Inom skolvärlden har traditionella läromedel såsom böcker, papper och pennor alltid varit en förutsättning för att en lektion skall hållas. Idag lever vi i en mer digitaliserad värld med mycket teknik som både underlättar och effektiviserar vår vardag. Även vår skola har utvecklats och idag använder många lärare sig av olika digitala läromedel för att effektivisera undervisningen. Jag har undersökt hur elevernas delaktighet, motivation, inlärning och analysförmåga påverkas vid användning av digitala läromedel i utforskande samtal under en matematikundervisning. Detta skall göras genom en systematisk litteraturstudie där vetenskapliga artiklar kommer att studeras och bearbetas. Jag har analyserat och bearbetat olika resultat som artiklarna kommer fram till. Ökad motivation, ökad delaktighet, förbättrade elevresultat och förbättrad analysförmåga är det som utgör huvudresultatet för denna studie. / In the school world, traditional teaching aids such as books, papers and pencils have always been a prerequisite for a lesson to be held. Today, we live in a more digitalized world with a lot of technology that both facilitates and streamlines our everyday lives. Our school has also developed and today many teachers use various digital teaching materials to make teaching more efficient. I have investigated how students' participation, motivation, learning and analytical ability are affected when using digital teaching materials in exploratory conversations during a mathematics lesson. This will be done through a systematic literature study where scientific articles will be studied and processed. I have analyzed and processed various results that the articles arrive at. Increased motivation, increased participation, improved student results and improved analytical ability are the main results of this study.

Background: Physical activity levels have dropped among children worldwide over the past decade, and physical inactivity has become a global public health problem. The majority of the time of a school day is spent sedentarily; therefore, schools and teachers have a significant role affecting the physical activity levels and sedentary time of children.Aim: The aim of the study was to examine, describe, and discuss primary school teachers' perceptions and experiences of physical activity integrated into teaching in schools in Finland.Methods: Eight Finnish primary school teachers participated in the research. The data was collected by semi-structured interviews conducted online. Thematic analysis was employed to interpret the data collected from the interviews. The phenomenology of perception and the body by Merleau-Ponty was applied as a theoretical framework.Results: The teachers had positive perceptions of physical activity integrated into teaching; however, their practices varied slightly between individuals. Teachers had experienced several benefits within the phenomenon. In addition, there were some constraints experienced; however, those restricted teachers only to some extent from integrating physical activity into teaching. The teachers had a positive feeling of their already existing competence; however, all teachers were open to further knowledge and training.Conclusion: Most of the teachers have become aware of the effect of accomplishing learning by letting the students use the whole body to embodied knowledge. The results indicate the importance of teacher education to develop and cover the skills required from a teacher in integrating physical activity into teaching.

Syftet med denna kunskapsöversikt är att undersöka om kooperativt lärande har effekter på elevers utveckling i matematik. I kunskapsöversikten beskrivs vilka effekter kooperativt lärande har på elevers utveckling i matematikundervisningen, samt vad läraren bör göra för att framgångsrikt använda kooperativt lärande. För detta har 8 vetenskapliga artiklar analyserats och sammanfattats. Resultatet visar på att kooperativa arbetsmetoder är effektivare än de traditionella i matematikundervisningen. Elevernas prestationer tyder på att användning av kooperativa arbetssätt främjar elevernas förståelse i matematik. Dessutom påverkar kooperativt lärande elevernas relationer och motivation i matematikundervisningen. I de klasser kooperativa metoder används, har påvisats att eleverna utvecklar sina sociala förmågor samt andra färdigheter, såsom att ta beslut, kompromissa och förhandla. Studierna visar även att lärarens roll är betydelsefull för metodens framgång. Utöver detta visar studierna att metoden inte är enkel att använda, den kräver tid och välplanerad matematikundervisning. Slutligen konstateras att kooperativt lärande är en effektiv metod för elevers utveckling i matematik och att den fungerar från förskoleklass upp till årskurs 7 oavsett elevers kunskapsnivå. För att genomföras måste läraren ha en bred kunskapsbas inom kooperativt lärande för att framgångsrikt kunna använda metoden i matematikundervisningen.

We live in an increasingly interconnected world where being bilingual or multilingual is the norm. Content and Language Integrated Learning (CLIL) is an effective way to practice important skills for global citizens. The importance of the ability to communicate across cultures in other languages is increasing globally in schools through the expanding use of languages and the inclusion of bilingual education opportunities. It is in school that students can become proficient language users while they learn the content of other language areas. This study presents an overview of four teachers' perceptions of implementing CLIL at the primary school level in Sweden. Hence, the aim is to highlight the effectiveness of CLIL and determine what underlying factors seem to be beneficial and/or challenging when using the method. Four qualitative interviews complemented with four lesson observations were conducted in three international primary schools. The results revealed several success factors, such as heightened skills in oral communication and cognition, increased intercultural awareness and language development. Although the findings showed several beneficial factors, some challenges emerged. For example, the teachers mentioned difficulties in convincing colleagues to participate and in addressing students’ different academic levels in English, as well as the potential loss of vocabulary in their first language when using English exclusively. In sum, perceptions about language and language learning have been shown to highlight both benefits and challenges in using methods such as CLIL. However, CLIL does appear on balance to be effective in that it promotes content learning as well as enhances students’ multilingual development.

Denna kunskapsöversikt är skriven för att redogöra för vad forskning säger angående hur elevers matematiska språkutveckling påverkas av metoden kooperativt lärande. Den syftar också till redogörelse för hur den kooperativa undervisningsmetoden skiljer sig från den traditionella, det vill säga metoden som innebär att elever arbetar individuellt med uppgifter i en lärobok eller motsvarande.Arbetet är utfört med hjälp av publicerad forskning som behandlar ämnet. Resultatet beskriver den kooperativa lärandemetoden och jämför den med det traditionella sättet att lära sig på. Forskning redogör också för hur matematiken undervisas i klassrummet med hjälp avkommunikation och kooperativt lärande, samt hur användningen av det matematiska språketsker.Med hjälp av denna forskning har slutsatsen dragits att den kooperativa lärandemetoden harpositiv inverkan på den matematiska språkutvecklingen och att språkutvecklingen kan ske på ett enklare sätt med hjälp av kommunikation med de andra eleverna. Det matematiska språket kan utvecklas med hjälp av metoden kooperativt lärande då eleverna får större möjlighet att kommunicera och interagera med varandra på ett utvecklande sätt.

The purpose of the research paper is to find out what thoughts and emotions environmental and climate issues provoke among pupils according to scientific research. Furthermore, the intention is to ascertain what possible connections there are between the emotions and the education in sustainable development. The research methodology is based upon searching in databases, primarily ERIC and Education Research Complete. Delimitations are made in order to focus on sources that are up-to-date and concern primary school pupils. The results show that many pupils are concerned about climate change and that their thoughts and feelings give rise to a pessimistic view of the future and emotions of anxiety, sadness and anger. Pupils may use different strategies to cope with these feelings which can affect how they behave when climate and environmental issues are discussed. The results also show that the tuition outline and a teacher’s communication with his/her pupils affect how committed they are in climate and environmental issues. The paper concludes that the part of sustainable development education that concerns climate and the environment gives rise to a lot of feelings. It furthermore states that there is a connection between how the tuition is conducted and the emotions of the pupils. It is suggested that if a teacher acknowledges and addresses the feelings of the pupils respectfully, he/she may make use of the emotional aspects to strengthen the pupils ability to express their knowledge and commitment in the subject both in school and at home.

Background: Research suggests that most South African learners are not achieving the expected literacy outcomes of their grades. Compounding the literacy crisis is the paucity of South African research related to information and communication technology (ICT)-based reading intervention, which may have potential for population-based service delivery. Aims and Objectives The aim of the study was to determine the effectiveness of the Virtual Reading Gym (VRG) online intervention for grade 3 to 6 learners with reading difficulties. The objective was to describe changes in learners’ reading skills (accuracy, rate, vocabulary and comprehension) after VRG intervention. Design Two studies were carried out: (1) A retrospective analysis used data from a previous study conducted in mainstream schools which used peer reading mentors; (2) A prospective study in a school for learners with special educational needs that had speech-language therapist led intervention. Both studies used matched subject pre/ post intervention designs. Methods and Procedures In Study 1, matched pairs were retrospectively created to form a sample (n=20, 8 males and 12 females, 10 intervention group and 10 control group) of grade 3 to 6 learners. In Study 2, the prospective study, participants (n=20, 14 males and 6 females, 10 intervention group and 10 control group) were grade 3 to 6 learners from a school for learners with special educational needs in Cape Town. For both studies, the intervention group received VRG intervention 3 times per week (30 minutes per session) for 10 weeks. The control group continued with regular school activities. Independent samples t-tests for gain scores were used to analyse results. Semi-structured interviews were conducted with intervention participants from the prospective study. Thematic analysis was used to interpret the transcribed interview data. 5 Results For the retrospective analysis there were no statistically significant differences between the intervention and control groups’ reading accuracy, rate, vocabulary and comprehension improvements at the completion of the VRG intervention. Similarly, the prospective study found no statistically significant differences between the reading accuracy, vocabulary or comprehension gains of learners in the intervention and control groups. However, there was a statistically significant difference between the groups’ gains on one measure of reading rate. The thematic analysis findings were that learners expressed enjoyment of the VRG and intervention experiences, valued the role of the reading partners, believed they had made literacy skill gains, described self-competency improvements, expressed the belief that the VRG could result in reading improvements, and portrayed positive attitudinal and behavioural changes related to reading. Discussion The study contributes by investigating the potential of one practical solution to South African learners’ reading difficulties and adding to the limited local evidence base on ICT reading intervention. Although an intervention effect could not be demonstrated in this study, the changes noted in reading rate and qualitative findings suggest the potential for impact. The discussion considers some explanations for the findings, suggestions for improving interventions such as the VRG, and lines of future research that could be developed to support South African children in their struggles with reading.

The purpose of this study is to examine how five social studies teachers in Stockholm County incorporate gender and equality into the core content of the social studies syllabus in year 4-6.  It will also address the didactic choices the teachers make to transform the curriculum content into practical education. To investigate this purpose, three questions were formulated: 1. What do five social studies teachers consider essential for students to learn in order to address gender and equality in the social studies syllabus for years 4-6?  2. How does the written content of the syllabus transform into practical education; what didactic choices do the teachers make? 3. According to the teachers, what part does gender and equality play in social studies education? In order to examine these questions, two qualitative research methods, interviews and observations were used. The outcomes have been analysed using an analytical tool inspired by two previous tools used in earlier didactic research studies, which have been developed further and combined for the purpose of this study. The analytical tool allows skills to be categorised as either first order knowledge (knowledge based on facts on a specific subject); or second order knowledge (more general skills such as analysing skill, ability to see phenomena from different perspectives etc). The conclusion of the study indicates that social studies teachers find it difficult to interpret the content of the syllabus to adequately address gender and equality, and that this content does not always have a clear part in social studies education.

Dissertation submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration at the University of Zululand, 2000. / This research examined the role of principals in promoting teacher professionalism. The study made use of questionnaires to determine what principals do / do not do to promote and maintain teacher professionalism. On the basis of views from respondents, the study concluded that teachers in the areas studied, perceive some principals as promoting professional behaviour. The research project established that there are teachers who are unprofessional in some of the schools that were investigated. The research recommended strategies to enhance professionalism in schools.

Arbetet syftar till att ge en överblick över vilken kunskap som finns kring vilka utmaningar som förekommer vid klimatundervisning samt att undersöka vilka metoder som kan användas för att bemöta dessa utmaningar. Kunskapsöversikten utgår från frågor om vilka utmaningar med klimatundervisning som lyfts fram inom forskning, vilka metoder som kan användas för att möta utmaningarna samt hur undervisning om klimatet kan utformas som fördelar för både elever och lärare.För att ge svar på frågeställningen har en metod med flera informationssökningar utförts med hjälp av databaser. De databaser som vi använt är ERIC, ERC via EBSCO och JSTORE. Sammantaget valdes 13 källor som underlag för analys. Utöver dessa källor har även styrdokument, rapporter och artiklar valts ut som underlag för relevant bakgrundsinformation i arbetet.Resultaten visar en samstämmighet bland forskare om att det förekommer utmaningar i klimatundervisning. En utmaning som forskning lyfter fram är att klimatförändringar är ett komplext område att undervisa i för lärare och att förstå för elever. Kontentan av resultatet är att det finns metoder som kan införas i undervisningen för att eleverna ska få en ökad förståelse för klimatförändringar. En av slutsatserna som dras är att det kan finnas ett samband mellan lärares utmaningar och brister inom klimatförändringar kopplat till de utmaningar elever stöter på.