Enligt läroplanen ska undervisningen sträva mot att ge eleverna på gymnasial nivå en inblick i vetenskapligt arbete och tänkande. Hur ska då undervisningen struktureras för att eleverna ska nå denna kunskapskvalite´?. Uppsatsensteoretiska del belyser vad som karaktäriserar vetenskapligt tänkamde, ger en inblick i Vygotskijs pedagogiska teori samt diskuterar hur denna korresponderar med läroplanens intentioner. På den teoretiska delen följer en undersökning där kunskapssyn, undervisnings- och inlärningsstrategier samt förståelsen och användningen av begreppen ideologi, klass och makt hos lärare i samhällskunskap samt elever på A-kursen i samma ämne avhandlas. Den teoretiska och praktiska delen knyts samman av en diskussion kring hur delar av Vygotskijs teorier kan användas i den praktiska undervisningen. Undersökningen visar att det finns en klar skillnad i kunskapssyn mellan lärare och elever. Lärarna uttrycker kunskap som en förmåga att resonera utifrån teoretiska utgångspunkter medan eleverna uttrycker kunskap som en viss mängd fakta och definitioner att lära in och plocka fram vid prov. Läroboksanalysen visade också att texten i det undersökta avsnittet bekräftade elevernas kunskapssyn och stimulerade dem till analys och problematiseringar av ämnet. Den skilda synen på kunskap medför att eleverna i första hand ser lärare och lektioner som medel att strukturera stoffet. Men på skolan förekommer också lärsituationer där elevens vardagsföreställningar utmanas av ansatser till vetenskapligt tänkande. Dock ryms dessa lärsituationer inte inom den planerade pedagogiska aktiviteten utan uppstår främst i spontana möten mellan lärare och elever eller elever sinsemellan. Sökord: Vygotskij (Vygotsky), vetenskapligt tänkande, kunskapssyn och samhällskunskap.

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<p>Worried voices in the Swedish road maintenance and operations industry claim that innovations and technical development has ceased in the last decades. One hypothesis is that it is an effect of the public tendering reform introduced in 1992. Since 2001, the Swedish railroad industry has also introduced public tendering and awarded contracts to private contractors. This study examines the validity of these claims by analyzing the incentives to innovation in the past and at present. The analysis is concluded by proposals how the innovative climate can be improved between the road and rail administrations and their contractors.</p>

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Child Sexual Abuse (CSA) is a severe crime committed worldwide, which impairs the development of children and juveniles severely. Due to a high number of victims in early childhood, one prevention strategy, which is dedicated to the prevention education of children, is considered to be applied already in the preschool setting. The purpose of this literature review was to depict prevention programs against CSA for preschool-aged children regarding the curricula, and outcomes. A systematic database search was conducted in six databases ensuing in 15 articles. After applying a qualitative assessment, 13 studies were implied for analyzing. Programs included in this paper presented a variety of different learning contents, delivery forms, and teaching methods. The aims of the studies pointed to similar purposes, such as increasing children’s CSA knowledge and self- protection skills. However, the outcomes of the studies differed. The increase of knowledge that was demonstrated in each study mostly pertained at posttest. Outcomes of protection skills were diverse but mainly describing an enhancement. The CSA phenomenon is complex to address, especially regarding preschoolers, and measurement can only capture data that is quantifiable. Besides the limitations of this systematic literature research, practical implications and future research were addressed.

QC 20101206

Worried voices in the Swedish road maintenance and operations industry claim that innovations and technical development has ceased in the last decades. One hypothesis is that it is an effect of the public tendering reform introduced in 1992. Since 2001, the Swedish railroad industry has also introduced public tendering and awarded contracts to private contractors. This study examines the validity of these claims by analyzing the incentives to innovation in the past and at present. The analysis is concluded by proposals how the innovative climate can be improved between the road and rail administrations and their contractors.

The purpose of this thesis is to describe and analyse purchasing strategies and their interdependence with the production process and supplier relationships in industrialized housing. The thesis is a multiple case study of four Swedish industrialized timber-housing manufacturers. The case studies included interviews with top managers concerning purchasing, production and supplier relationships. Production is considered the heart of the company. Therefore, to gain an in-depth knowledge of how production affects purchasing and thus supplier relationships and vice versa, observations were made to study the production process. Many different parts and competences need to be coordinated in the creation of a house. In the West, the construction industry has been heavily criticized for low efficiency and effectiveness. Conclusions from the case studies showed that codevelopment, customization and secure deliveries are regarded highly by industrial house builders and to obtain them, long-term relationships with suppliers are preferred. Industrialized house builders are argued to have more long-term relationships with their suppliers than traditional on-site builders. Industrial house builders choose their suppliers based on the purchased products’ value-in-production rather than price. Product and process innovations created in collaboration with suppliers seem to be a way to enhance the production process of houses. Through the site resource of the factory, industrial house builders have the potential to refine their processes in win-win partnerships with suppliers for a more efficient and effective production of houses, as onsite work is harder to standardize and control.

Klassrumsbedömning i matematik på gymnasienivå är en licentiatstudie med en intention att närma sig, fånga upp samt förstå och tolka lärares ageranden, tankar, upplevelser och reflektioner inom och om bedömningen i matematik i gymnasiet. En annan avsikt är delvis att fylla i luckan mellan det målrelaterade kursbedömningssystemet och det praktiska fältet med en kvalitativ forskningsstudie om lärarerfarenheter från gymnasiets matematikkurser.Studien kan inte på något sätt betraktas som uttömmande. Den är selektiv till sin natur. Det finns många andra faktorer som också påverkar de deltagande lärarnas handlingar, funderingar och beslut inom bedömningsfältet av vilka endast ett fåtal berörs av studien. Det finns även så många matematiklärare utanför studien. Lägg likaså till mer eller mindre involverade och intresserade organisationer och institutioner.Intervjuer och fokusgruppsamtal med ett antal matematiklärare från diverse gymnasieskolor har spelats in och detaljerat analyserats genom transkriberingar. Den metodanalytiska och den teoretiska ansatsen från grundad teori har succesivt lett till urskiljandet av åtta typer av bedömningsstrategier: den intuitiva, den inväntande, den kontinuerliga, den likvärdiga, den målinriktade, den provinriktade, den undervisningskopplade samt självbedömningsstrategin och till en teori om hur lärare beskriver och reflekterar om bedömning i matematik på gymnasiet. Strategierna uppvisar en rikedom i lärarnas resonemang om bedömning. Teorin har avslutningsvis fört studien till ett antal begrepp och tillhörande kategoriseringar som har underättat förstaelsen av lärarnas handlingar och resonemang inom matematikbedömningen på gymnasiet. / Classroom Assessment in Mathematics at secondary school level is a licentiate study with the intention to approach and interpret teachers’ actions, thoughts and experiences of assessment in mathematics. Another intention of the study is to, through qualitative research on teachers’ experiences of the mathematical courses, bridge the gap between the target-related course system and teachers ́ practical work. Finally, the intent is to provide qualitative formative feedback of the course assessment regarding teachers ́ evaluation strategies. A more qualitative feedback from evaluation, analysis, discussion and reflection will undoubtedly lead to improved mathematics assessment.There are many other factors that also affect teachers’ activities, thoughts and decisions within the assessment area of which few are only concerned within the study. In the present study, interviews and focus-group discussions have been conducted with a group of secondary mathematics teachers. All interviews were tape recorded and detailed analysed in order to give an insight into teachers ́ thoughts and action and further, their experiences of assessing students ́ mathematic knowledge. The analytic and theoretical method of the grounded theory has gradually led to eight assessment strategies and a theory of how the teachers describe and reflect on assessment in mathematics at upper secondary school. Those strategies were: the intuitive, the awaited, the continuous, the equivalent, the target-related, the test-oriented, the instruction-connected and self-assessment strategy. Finally the theory that was grounded out of the data brought a number of concepts and their categorizations. In turn the concepts and the categorizations have facilitated the understanding of the teachers’ activities and thinking in mathematics assessment at upper secondary school.The study gives an important insight into teachers ́ assessment strategies and the reason for their actions, something which has implication for mathematics education in upper secondary school as well as teacher education practices.

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