This thesis concerns teaching in mathematics teacher education and is based on the implementation of a learning study at teacher training. The overall purpose was to investigate in what way teacher training could facilitate and improve student teachers’ Mathematical Knowledge for Teaching (MKT). In the learning study design, MKT was conceptualized as an object of learning with a meta-character, which meant that it was applicable to and transferable between different content areas of mathematics. This made it possible to vary the mathematical content between lessons but to keep the object of learning constant. Four critical features of the object of learning were found, giving insight in some of the problems related to teacher education. Student teachers had to be able to formulate proper aims for a lesson and to give detailed descriptions of elements of MKT for coherence in their MKT to occur. A focus on student teachers’ role as mathematics teachers had to be established and finally, sufficient mathematical knowledge was found to be a prerequisite for their MKT to develop. The study shows that enactment of these critical features improved the teaching by the teacher educators, which in its turn improved the student teachers’ learning with regard to MKT. The study also indicates that the prescribed design is worth considering for future collaborative efforts of improving teaching where other objects of learning with a similar meta-character are involved.

This thesis reports the results from a study focused on the objects of learning. The aim is to analyse and describe how objects of learning are handled in three learning studies. The first question concerns how different aspects of learning is carried out in terms of the intended, enacted and lived objects of learning and their interrelations. The second question concerns the differences and similarities between an object of learning and a learning objective. The theoretical framework for the analysis of this study as well as for the planning instructions is variation theory. The theoretical assumption is that learning is always the learning of something, so as the ability to learn presupposes an experience of variation. Thus, the learner must discern variation in a dimension that corresponds to that aspect in spite of the background of invariance in other aspects of what is to be learned (i.e. the object of learning). In a classroom discourse, the teachers’ as well as the students’ activities constitute the space of learning, which refers to the learning opportunities the students are given, i.e. the enacted object of learning. The intentional object of learning describes the teachers’ intention with the lesson. The lived object of learning is what they actually learn. The object of learning is the compound of two aspects: the direct and the indirect object of learning. The former is defined in terms of content whereas the latter refers to the kind of capability that the students are supposed to develop. The method used is learning study, which can be seen as a hybrid between a design experiment and lesson study. A learning study is theoretically grounded which primary focus is on an object of learning. Here, the teachers and the researcher worked together and had equal status in the group. The objects of learning were chosen by the teachers. The findings should be seen as implications on students’ learning can be understood, depending on how an object of learning is constituted by a teacher in terms of the intended, enacted and lived objects of learning. Another finding is a contribution to the discussion of how teachers’ competences should be constituted.

Syftet med denna studie är att undersöka hur några elever i årskurs 1 skapar förståelse för vad en teknisk artefakt är och vidare hur eleverna ges möjlighet till detta genom att läraren använder variationsmönster under ett lektionstillfälle. Materialet har samlats in genom en learning study vilket innebär att vi har genomfört en praxisnära undersökning. Vi har i studien agerat både forskare och lärare; observerat, planerat och bedrivit undervisning samt analyserat empirin. Vi har studerat tre lektionstillfällen i tre olika grupper med fokus på att tillsammans med eleverna skapa en definition av vad en teknisk artefakt är. Med hjälp av för- och eftertester har vi även undersökt elevernas uppfattningar om tekniska artefakter före och efter lektionstillfället. Som analysredskap har vi använt variationsteori och de begrepp som den innefattar samt kritiska aspekter. Vi jämför sedan resultatet med tidigare forskning. Resultaten visar att lärarens brister och förtjänster påverkar det intentionella lärandeobjektet, det vill säga om eleverna lär sig eller inte. Studien visar även att andra faktorer påverkar lärandet. Eleverna inte har några svårigheter med att urskilja högteknologiska artefakter men hade svårt att förvärva sig förståelsen för att ett naturligt föremål som bearbetas blir till ett tekniskt föremål. Anmärkningsvärt med studien var att vi upptäckte att flera elever tänker cykliskt när de tänker på en teknisk artefakt då de ser till hela tillverkningsprocessen.

Syftet med studien är att undersöka hur barns uppfattningar kring aggregationsformer som fenomen förändras genom några enkla aktiviteter med is (fast form), vatten (flytande form) och vattenånga (gasform) samt hur barnen skapar mening kring aggregationsformerna. Denna studie är gjord ur ett utvecklingspedagogiskt perspektiv, en gren ur fenomenografin. Metoden som använts är kvalitativa observationer i barngrupp och data har samlats in genom fältanteckningar. Barnen har observerats under två aktiviter; experimentet Från is till ånga och leken Molekylleken. Experimentetet genomfördes två gånger, en gång innan och en gång efter leken. I studien har 19 barn deltagit i åldrarna fyra till sex år. Studiens resultat visar en förflyttning i samtalet från att i första experimentet kretsa kring barnens tidigare erfarenheter till att under sista experimentet kretsa kring molekyler. Barnens förändrade uppfattningar uppstår i mötet med aktiviteterna och ett meningsskapande kan registreras. Studien visar alltså att barnens nya erfarenheter genom aktiviteterna får betydelse för deras uppfattningar av lärande objektet, aggregationsformer. Denna studie ger förskollärare förståelse för barnens meningsskapande kring aggregationsformer samt hur barnens begynnande kemikunskap kan ta sin början i förskolan. / The aim of this study is to see the perceptions that preschool children have about the aggregate states as a phenomena through some simple activities with ice (solid), water (liquid form) and water vapor (gas form) and how the children create meaning through the aggregate states. The theoretical perspective in this study is development pedagogic, a part of phenomenography. The used method is qualitative observation in a preschool group and the data is collected with notes. The children have been observed during two different activities; an experiment, From Ice to Vapor and a game, the Molecular game. The experiment took place twice, one time before the game and one time after. 19 children in the ages 4-6 years have been part of this study. The results show a movement of the conversation from the first experiment when they talked a lot about earlier experiences of water to the last experiment when the conversation was more about molecules. The children changed their perceptions in the meeting with the activities and they created meaning in relation to the aggregate states. The study also shows that the new experiences that the children receive through the activities are helping them with their perception of the object of learning, the aggregate states. This study gives preschool teachers an understanding of how children are creating meaning about aggregate states and how understanding of chemistry can take place in preschool.

Made available in DSpace on 2015-05-07T15:09:49Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1750455 bytes, checksum: b508baf418bfc444db70e5718515feaa (MD5) Previous issue date: 2009-02-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is to examine the potential for a learning object developed with computational resources and with the purpose of assisting in the teaching of basic geometry. We used as the theme for Basic Geometry by we know the problems in their education today We work with the hypothesis that the use of learning object the lessons of geometry can foster meaningful learning in students. The research had as its main source the meaningful learning theory of Ausubel, but also looking at media studies entered in the field of mathematics education, especially those geared to the use of technology in teaching of science, and literature about the teaching of geometry in Brazil. The study was implemented in two distinct classes of administrative spheres (public and private) of high school, both being located in the city of Campina Grande - PB. As a methodology, we use a pre-and post-test, with questions classified according to the modified taxonomy of Bloom, according to the dimensions of cognitive knowledge. We applied the first test before presenting the learning object for students and the second after the study undertaken by students and teachers. The results showed us that the learning object had a great contribution to the learning of students. In both classes there was quite a considerable growth of the medium, even among students who had low notes in both tests. The analysis in terms of cognitive dimensions also showed that even in the tests that were classified in more complex dimensions, there was a substantial increase in performance of students. / Esta pesquisa consistiu em analisar o potencial didático de um Objeto de Aprendizagem desenvolvido com recursos computacionais com o objetivo de auxiliar no processo de ensino de Geometria Fundamental. Utilizamos como tema a Geometria Básica por conhecermos a problemática no seu ensino atualmente. Trabalhamos com a hipótese de que a utilização de objetos de aprendizagem nas aulas de geometria poderá favorecer a aprendizagem significativa nos educandos. A pesquisa teve como principal fonte teórica a teoria da aprendizagem significativa de Ausubel, mas, também buscamos suportes em estudos inseridos no campo da Educação Matemática, principalmente aqueles voltados ao uso de tecnologias no ensino desta ciência, e Textos que tratam do ensino de Geometria no Brasil. O estudo foi aplicado em duas turmas de esferas administrativas distintas (pública e privada) do Ensino Médio, sendo ambas localizadas no município de Campina Grande PB. Como metodologia, usamos um pré e pósteste, com questões classificadas de acordo com a Taxonomia de Bloom, obedecendo às dimensões cognitivas do conhecimento. Aplicamos o primeiro teste antes da apresentação do Objeto de Aprendizagem para os alunos e o segundo após o estudo desenvolvido pelos discentes e professor. Os resultados nos mostraram que o Objeto de Aprendizagem teve uma grande contribuição para a aprendizagem dos alunos. Nas duas turmas houve um crescimento bastante considerável das médias, mesmo entre aqueles alunos que apresentaram notas baixas em ambos os testes. A análise feita em termos de dimensões cognitivas também mostrou que, mesmo nos testes que foram classificados nas dimensões mais complexas, houve um crescimento importante no desempenho dos estudantes.

Målen har fått en allt viktigare position i skolan, elevernas resultat likaså. I den här studien belyses och undersöks lärares tolkning och realisering av kursplanemål i grundskolan. Läroplanen föreskriver att samtliga elever i grundskolan skall nå förutbestämda kunskapsmål. Det gap som återfinns mellan läroplanens formulerade innehåll och elevers lärande har tidigare kallats för the teaching gap eller undervisningens Grand Canyon. En sådan metafor åskådliggör den problematik som existerar i undervisningssituation mellan styrning och elevers lärande. Studien ramas in av de läroplansförändringar som har skett sedan början av 90-talet. I och med införandet av den tidigare läroplanen för grundskolan, Lpo94, förändrades kursplanens struktur i grunden. Lärarna skulle medverka i en deltagande målstyrning där de formellt gavs stort utrymme att tolka läro- och kursplaner. Att undervisa med hjälp av både strävans- och uppnåendemål visade sig dock vara problematiskt på flera sätt. En ny läroplan för grundskolan, Lgr 11, arbetades fram och trädde i kraft 2011. Lärarna blev nu tvungna att tyda en ny kursplan med centralt innehåll och kunskapskrav där elevernas utvecklande av ämnesspecifika förmågor framstod som centralt. Lärarna i studien ger exempel på hur de tolkar och realiserar kursplanemål samt iscensätter dem i undervisning inom ramen för en mål- och resultatstyrd skola. Lärarnas uppdrag har beskrivits som mer kvalificerat i och med den senaste läroplansreformen och den här studien antyder samma sak. Lärarna skall undervisa så att eleverna utvecklar ämnesspecifika förmågor men vad innebär det i ett undervisningssammanhang? Samtidigt har kraven ökat på lärare när det gäller resultatmedvetenhet och kunskapsbedömning. I studien undersöks därför också vad det kan innebära för lärare att iscensätta och realisera kursplanens innehåll via en learning study. Lärarna undersöker då vad som krävs för att elever utvecklar ett specifikt kunnande i samhällskunskap. Att lärarna gavs möjlighet att få iscensätta undervisning på det här sättet verkar ha haft betydelse för deras förståelse av såväl det ämnesdidaktiska innehållet som elevernas förståelse. / This thesis investigates teachers’ life-world during an era of restructuring of the educational system in Sweden. In recent years two different kinds of curriculums have been implemented in compulsory school, Lpo94 [1994 Curriculum for the Compulsory School System] and Lgr 11 [Curriculum for Primary Schools, Kindergarten, and Before/After School Care], which replaced the 1994 plan. Both are framed in the system of management by objectives. This affects teachers practice in different ways. One is that teachers need to interpret and implement curricular goals in the classroom in a way that makes them evaluable. This reflects an instrumental view of knowledge that is often found in a goal- and results-driven business. The aim of this study is to explore teachers’ meaning-making as they formulate and discuss the subject content in teaching with regard to learning objectives and student learning. This thesis consists of two studies. Results show that teachers first need to understand the subject matter and its relation to students’ understanding and only then consider the objectives to be met. This is what is expressed by the teachers in this thesis when they create meaning as they formulate objectives with regard to the object of learning. In this way the view of the goals as directive and rational in teaching is overturned because the goals are incorporated into teaching and are used in different ways by different teachers.

In seeking to create a richer learning environment in a junior high art classroom, the author develops a theory of presence. Closely connected to object-centered learning, a theory of presence in the art classroom places value on students being in the presence of, interacting with, and responding to artworks, artists, and other individuals and objects from the visual arts community. The author then describes how curricular plans are influenced by this theory of presence. Using an action research methodology, the author engages in the spiral process of planning, acting, observing, and reflecting on curriculum that explores the possibilities of connecting students with objects, artifacts, and people that privilege physical interaction and presence. Guest artist visits, utilizing a local art museum, and other methods are explored as possibilities for this to be achieved.

Traditional methods of teaching (i.e., didactic reading and lecture) remain the primary way instruction is delivered in construction management (CM) classrooms. This is true despite a growing body of literature promoting more contemporary, student-centered pedagogies that offer improvements over traditional teaching models. One of these is object-based learning (OBL), a student-centered approach that uses digital learning objects (LOs), such as videos, images, animations, mobile apps, and educational games, to facilitate deep and engaging learning experiences. One of the most common types of LO is instructional videos. Over the past quarter century, abundant research has been conducted in the field of computer science to advance the quality and reach of instructional video LOs. In contrast, a relatively small amount of research has been dedicated to understanding them in terms of their pedagogical efficacy. This is especially true for the field of CM. Very little empirical research currently exists at the intersection of CM and OBL. This dissertation examines the ability of supplemental instructional videos (SIVs) — a specific type of instructional video that complements other forms of instruction, including in-person teaching, readings, and group work, to deliver a full learning experience — to improve both the performance and the quality of the learning experience for undergraduate CM students. The first chapter of the dissertation is introductory, providing information about the major themes of the dissertation including construction management education, OBL, SIVs, and flipped classrooms. The second chapter explores the foundational learning theories that support OBL in a flipped CM classroom. A theoretical framework is proposed that can be used by teachers to guide them as they tailor their own approach for using instructional videos. The third chapter presents an interdisciplinary synthesis of best practices for the design and development of SIVs. Using these best practices, I document the production process of SIVs for an undergraduate CM course called Residential Construction Technologies. The fourth and fifth chapters cover a study in which the SIVs I developed were used as teaching aids for pre-class readings in Residential Construction Technologies. Chapter Four centers on a repeated measures experiment that was designed to evaluate the effectiveness of the SIVs at improving student performance. Chapter Five uses surveys and interviews to understand student perceptions of the SIVs. Overall, I found that the SIVs had little measurable effect on improving the student's grades. However, overwhelmingly, the students reported that they valued having the videos, and felt that they helped with their understanding of unfamiliar or complicated course topics. Chapter Six concludes the dissertation with a short synthesis of all chapters and summary of their major themes and findings. / Doctor of Philosophy / Increasingly, teacher-made instructional videos are being used as educational tools in university classrooms. Unfortunately, not much guidance is available to help teachers with this task, and many of the videos being produced today are both low quality and ineffective. This dissertation's purpose is to help teachers find an efficient way to produce effective and appealing instructional videos for their specific learning audiences. Although this work was executed in a construction management (CM) context, teachers in many fields can benefit from the research. The first major accomplishment of the dissertation is an educational framework that teachers can use to incorporate instructional videos in their own curriculums. Next, a collection of the current best-practice guidelines for the design and development of instructional videos was assembled and explained. Using the guidelines for ourselves, I produced twelve short videos on various construction topics to be used in an undergraduate CM course called Residential Construction Technologies. The videos were designed to accompany readings that the students were assigned to complete before coming to class. To understand if the videos were effective teaching aids, I conducted an experiment to measure whether the videos made a difference to the students' grades. Additionally, I asked the students with a survey and interviews to describe how they felt about the videos. Overall, I found that the videos had little impact in improving the student's scores. However, overwhelmingly, the students reported that they valued and appreciated having the videos and they felt that they helped with the reading topics.

This thesis reports results from a study that focuses on teachers’ professional development during an in-service training period.   The aim is to analyse and describe how the teachers talk about and handle lesson content. The first question concerns changes in relation to a specific object of learning. The second question concerns how they relate to a theoretical framework and the third question concerns differences in the students’ learning outcome and if it can be understood in relation to the teachers’ development.   The variation theory is the theoretical framework that is used for lesson planning as well as when analysing results. The basis of the study is that learning always is the learning of something and that the teachers’ activity as well as the students’ activity constitutes the space of variation that decides what is possible to learn concerning a delimited object of learning, i.e. the enacted object of learning. The object of learning is seen as a capability and it can be defined by its critical features. The constitution of the meaning aimed for the critical features of the object must be discerned. The intentional object of learning describes the teachers’ intention with the lesson, and the lived object of learning is what the students really discerned. The theoretical assumption is that learning always assumes an experienced variation where learning is seen as a change in the learners’ possibility to experience the world in a certain way. You have to have experienced a phenomenon’s variation to understand its meaning, i.e. what we experience is how something differs from something else.   The method is Learning study and it can be described as a hybrid of the Japanese Lesson study and Design experiment. A Learning study is theoretically grounded and the primary focus is on an object of learning. The learning study group consisted of three teachers and most often two researchers. Each member had equal status in the group. The object of learning seen from the teachers’ perspective was the variation theory that was gradually introduced by the researchers. The empirical material was generated from audio-taped discussions and from videotaped lessons.   The findings should be seen as a contribution to the discussion about teachers’ professional development. The teachers participated in a collective construction of professional knowledge and it can be stated that the teachers had no problem changing their discussions to focus on a specific object of learning when the theoretical framework was used in relation to their own practices. Another finding is that the change in how the teachers handled the object of learning influenced the students’ learning in a positive way although the results were subtle.

This thesis reports results from a study that focuses on teachers’ professional development during an in-service training period. The aim is to analyse and describe how the teachers talk about and handle lesson content. The first question concerns changes in relation to a specific object of learning. The second question concerns how they relate to a theoretical framework and the third question concerns differences in the students’ learning outcome and if it can be understood in relation to the teachers’ development. The variation theory is the theoretical framework that is used for lesson planning as well as when analysing results. The basis of the study is that learning always is the learning of something and that the teachers’ activity as well as the students’ activity constitutes the space of variation that decides what is possible to learn concerning a delimited object of learning, i.e. the enacted object of learning. The object of learning is seen as a capability and it can be defined by its critical features. The constitution of the meaning aimed for the critical features of the object must be discerned. The intentional object of learning describes the teachers’ intention with the lesson, and the lived object of learning is what the students really discerned. The theoretical assumption is that learning always assumes an experienced variation where learning is seen as a change in the learners’ possibility to experience the world in a certain way. You have to have experienced a phenomenon’s variation to understand its meaning, i.e. what we experience is how something differs from something else. The method is Learning study and it can be described as a hybrid of the Japanese Lesson study and Design experiment. A Learning study is theoretically grounded and the primary focus is on an object of learning. The learning study group consisted of three teachers and most often two researchers. Each member had equal status in the group. The object of learning seen from the teachers’ perspective was the variation theory that was gradually introduced by the researchers. The empirical material was generated from audio-taped discussions and from videotaped lessons. The findings should be seen as a contribution to the discussion about teachers’ professional development. The teachers participated in a collective construction of pro-fessional knowledge and it can be stated that the teachers had no problem changing their discussions to focus on a specific object of learning when the theoretical framework was used in relation to their own practices. Another finding is that the change in how the teachers handled the object of learning influenced the students’ learning in a positive way although the results were subtle.