Allt fler delar av samhållet digitaliseras och i och med detta ökar behovet av digital kompetens, bland annat inom programmering. Programmering som skolämne finns på gymnasienivå och kan antingen ingå inom ramen för ett program eller läsas som valbar kurs. Utgångspunkten för detta arbete är programmeringsundervisningen på gymnasiet, med särskilt fokus på kursen Programmering 1.  Syftet med detta arbete är att kartlägga hur elevers arbetssätt vid lösning av en individuell uppgiftg i kursen Programmering 1 kan förstås utifrån ett antal förmågor inom datalogiskt tänkande. De förmågor inom datalogiskt tänkande som avses här är abstraktion, algoritsmiskt tänkande, dekompositionm, mönsterigenkänning och generalisering.  För att samla in studiens data, som är kvalitativ, användes observationer och intervjuer. Totalt sett studerades åtta elever som gick årskurs 3 på teknikprogrammet på en gymnasieskola och som läste kursen Programmering 1 som en obligatorsik del av sitt program. Insamlade data analyserades genom att göra en tematisk analys.  Den tematiska analysen resulterade i en tankekarta som visualiserar hur elevernas beteenden under uppgiftslösningen kan förstås utifrån förmågorna inom datalogiskt tänkande. Analysen visade att alla undersökta förmågor förekom i någon utsträckning, men att eleverna använde abstraktion och algoritmiskt tänkande i större utsträckning och med större säkerhet än dekomposition och mönsterigenkänning. / An increasing number of sectors in society are being digitalized, which in turn increases the need for digital skills, including programming. Programming is a subject in upper secondary school and can either be part of a program or taken as an elective course. The focus of this study is programming education in upper secondary school, specifically the course Programming 1.  The purpose of this study is to map how students' approach to solving individual tasks in the Programming 1 course can be understood based on a set of abilities related to computational thinking. The computational thinking abilities considered here are abstraction, algorithmic thinking, decomposition, pattern recognition, and generalization.  To gather qualiktative data for the study, observations and interviews were conducted. A total of eight students in their third year of the technology program at an upper secondary school, who were taking Programming 1 as a mandatory part of their program, were studied. The collected data was analyzed using thematic analysis.  The thematic analysis resulted in a concept map that visualizes how students' behaviors during task-solving can be understood in terms of the abilities within computational thinking. The analysis revealed that all the examined abilities were present to some extent, but students utilized abstraction and algorithmic thinking to a greater extent and with more confidence compared to decomposition and pattern recognition.

The purpose of the study is to investigate how programming connected to the technical subject in primary school is carried out by the teacher and is perceived by the pupils. The study has been presented on the basis of the questions of what are the teachers' intentions with implementing programming in technology teaching, and how do the teacher's pupils perceive the teaching in programming? The study was conducted with qualitative interviews with both a teacher in the technical subject who had been teaching pupils in programming, and groups of this teachers’ pupils. A phenomenographic analysis model was used during the processing of collected data during the interviews. The result of the study shows that the technology teacher has a positive attitude towards programming’s place in teaching and considers it an important part of the pupils' education. The pupils’ express interest in teaching in programming, with a varied view of the degree of difficulty and depends on a more theoretical starting point.

Hösten 2018 inrättades en reviderad läroplan för grundskolan och gymnasiet. Den största förändringen var att programmering har lagts till i matematik- och teknikämnena. Med detta kommer frågor om hur programmering ska användas i matematikundervisningen och samtidigt inte försämra elevernas kunskaper och resultat. I denna pilotstudie undersöks elever i årskurs 9 och deras kunskapsutveckling och attitydförändring när programmering används för att räkna på aritmetiska talföljder. För denna studie användes programmeringsspråket Python som är ett lämpligt nybörjarspråk i programmering. I resultatet finns det inte några större skillnader i kunskapsutvecklingen varken hos kontrollgruppen som endast fick grundläggande programmering, eller hos de andra klasserna som hade totalt 6 lektioner med programmering med matematisk inriktning. Det fanns inte heller några tydliga förändringar i elevernas attityd mot matematik och programmering.  I studiens slutsats belyses många förbättringar som kan göras för framtida studier samt hur verksamma lärare kan använda programmeringen i matematikundervisningen. / This is a pilot study about implementing programming in the teaching and learning of mathematics at the lower secondary school level. The programming language used is Python and a selection of students use it to learn arithmetic sequences. The result of this study is inconclusive about the students’ knowledge learning over time as well their change with respect to their  attitudes towards mathematics and programming.

I föreliggande studie söker vi, i form av en läromedelsanalys, kunskap kring hur uppgifter i åtta svenska läroböcker inom matematik för årskurs 3 karaktäriserar programmering utifrån dess kognitiva kravnivå och centrala begrepp. Den insamlade empirin analyserades kvantitativt med hjälp av en innehållsanalys. I studien tog vi hjälp utav två teoretiska ramverk – Mathematical Task Framework och Level of Demands – samt centrala begrepp inom programmering. Studiens resultat indikerar att; 1. Majoriteten av uppgifterna i läroböckerna som fokuserar på programmering ligger på en låg kognitiv kravnivå; 2. Samtliga begrepp som studien tar sin utgångspunkt i bearbetas i uppgifterna men endast åtta av 14 nämns. Studiens slutsats är att de svenska läroböcker som utgjorde underlaget för analysen håller en för låg nivå, både när det gäller begrepp och kognitiv kravnivå på uppgifterna, för att eleverna ska få möjlighet att kunna utveckla den abstrakta förståelsen som krävs för området programmering. / The purpose of this study is to contribute knowledge about which concepts and on which cognitive level of demand tasks in Swedish mathematical textbooks for grade 3 addresses the subject matter of programming. To achieve this purpose, we conducted a textbook analysis of eight Swedish mathematical textbooks. The collected empirical data was then quantitatively analyzed by means of a content analysis. The theoretical frameworks used in this study were the Mathematical Task Framework and Level of Demands, as well as central concepts regarding programming. The results of the study indicate that; 1. The majority of tasks in the mathematical textbooks pertain to the subject matter and are on a low level of cognitive demand; 2. All central concepts regarding programming are processed in the mathematical textbooks but only eight out of 14 are mentioned. The study’s conclusion is that the tasks in Swedish mathematical textbooks that formed the basis of the analysis are deficient, both in terms of their level of cognitive demand and the prevalence of concepts pertaining to programming. We find that this is insufficient in order for students to obtain the opportunity to develop the abstract thinking necessary for understanding programming.

This thesis is centered around the computional program PASGO. PASGO is used for calculations for making performance monitoring of the steam generators in Ringhals reactor 3 and 4, especially concerning fouling of the steam generator tubes. The main goal of this thesis project was to convert the program code from the programming language Turbo Pascal 6.0 into a more modern language that works with the current Windows operative systems. Apart from a straight conversion of the code, a function to make automatic input from an Excel-file to the program was also requested. The thesis also includes analyzing the correlations used for heat transfer in PASGO, to determine if these can be replaced with more exact correlations. The Dittus-Boelter correlation was used in the original program, and while it was not a bad correlation, studies show that the more modern Gnielinski correlation has a smaller margin of error. The program code was converted successfully into C++ in Visual Studio, which was the programming language of choice. A function to enable automatic input of data from Excel-files was successfully implemented as well. This function allows the user to run performance calculations regarding tube fouling and pressure correction values for hundreds of performance tests at the same time. Versions of PASGO using the Gnielinski correlation were also created. These versions are recommended for future tests, while the version using the Dittus Boelter correlation is recommended for tests which will be compared to studies made white the previous version of PASGO.

<p>The aim of the study was to study the phenomenon of dyslexia on the basis of a literature study. I did a thorough exposition of what dyslexia is and its history and previous research in the area. Further I assumed two questions at issue which were What testimonies are there from the literature of how it is to live with dyslexia? and What learning styles are there for people with dyslexia? I have taken part of testimonies that are to be found about how it is to live with dyslexia according to the people themselves that live with it. In the second question at issue I move on to present a couple of learning styles that are used. The ones I present are Learning through your senses (Neurolinguistic programming), The Dunn and Dunn learning styles model and Support from the computer. The results were analysed on the basis of the Labelling theory. The results showed that a lot of people with dyslexia have similar experiences from how it is to live with dyslexia, among other things they have felt left outside and have met foolishness from their surroundings. The results from the learning styles models shows that especially the first two models takes consideration to the students unique learning style in different ways. A woman tells us about how she conquered her dyslexia.</p>

<p>This report is written as a summary of the solution to the problem that the staff for the course TDDD23 at the Swedish university Linköpings universitet wanted two computer game skeletons. One for a scrolling shooter game and one for a strategy game. The games the staff wanted were to be like two existing games. The scrolling shooter was to be like the scrolling shooter from the tutorial GM Tutorial Scrolling Shooter[1]. The strategy game was to be like an existing game called Ancient War[2]. There were some additional requirements that the games had to fulfill. The games were created using Game Maker. It is an easy to use program for creating small computer games. The result of the project was two game skeletons. One for a scrolling shooter game and one for a strategy game. The skeletons were according to the requirements stated.</p>

The aim of the study was to study the phenomenon of dyslexia on the basis of a literature study. I did a thorough exposition of what dyslexia is and its history and previous research in the area. Further I assumed two questions at issue which were What testimonies are there from the literature of how it is to live with dyslexia? and What learning styles are there for people with dyslexia? I have taken part of testimonies that are to be found about how it is to live with dyslexia according to the people themselves that live with it. In the second question at issue I move on to present a couple of learning styles that are used. The ones I present are Learning through your senses (Neurolinguistic programming), The Dunn and Dunn learning styles model and Support from the computer. The results were analysed on the basis of the Labelling theory. The results showed that a lot of people with dyslexia have similar experiences from how it is to live with dyslexia, among other things they have felt left outside and have met foolishness from their surroundings. The results from the learning styles models shows that especially the first two models takes consideration to the students unique learning style in different ways. A woman tells us about how she conquered her dyslexia.

<p>I detta arbete undersöks hur bestraffningsmetoder för att bestraffa storleken på GP-program påverkar generaliseringsförmågan. Arbetet grundar sig på ett arbete som Cavaretta och Chellapilla gjort, där de undersöker skillnaden i generaliseringsförmåga mellan bestraffningsmetoden ”Complexity Penalty functions” och ingen bestraffningsmetod.</p><p>I detta arbete har nya experiment gjorts med ”Complexity Penalty functions” och ”Adaptive parsimony pressure”, som är en annan bestraffningsmetod. Dessa bestraffningsmetoder har undersökts i samma domän som Cavaretta och Chellapilla och ytterligare i en domän för att ge en bättre bild av hur de generaliserar.</p><p>I arbetet visar det sig att användningen av någon av bestraffningsmetoderna ”Complexity Penalty functions” och ”Adaptive parsimony pressure” oftast ger bättre generaliseringsförmåga hos GP-program. Detta motsäger det Cavaretta och Chellapilla kommer fram till i sitt arbete. ”Adaptive parsimony pressure” verkar också vara bättre på att generalisera än ”Complexity Penalty functions”.</p>

<p>As the speed and complexity of computers have increased so have software and the expectations of users. Software development follows a straightforward evolution where complicated tasks are made easier by better tools; this repeats itself as those tasks in turn are automated.</p><p>Software mechanics that were seen as revolutionary a decade ago are seen as obvious requirements that no multimedia application can be without.</p><p>dotNet is the next step in line and makes it easier and faster to build software.</p><p>This report focuses on the development of a multimedia platform developed in dotNet. It does this by developing the tools and framework from which a complete game can be built.</p><p>A game is selected because it combines the most aspects of multimedia development, such as interaction, graphics, sound & music. The report goes further by describing why the game looks like it does as well as the mechanics of the game and the benefits of the dotNet platform.</p> / <p>Allteftersom hastigheten och komplexiteten hos datorer har ökat så har också användarens förväntningar ökat. Mjukvaruutveckling följer en klar linje där problem görs enklare genom bättre verktyg och automatisering. Denna cykel repeterar sig själv, vilket i sin tur för nivån uppåt som programmerare arbetar på.</p><p>Attribut som för ett årtionde sedan var revolutionerande är idag en självklarhet som ingen multimediaplattform skulle klara sig utan. dotNet är nästa steg av verktyg och lösningar som gör det snabbare och enklare att utveckla mjukvara.</p><p>Denna rapport fokuserar på utvecklingen av en multimediaplattform gjord med dotNet och vad för attribut som gör en sådan plattform bra eller dålig. Rapporten åstadkommer detta genom att följa utvecklingen av ett ramverk som kan användas för att skapa ett komplett spel.</p><p>Utvecklingen av ett spel väljs på grund av de många multimedia-aspekter som går att återfinna, exempelvis interaktion, grafik, ljud & musik. Rapporten utvecklar på detta genom att beskriva de attribut som gör ett bra spel samt interaktion och fördelarna dotNet fört med sig.</p>