda på detta utgick vi från våra frågeställningar:</p><p>• I vilken grad används andra läromedel än läroboken i Nk A?</p><p>• Vilken attityd har elever till de olika ämnesområdena i Nk A?</p><p>• Hur lär elever bäst, enligt elever, enligt lärare?</p><p>• Diskuterar lärare målen i Nk A med eleverna?</p><p>Vi bestämde oss för att åka till de skolor där enkäterna besvarades och därför ligger vår urvalsgrupp inom en tio mils radie från Jönköping. Detta gjorde att vi kunde vara på plats och svara på eventuella frågor som eleverna och lärarna kunde ha på enkäten. Skolorna vi valt har olika profiler, detta för att få en så stor variation som möjligt. Vi har även valt att besöka olika program även detta för att få ett ”säkrare” svar.</p><p>Resultaten stämmer bra överrens med tidigare forskning, elever vill ha variation i sin undervisning och med sina läromedel. Lärarna strävar efter variation, socialt samspel och dialog i sin undervisning. Lärarna hävdar att de talar om målen med eleverna, eleverna upplever dock inte detta. Förutsättningarna för ett bra arbetssätt finns såväl hos eleverna som hos läraren, men det är inte alltid eleverna förstår vad läraren vill få fram i sin undervisning. Det är därför viktigt med attityden till ämnet hos eleverna.</p>

This work addresses the education of 7–8 years old children in the way of learning science, especially the moment called ”Årstidsväxlingar i naturen” (Seasonal changes in nature) in the curriculum Lgr11 from the ”Core content” and how this subject is taught in a Swedish first grade in primary school. The investigation was aimed to try to find out which methods the teachers are using and what kind of material and technical devises they use, what kind of teaching/learning styles they advocate and how much time they spend for the different moments of teaching in the classroom as well as outdoors. This has been investigated by observation of a first grade class in a Stockholm suburb. The time spent for every moment has been measured and analyzed after notes and sound recordings have been taken. These results are presented in fig. 1–3 where every moment of the classes also is shown. Additional interviews have been conducted with three different teachers, teaching this subject to first graders. The results of these interviews are presented in tab. 1 and appear to be very different from each other. The reasons of these differences are discussed and several hypotheses are proposed.

The purpose of this study was to describe the educational backgrounds and teaching styles of athletic training educators and to see if a relationship existed between educational backgrounds and teaching styles. An electronic survey was e-mailed to 338 Program Directors of CAAHEP accredited undergraduate and graduate athletic training education programs. The survey was also posted on the athletic training educator's listserv to recruit more participants. The survey contained questions regarding demographics and educational history, as well as the Teaching Styles Inventory (Grasha, 2002). A total of 198 athletic training educators responded to the survey, and 174 filled out the survey in its entirety.An overwhelming majority of the participants were White (98%) and about 50% were male or female. Over half of the participants were program directors (59%) and 38% were at the assistant professor rank. Thirty-one percent were currently employed at a liberal arts instituti on. Most were employed in a College of Education (36%), working in a department of health, physical education, and recreation (25%). These athletic training educators had diverse educational backgrounds. A Bachelor of Science degree had been awarded to 78% of the respondents, and 33% of the Bachelor's degrees were in physical education. Forty-five percent did not have a minor degree. At the master's level, most of the degrees that had been awarded were Master's of Science (63%) and 23% were in athletic training/sports medicine. Most of the participants did not hold a post-graduate level degree (37%). Of those with a post-graduate degree, 27% held a Doctorate of Philosophy. Nine percent were in curriculum and instruction. On average, athletic training educators had been teaching for 8 years, had completed 8 courses in pedagogy, and had attended 8 workshops that were based on improving pedagogical practices. The predominant teaching style among athletic training educators was per sonal model (50%). Surprisingly, none of the participants had a delegator teaching style as their predominant style. The results of the MANOVA suggested that a significant relationship did not exist between educational backgrounds and teaching styles among these athletic training educators.

Det pedagogiska intresset för ”lärstilar” har under senaste åren ökat och barns individualitet i skriftspråkstillägnandet uttrycks även i andra sammanhang. Syftet med denna studie är att belysa och diskutera hur man kan se på och arbeta med barns olika sätt att lära i läs- och skrivundervisningen. Vidare är studien inriktad mot att belysa studieområdet ur en vidare kontext då den empiriska undersökningen genomförts både i Sverige och i Costa Rica med en kombination av intervjuer och observationer. Utifrån en kulturell och utbildningspolitisk kontext belyses variationer och likheter i lärarnas möjligheter och förutsättningar att beakta barns olika sätt att lära sig skriftspråket. Av resultatet framkommer att lärarna påvisar en viss form av beaktande av barns olika sätt att lära skriftspråket främst i form av en inriktning mot individualisering utifrån varje individs nivå och arbetstakt. De uppvisar en ambition att individanpassa undervisningen både i Sverige och i Costa Rica men undervisningen förefaller trots detta vara inriktad mot gemensamma moment. Genom att variera den gemensamma undervisningen, bland annat genom att blanda analytiska och syntetiska läs- och skrivmetoder, försöker lärarna tillgodose barns olika sätt att lära. De intervjuade lärarna framhåller dessutom motivationen hos eleverna som en avgörande faktor för ett framgångsrikt skriftspråkstillägnande och poängterar underhållande arbetssätt och skapandet av intresse hos eleverna som betydelsefulla inslag i undervisningen. Vidare tyder studiens resultat på att till skillnad mot i Sverige framhålls i Costa Rica verbala förmågor då observationer och styrdokument visar på en fokusering av muntliga undervisningsformer. Studiens resultat antyder dessutom att förutsättningar och möjligheter att beakta barns olika sätt att tillägna sig skriftspråket skiljer sig åt mellan de olika kontexterna, främst i form av att de ekonomiska resurserna i Costa Rica inte möjliggör förverkligande av lärarnas pedagogiska ambitioner.

Utifrån att elever verkar ha en förmåga till att endast söka svar på uppgifterna de får och inte vilja intressera sig för att förstå området, så uppkom iden om detta arbete. Syftet med arbetet är att studera vilken kunskap som mäts i skolan. Begreppet kunskap beskrivs utifrån olika synsätt. Området lärstil beskrivs i arbetet med en tyngd på att beskriva ytinlärning och djupinlärning. Vidare beskrivs området kunskapsbedömning där olika frågetyper beskrivs. En studie med kvalitativ karaktär har genomförts genom intervjuer med lärare, samt kvantitativ granskning utav skriftliga kunskapsprov. Resultaten påvisar att det ligger mycket på lärarna vilka prov de använder, beroende på hur de skriftliga proven är uppbyggda samt att motivera eleverna. Den kunskap som mäts med de skriftliga proven är främst ytinriktad och det stämmer inte överens med vad kursmål och betygskriterier efterfrågar då de mest efterfrågar djupinriktad kunskap.

Students enrolled for the Network Systems III module at the Vaal University of Technology are experiencing problems with passing this module. Many of them fail due to the fact that they do not understand the subnet masking part of it. In an attempt to increase the students' pass rate, this study will make additional study material available to them, complying with their learning style preferences. This material will be available as elearning material on the Internet. The usage and success of elearning material implies a holistic approach towards learning styles. Learning styles consist of different interrelated learning elements. This study will make use of an action research approach comprising four phases. In the first phase, different learning styles are diagnosed by means of a literature study. The information obtained is applied to compile an interpretive questionnaire for completion by students. This questionnaire will enable the researcher to do an empirical study with regard to their learning preferences. The data obtained from the questionnaires will be analysed and information obtained will be applied to make additional module related elearning material available on the Internet. During the second phase, results obtained from the empirical investigation will be used to develop elearning material on subnetting, while also addressing the identified learning styles of participants. The elearning material is provided on the Moodle learning management system, enabling students to use it according to their own preferences. In the third phase, the success of the intervention on the elearning material is investigated. In this phase, the activities of students using the elearning material are analysed and tests and examination results processed to determine whether there is any correlation between time spent on elearning material and these results. The usage of elearning material is tested by means of an interpretive questionnaire to the students. The last part of the action research approach deals with the question of whether the research was conducted successfully. A second iteration of the process proved the results to be satisfactory. The elearning material was positively received by students participating in the research, while a growing interest in this material was noticed from the last semester in 2007 to the first semester in 2008. / Thesis (M.Sc. (Computer Science))--North-West University, Potchefstroom Campus, 2011.

Students enrolled for the Network Systems III module at the Vaal University of Technology are experiencing problems with passing this module. Many of them fail due to the fact that they do not understand the subnet masking part of it. In an attempt to increase the students' pass rate, this study will make additional study material available to them, complying with their learning style preferences. This material will be available as elearning material on the Internet. The usage and success of elearning material implies a holistic approach towards learning styles. Learning styles consist of different interrelated learning elements. This study will make use of an action research approach comprising four phases. In the first phase, different learning styles are diagnosed by means of a literature study. The information obtained is applied to compile an interpretive questionnaire for completion by students. This questionnaire will enable the researcher to do an empirical study with regard to their learning preferences. The data obtained from the questionnaires will be analysed and information obtained will be applied to make additional module related elearning material available on the Internet. During the second phase, results obtained from the empirical investigation will be used to develop elearning material on subnetting, while also addressing the identified learning styles of participants. The elearning material is provided on the Moodle learning management system, enabling students to use it according to their own preferences. In the third phase, the success of the intervention on the elearning material is investigated. In this phase, the activities of students using the elearning material are analysed and tests and examination results processed to determine whether there is any correlation between time spent on elearning material and these results. The usage of elearning material is tested by means of an interpretive questionnaire to the students. The last part of the action research approach deals with the question of whether the research was conducted successfully. A second iteration of the process proved the results to be satisfactory. The elearning material was positively received by students participating in the research, while a growing interest in this material was noticed from the last semester in 2007 to the first semester in 2008. / Thesis (M.Sc. (Computer Science))--North-West University, Potchefstroom Campus, 2011.

The purpose of this study was to determine the learning styles of preparatory school students from Gazi University and examine the relationship between students&rsquo / learning style preferences (LSP) and faculty students will study in, gender, proficiency level of English and achievement scores on listening, reading, grammar, and writing in the English Course. The instrument, Index of Learning Styles (ILS), was administered to 367 randomly selected students. As for the data analysis, descriptive statistics portrayed the frequencies, percentages, means and standard deviations, the t test was conducted to see whether students&rsquo / achievement scores differ according to their LSPs and the Crosstabs procedure was conducted to investigate whether the LSPs of the students at Gazi University differ according to faculty they will study in, gender and level of proficiency. The results indicated that there was no significant difference between students&rsquo / LSPs and faculty, gender, level and achievement scores.

Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of this growing array of resources and move beyond traditional face-to-face and distance education correspondence modes toward a rich technology-mediated learning environment. Moreover, ready access to multimedia at the desk-top has provided an opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. This study investigates pedagogical, individual and institutional factors influencing the adoption and integration of educational technology by academics at a regional Australian university for the purpose of developing interactive multimodal technology-mediated distance education courses. These courses include a range of multimodal learning objects and multiple representations of content in order to cater for different learning styles and modal preferences. The findings of this study revealed that a range of pedagogical, individual and institutional factors influence academics' development of interactive multimodal technology-mediated distance education courses. Implications for distance education providers and individual academics arising from these factors and subsequent recommendations are presented.

Second language enrolments, especially among boys, have declined markedly in our secondary schools over the last thirty years. Most research into this decline has been concerned with understanding what students do not like about language study. The present study took a different perspective, looking at classes in two schools where second language learning is popular and enrolments were high for both genders. The study sought to find which aspects of learning styles and strategies each gender enjoyed as a way to provide information to improve classroom language study and enrolment, particularly among boys. The study involved two, private schools, one boys’ and one girls’ — from the same socio-economic background. The schools were chosen because they had high enrolments in second languages, allowing meaningful amounts of data to be obtained. The single gender classes also permitted clear analysis of which classroom behaviours and activities suited each gender. A mixture of quantitative and qualitative methods was used. Data were collected using a student questionnaire, classroom observations and teacher interviews. Gender differences were found in a number of aspects of learning styles and strategies. Girls favoured collaborative learning styles that emphasised experience and support. Boys favoured a learning style emphasising clear parameters and expectations and opportunities to produce comprehensible output in the target language. The study found that teachers matched speaking activities to the preferred learning styles of the gender being taught. Further, it was found that while girls generally enjoyed groups of all sizes, boys preferred to practise speaking activities in pairs. Boys were found to be more confident about speaking activities than girls and both genders’ use of the target language reflected gender differences in communication in the first language