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Digitala multimodala lärospel i engelskundervisningenGustafsson, Rebecka, Kling, Hanna January 2022 (has links)
This research review investigates the effectiveness of digital multimodal learning games in teaching and how digital learning games affect students' language learning in English teaching. In society, it is becoming increasingly common to use digital means in teaching. There is an interest among educators and researchers in gaining knowledge and understanding of how game technology can be implemented for learning and to find out how digital games can help students develop language skills. In this research review we used various databases to find relevant scientific articles that could answer the research questions. The results of the research review show that digital multimodal learning games in English teaching have a positive impact on students' language learning. The result also shows that there are both advantages and disadvantages to digital learning games in teaching, but that the advantages outweigh the disadvantages.
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The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of ComprehensionHu, Deyu 24 October 2006 (has links)
The purpose of this study was to examine two scaffolding methods on the performance of students in computer-based concept linking and retention of comprehension. After training and practice in concept mapping and CmapTools--a computer-based concept mapping program, 116 undergraduate students were randomly assigned to one of four treatment groups to work on a computer-based concept mapping task. Students in the no scaffolding (NS) group did not receive any scaffolding. Students in the linking phrase scaffolding (PS) group received linking words or phrases as scaffolding. Students in the articulation hint scaffolding (AS) group received a hint question as scaffolding, which asked them to elaborate on relationships between concepts in full sentences. Students in the linking phrase and articulation hint scaffolding (PAS) group received both scaffolding while working on the computer-based concept mapping task. One week after the treatment, students took a concept linking posttest, in which they constructed a concept map in CmapTools based on a web-based instruction on the human heart. After another week, they took another posttest on retention of comprehension about the heart. Two 2 X 2 factorial Analysis of Variance (ANOVA) were conducted to examine the main effects of linking phrase scaffolding and articulation hint scaffolding and any interaction effect between them on the performance of students in computer-based concept linking and retention of comprehension. The results showed no significant difference in the performance of students in both tests. However, the Pearson's correlation analysis showed that there was a positive correlation between students' performance in computer-based concept linking and retention of comprehension (γ = 0.447, p < 0.01). / Ph. D.
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A Model of Peer Learning Incorporating Scaffolding StrategiesChun, Jeeyoung 03 June 2020 (has links)
Peer learning is a learning strategy that enables learners to interact with others and become active participants in their learning. To design peer learning activities, a model of peer learning is necessary to provide peers with guidance. However, previous models related to peer learning have not contained systematic strategies from diagnosis to evaluation. Scaffolding is an appropriate tactic for peer learning as it includes diagnosis, specific learning strategies, and assessment procedures. Therefore, the purpose of this study was to develop and validate a model of peer learning that incorporates scaffolding strategies in order to provide a structure for designing and implementing effective peer learning, and to enhance peers' teaching skills and learners' capability to gain new knowledge. This study drew from design and development research, including model development and model revision. This process was arranged in four phases. The first phase comprised of an intensive literature review to identify related theories, the conceptualization of scaffolding, and the operationalization of scaffolding. In the second phase, the model of peer learning was developed based on the results of the literature review. The model was synthesized using the data from the literature review, which included the main elements and characteristics of scaffolding suitable for peer learning. An online education program was also developed to teach the steps in the model to peer tutors participating in a peer tutoring program, which is one type of peer learning, for the purposes of model validation. In the third phase, model validation through internal (expert review) and external (external validation interview for field evaluation) validation was implemented. Based on the outcomes of these model validation processes, in the fourth phase, guidelines for revisions were developed to improve the proposed model. This model exhibits a synthesis of scaffolding strategies that enhance peer learning, including related theories, the conceptualization of scaffolding, and the operationalization of scaffolding. This model consists of four steps: (a) knowing each other, (b) learning together, (c) checking what you learned, and (d) finalizing peer learning. According to the results of model validation using an online education program designed for peer tutors participating in a peer tutoring program, which is one type of peer learning, this model of peer learning was useful for peers in providing structure and guidance for the design of their peer learning activities and the selection of appropriate peer learning strategies for learners who had different backgrounds and skills. This model is also applicable to various subjects and fields. / Doctor of Philosophy / Peer learning is a learning strategy that enables learners to interact with others and become active participants in their learning. To design effective peer learning activities, a model of peer learning is necessary to provide peers with guidance. The purpose of this study was to develop and validate a model of peer learning that incorporates scaffolding strategies in order to provide guidance for designing and implementing effective peer learning, and to enhance peers' teaching skills and learners' ability to gain new knowledge. This study was conducted through model development and model validation. For model development, previous research and books were reviewed to identify main elements of scaffolding such as related theories, the conceptualization of scaffolding, and the operationalization of scaffolding. Based on identified elements of scaffolding, the model of peer learning was developed. This model consists of four steps: (1) knowing each other, (2) learning together, (3) checking what you learned, and (4) finalizing peer learning. According to the results of model validation using an online education program designed for peer tutors participating in a peer tutoring program, which is one type of peer learning, this model of peer learning was useful for peers in providing guidance for the design of their peer learning activities and the selection of appropriate peer learning strategies for learners who had different backgrounds and skills. This model is also applicable to various subjects and fields.
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Läsförståelsens roll inom matematisk problemlösning : En kvantitativ undersökning av verksamma lärares uppfattningar kring läsförståelsens påverkan på problemlösning samt hantering av sambandet i problemlösningsundervisningen. / The role of reading comprehension in mathematical problem solving : A quantitative investigation of practicing teachers' perceptions regarding the influence of reading comprehension on problem-solving and the management of this correlation in problem-solving teaching.Viker, Elin, Swahn, Nelly January 2024 (has links)
No description available.
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Gitarren som musikteoretiskt verktygSotkasiira, Emil January 2024 (has links)
Syftet med denna uppsats är att undersöka hur gitarrlärare kan arbeta med gitarrelever på gymnasiets estetiska program i att använda sitt instrument som musikteoretiskt verktyg. Detta gjordes utifrån frågeställningar om hur jag som gitarrlärare kan planera lektionsinnehåll för, samt arbeta med, greppbrädan som musikteoretiskt verktyg. Undersökningen utgick ifrån en kvalitativ metod där fyra informanter fick två gitarrlektioner var. Tillsammans med de praktiska momenten genomfördes två semistrukturerade intervjuer. Resultatet visar att greppbrädan kan vara effektiv som musikteoretiskt verktyg. Trots greppbrädans effektivitet visar det sig att det kan vara för sent att börja använda den för musikteori i gymnasiet. Slutligen verkar ett genomgående arbete med greppbrädan vara fördelaktigt för att låsa upp dennes flexibilitet och möjligheter.
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Att lyckas med texten i engelska : En studie i hur genrepedagogik kan påverka högstadieelevers skrivupplevelse och skrivresultatFischer, Frida January 2024 (has links)
No description available.
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Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3 / Reading comprehension strategies: Implements for the teacher, tools for the student : A study of nine teachers' attitude to different types of reading comprehension strategies in the education for preschool to grade 3Nicolini, Sofia January 2016 (has links)
· Denna undersökning behandlar lärares inställning till och användning av läsförståelsestrategier i undervisningen. För att elever ska utveckla sin läsförmåga räcker det inte att endast läsa mycket. Eleverna behöver också en explicit undervisning i lässtrategier. Utifrån ett socialkonstruktivistiskt perspektiv är syftet att undersöka lärares inställning till olika typer av läsförståelsestrategier och deras mål med användningen av dessa i undervisningen för förskoleklass till årskurs 3. För att besvara undersökningens syfte används följande frågeställningar: · Vilka olika typer av läsförståelsestrategier används av tillfrågade lärarna och i vilket syfte? · Vad har lärarna sett i praktiken att läsförståelsestrategier kan bidra med för att utveckla elevers läsförståelse? · Vilken roll anser de tillfrågade lärarna att de har under textsamtal och i relation till undervisning av läsförståelsestrategier? Material för undersökningen består av kvalitativa intervjuer av nio lärare verksamma i förskoleklass till årskurs 3. Resultatet visar att de intervjuade lärarna ser läsförståelsestrategier dels som redskap för läraren för att kunna ge eleverna en explicit undervisning i läsförståelse och dels som verktyg till eleverna för att de genom användning av strategierna ska kunna skapa en förståelse av texten på flera olika plan. / This study deals with teachers' attitude to reading comprehension strategies and its use in teaching. It is not enough to read a lot for students to develop their reading skills. Students also need explicit instruction in reading comprehension strategies. From a social- constructivist perspective, the aim is to explore teachers' attitudes to different types of reading comprehension strategies and their goal of using these in teaching for preschool to grade 3. In order to answer the aim of this study following questions is being used: What kinds of reading comprehension strategies do the surveyed teachers use and for what purpose? What have teachers seen in practice that reading comprehension strategies can contribute with in order to develop students reading comprehension? What role considers the surveyed teachers that they have during text talks and in relation to the teaching of reading comprehension strategies? Materials for the study consists of qualitative interviews with nine teachers working in preschool up to third grade. The results show that the interviewed teachers see reading comprehension strategies as implements for the teacher to be able to give students an explicit instruction in reading comprehension and as tools for the students to be able to create an understanding of text on several different levels.
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Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktionMarklund, Emma January 2016 (has links)
According to recent statistics, the number of people in Sweden who choose to go into higher education after upper secondary school has grown compared to 25 years ago. Lectures within some university programs are conducted entirely in English, and Swedish students’ abilities to understand, record and recall the information given at lectures are therefore crucial for their academic success. The course English 6 in upper secondary school is supposed to cover different ways of taking notes while listening. Three qualitative interviews were conducted in this study to examine how teachers interpret the course’s note-taking aspects, and how they intend to work with note-taking in the classroom. A quantitative study was carried out with students in upper secondary school to look into their experiences of note-taking in the course English 6. Results show differences in how the teachers approach note-taking and how they choose to work with note-taking in the classroom. A majority of the students participating in the study claimed not to have been introduced to different ways of taking notes in the course English 6. This information calls for teachers to make sure note-taking skills are being taught in an explicit way. More knowledge and communication among teachers also seem necessary in order to help students develop strategies for note-taking in the best way possible.
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Teacher Scaffolding of Oral Language ProductionGeorge, May January 2011 (has links)
This research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.
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"Imse vimse spindel klättrar upp igen" : En studie av åtta lärares erfarenheter av att arbeta med att utveckla elevers läsförståelse / "Itsy bitsy spider climbs up again" : A study of eight teachers' experiences of working with developing students' reading comprehensionWallin, Anna-Lena January 2014 (has links)
My point of origin concerning this thesis was an interest for how school may develop students’ reading comprehension. International surveys show that the results for Swedish students’ performance regarding reading comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting. A special teacher must therefore work proactively alongside with teachers in order to find methods that may enable inclusion of all the students regardless of their need. The purpose of this study is therefore to take part of teachers’ experiences with developing reading comprehension. The study is based on interviews with eight teachers that have extensive experience from working with reading comprehension. The sociocultural perspective has been chosen as a starting point. The collected results show that the teachers teach in full classes to a higher extent, they teach in full classes by using structured methods and communal book talks that focuses on reading comprehension strategies. The teachers have a central role in this form of co-learning and acts as a support. Assessment within a sociocultural perspective should be conducted in an authentic situation and together with the students. My result shows that the teachers use different tests and mappings as decided by each school. However, some teaches emphasizes the importance of assessing in authentic situations and provides some examples of that. / Utgångspunkten för detta arbete var intresset för hur skolan kan utveckla elevers läsförståelse. Internationella mätningar visar att svenska elever har försämrade resultat i läsförståelse och nuvarande läroplan, Lgr 11, betonar betydelsen av att arbeta med detta i samtliga ämnen. Speciallärarutbildningen har ökat medvetenheten om vikten av att elever ska inkluderas och att lärande sker i ett interaktivt samspel. En speciallärare bör därför arbeta förebyggande tillsammans med lärare för att hitta metoder som kan möjliggöra inkludering för samtliga elever oavsett behov. Studiens syfte är därför att ta del av lärares erfarenheter av att arbeta med att utveckla elevers läsförståelse. Studien bygger på intervjuer med åtta lärare som har erfarenhet av att arbeta med läsförståelse. Det sociokulturella perspektivet har valts som utgångspunkt. Det sammantagna resultatet visar att lärarna undervisar i helklass med strukturerade metoder, i en större utsträckning än tidigare, med gemensamma textsamtal där man arbetar med läsförståelsestrategier. Lärarna har en central roll i detta samlärande och agerar som stöd. I ett sociokulturellt perspektiv ska bedömning genomföras i autentiska situationer i ett samspel med eleverna. Mitt resultat visar att de använder olika test och kartläggningar som respektive skola har bestämt ska genomföras. Några lärare betonar dock betydelsen av att bedöma i autentiska situationer och ger exempel på detta.
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