<p>Studiens syfte var att undersöka hur några lärare inom matematik och naturorienterande ämnen (NO) använder sig av IT i sin undervisning i år 7 - 9, deras motiv till användandet av IT som undervisningsverktyg samt om det fanns något som de upplevde begränsade eller på annat sätt påverkade deras användning av IT.Intervjuer gjordes med fyra lärare från två olika skolor. Hur ofta lärarna använde sig av IT i sin undervisning skiftade beroende på ämne. Vanligast var användningen inom NO-ämnena. Lärarna använde IT för att introducera ett arbetsområde, att söka information på Internet, att illustrera något med hjälp av en film eller att själva filma ett händelseförlopp. De kunde också skapa minnesanteckningar under lektionen samt samtala och resonera med eleverna om den internetinformation som de funnit. Orsakerna till att lärarna använde IT var att genom en varierad undervisning underlätta elevernas inlärning, att hjälpa (läs)svaga elever och att spara minnesanteckningarna från lektionen för att kunna använda senare. Andra skäl var att informera via hemsidan, att visa eleverna på andra, pedagogiska, användningssätt för datorer samt att lära eleverna vara källkritiska. Det som enligt lärarna påverkade hur mycket de använde sig av IT var framförallt den tid de hade till förfogande, samt om de hade en fungerande IT-utrustning. Även deras intresse för och kunnighet i IT-teknik spelade in liksom hur "fångade" eleverna blev av IT-tekniken.</p> / <p>The purpose of this study was to investigate how some teachers in Mathematics and Science subjects use IT in their lessons for grades 7-9, their motives for using IT as a teaching tool, and if there was anything that they feel restricted or otherwise affected their use of IT.</p><p>Interviews were conducted with four teachers from two different schools. How often the teachers used IT in their teaching varied depending on the subject. IT was most commonly used in the science subjects to introduce a new area of study, searching for information on the Internet, to illustrate something with the help of a film or filming their own sequence of events. The IT-information was also discussed and examined with the pupils, and a memorandum of the lesson could also be created. The reasons the teachers' used IT was to facilitate the pupils' learning as a way to diversify their teaching methods, to aid pupils with reading difficulties and to save the notes from the lesson for later use. Other reasons were to provide information through their homepage, to show other possibilities and pedagogical ways of using a computer and to teach the pupils to become critical of Internet sources. The greatest influences on the teachers' use of IT were, according to them, how much time they had and whether the IT equipment was in working order. The teachers also indicated that their own ability in IT, and how intrigued the students became in IT, played a role.</p>

<p>The aim of this study is to find out what education in literature is like from a student perspective; what kind of literature the students read and how well they understand literature, and the methods and didactics used during the literature lessons. The questions at issue are:</p><p>1) What kind of literature do the students read?</p><p>2) How well do the students understand literary texts?</p><p>3) What do the students think about their literature education?</p><p>To be able to answer the questions, both quantitative and qualitative methods have been used in the study. The inquiry was accomplished on 29 students, 17 boys and 12 girls in the upper secondary school. The result showed, despite the limited amount of students, interesting facts. Firstly there were some differences between males and females and what kind of fiction girls and boys read. Both girls and boys read magazines and periodicals. The girls read more fiction about love than boys did. The boys rather liked to read books that are exciting and adventurous. The students also differ from one another in how much they liked to read. There were more girls than boys that liked to read a lot. The students, who didn’t like to read, stated that they had other interests or activities. They found it boring to read or had difficulties to find books that were interesting enough. Regardless sex, the students spent approximately 1 hour per week reading outside school, most of them at home before they go to sleep.</p><p>The school library plays an important role to stimulate the students to read and to find interesting books. The reading test showed that the students reading ability were good. The results have been analyzed in the light of different theories of reading and research studies. It pays attention to the importance of having focus on the student. It is not a talent to be able to read and write. It is something you can practise and develop doing your whole life. The results of the study also raised questions of importance regarding the cultural capital and canon.</p>

No description available.

<p>Syften för denna studie har varit: ”att beskriva en variation av uppfattningar hos gymnasieelever på teoretiska gymnasieprogram vad gäller hur de uppfattar och resonerar omkring sitt eget skolfusk i förhållande till fenomen som eleverna själva uppfattar som betydelsefulla för det egna skolfusket” och ”att belysa elevers uppfattningar om sitt eget skolfusk genom fyra allmänt kända teoretiska perspektiv som kan antas tangera den förförståelse av elevers skolfusk som antas vanligt förekommande hos lärare på motsvarande gymnasieprogram.”</p><p>Begreppet skolfusk har definierats och data har därefter samlats in genom kvalitativt utformade enkäter som besvarats av 36 gymnasielever från det studieförberedande samhällsvetenskapsprogrammet. Forskningsansatsen har varit fenomengrafisk och analysmetoden kontextuell analys.</p><p>Huvudresultatet utgörs av fem kategorier som på kvalitativt skilda sätt beskriver elevernas uppfattningar kring skolfusk. Kategorierna har rubricerats efter det totala materialets mest meningsbärande aspekt, nämligen elevernas uppsåt/avsikt/intention med sitt skolfusk som utgörs av variationerna ”att klara av en tillfälligt besvärlig situation”, ”att utmana/provocera/protestera emot (skol)systemet”, ”att överleva i en skolsituation som upplevs för svår”, ”att höja betyg” och ”att slippa anstränga sig”.</p><p>Empirin har också tolkats genom fyra teoretiska perspektiv som i studien ansetts representativa för lärares förförståelse kring elevers skolfusk. Av resultatet framgår att ett flertal elever i sina uppfattningar om eget skolfusk ensidigt orienterar sig åt prestationspsykologiska, sociologiska eller mikroekonomiska perspektiv.</p> / <p>The aims of this study have been: “to describe a variation of conceptions among upper secondary pupils in theoretical education programs concerning how they apprehend and reason about their own school cheating in relations to phenomena that the pupils themselves judge as meaningful for their own school cheating” and “to illustrate pupils conceptions of their own school cheating through four common known theoretical perspectives which can be considered to touch upon the precomprehension of pupils school cheating that is considered as frequent among teachers in corresponding education.”</p><p>The conception school cheating has been defined and data have been collected through qualitatively designed questionnaires which have been answered by 36 upper secondary pupils in social science education preparing for ensuing studies. The research approach has been phenomenografical and the method of analyzing contextual analysis.</p><p>The main result is constituted by five categories which in qualitative different ways describe the pupils conceptions of school cheating. The categories have been classified on the basis of the most meaningful aspect of the total data, “the pupils intentions of their school cheating” which is constituted by the variations “to manage a temporary troublesome situation”, “to challenge/provoke/protest upon the (school)system”, “to survive in a school situation which is experienced as to difficult”, “to raise grades” and “to avoid effort”.</p><p>Empirical data have also been interpreted through four theoretical perspectives which in the study have been considered representative for teachers precomprehension of pupils school cheating. The result shows that a majority of pupils is one-sided orientated in their conceptions of their own school cheating towards perspectives of either achievement-psychology, sociology or micro-economics.</p>

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (p. 433-449).

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 85-113).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 73-82).

Thesis (M. Phil.)--University of Hong Kong, 1975. / Mimeographed.

Thesis (M. Ed.)--University of Hong Kong, 1983.

Thesis (M. Phil.)--University of Hong Kong, 1979. / Part typewritten; part xerox copy of typescript.