The study explores the meaning of knowing how to reason about justice in civics in upper secondary school. This is examined through the analysis of students’ conceptions of justice, and of their conceptions of civic reasoning about justice. It is also examined through the analysis of civic education practise. In the study, teaching was designed using Variation Theory and the theory of intersubjectivity in Activity Theory, and examined and evaluated in three Learning Studies. The empirical material consists of filmed and transcribed research lessons and interviews, as well as of written pre- and post-tests. The material was first analysed using phenomenography, and then analysed using content-oriented conversation analysis. Students’ conceptions of justice were found to move between the conception of justice as (A) a universal value, (B) a personal value or (C) a value of principle. Students’ conceptions of civic reasoning about justice were found to move between three conceptions: (a) reporting about justice, (b) analysing causes of different perspectives on justice or (c) critical reasoning about principles of justice. The critical aspects of knowing how to reason about justice in civics that students needed to discern were the relativity of justice, the basis for arguments for principles of justice and the analysing as well as the criticizing aspects of reasoning. The subject-knowledge that the teachers expressed in their teaching was one condition of the practise of civics that was found to be of importance for the students’ learning. Others were the assumed purpose of the practise of civics and a genuine need for the intended knowledge in the practice. Communicative actions that seem to facilitate these conditions are real learning tasks and a subject-specific language and variation of critical aspects as mediating tools. The findings are discussed in relation to theories of justice in political science and to the practise of civics education.

Die steigende Dynamik sowie der steigende Konkurrenzdruck, dem deutsche und europäische Produktionsunternehmen aufgrund von Individualisierungs- und Globalisierungstendenzen ausgesetzt sind, erfordert neue Konzepte zur Gestaltung effizienter Prozesse und damit konkurrenzfähiger Produkte. Trotz oder gerade wegen eines vielfach hohen Automatisierungsniveaus und der damit verbundenen Komplexität sind viele Arbeitssysteme durch einen hohen Anteil an Personalkosten für technikerhaltende Arbeitsaufgaben geprägt. Die vorliegende Arbeit stellt einen Ansatz vor, wie bestehende automatisierte Arbeitssysteme analysiert, bewertet und bzgl. des Personaleinsatzes optimiert werden können.

Le domaine avionique a été transformé par l'apparition des architectures modulaires intégrées (IMA). Celles-ci définissent un support d'exécution et de communication standard et mutualisé afin de réduire la complexité de l'architecture physique. Cependant, du fait du partage des ressources, cette démarche introduit une plus grande complexité lors de la conception et de l'intégration des applications ce qui implique d’assister les concepteurs avec des outils dédiés. La présente thèse contribue à cet effort en se focalisant sur deux problèmes d'allocation de ressources : i) le problème de l'ordonnancement multiprocesseur de tâches strictement périodiques et ii) le problème du routage des messages échangés entre les fonctions avioniques.Le premier problème a été formalisé sous la forme d’un programme linéaire en nombres entiers afin de garantir un potentiel maximum d'évolution sur les durées d'exécutions des traitements. L’inefficacité d’une approche exacte pour des instances de grande taille, nous a conduit à développer une heuristique originale s’inspirant de la théorie des jeux couplée avec un algorithme multi-start.Le routage est formalisé sous la forme d’un problème d’optimisation sur la charge maximum des liens. Deux propositions sont faites pour le résoudre, l’une, exacte, est basée sur une formulation nœud-lien, et la seconde est une heuristique à deux niveaux basé sur une formulation lien-chemin / The avionic domain has seen a profound evolution by the introduction of Integrated Modular Avionics (IMA). This defines a standardized execution and communication support in order to reduce the complexity of the physical architecture. Nevertheless, due to the sharing of resources, this reduction of complexity is opposed by an increased difficulty in application conception and integration, which necessitates dedicated tools for assisting system designers. This thesis’ contributions concern two major resource allocation problems: i) the multiprocessor scheduling of strictly periodic tasks and ii) the routing of messages exchanged between the avionic functions. The first problem was formulated using integer linear programming so as to guarantee a maximum evolution potential for the task execution durations. The inefficiency of this exact approach for large problem instances led us to develop an original heuristic, inspired from Game Theory, and further enhance it with a multi-start algorithm. The routing problem was formulated as an optimization one so as to minimize the maximum link loads. Two methods were proposed for this purpose, the first is exact based on node-link formulations, and the other is a two phase heuristic based on link-path formulations

La investigación tiene como objetivo analizar el conocimiento especializado del profesor de matemáticas en la enseñanza-aprendizaje de los problemas aritméticos de enunciado verbal a partir de la resolución de tareas formativas, las cuales permiten mejorar la práctica docente en la enseñanza de problemas aritméticos de enunciado verbal (PAEV). Para el diseño de las tareas, se utilizó el modelo MTSK (Contreras, Climent, Montes & Carrillo, 2017), el cual permite observar el conocimiento especializado de los docentes de matemática. La metodología responde a un paradigma interpretativo y enfoque cualitativo. Por tal motivo se ha seleccionado un estudio de diseño, ya que se desarrolla en el campo de la Ciencia del aprendizaje (Molina, 2011). El trabajo empezó con una ardua investigación sobre el MTSK, la resolución de problemas y las tareas formativas. Esta investigación permitió diseñar un instrumento con indicadores que provienen de cuatro de los seis subdominios del modelo MTSK: Conocimiento de los Temas (KoT), Conocimiento de la Práctica Matemática (KPM), Conocimiento de la Enseñanza de las Matemáticas (KMT) y Conocimiento de las Características del Aprendizaje de las Matemáticas (KFLM). Con los indicadores se diseñaron cuatro tareas formativas, las cuales fueron validadas, al igual que los indicadores, a través de juicios de expertos. Se concluyó que a través del modelo MTSK es posible diseñar tareas formativas para docentes que permiten analizar la enseñanza-aprendizaje de la matemática. / The research work aims to analyze the Mathematics Teacher Specialized Knowledge in the teaching-learning of Arithmetic Problems of Verbal Statement (PAEV) from the resolution of formative tasks, which allow improving the teaching practice in the teaching of Arithmetic Problems of Verbal Enunciation (PAEV). We use the MTSK model to design tasks (Contreras, Climent, Montes & Carrillo, 2017) since it allows observing the specialized knowledge of mathematics teachers. The methodology responds to an interpretive paradigm and a qualitative approach. For this reason, we selected a design study since it is developed in the Education science field (Molina, 2011). The methodology responds to an interpretive paradigm and a qualitative approach. For this reason, we selected a design study since it is developed in the Education science field (Molina, 2011). This research allowed the design of an instrument with indicators that come from four of the six subdomains of the MTSK model: Knowledge of Topics (KoT), Knowledge of Mathematical Practice (KPM), Knowledge of Mathematics Teaching (KMT), and Knowledge of the Learning Characteristics of Mathematics (KFLM). Four training tasks were designed with the indicators, which were validated, like the indicators, through expert judgments. It concluded that through the MTSK model it is possible to design training tasks for teachers that allow analyzed teaching-learning of mathematic. / Tess

Scientific thinking is an essential skill for full application in society associated with responsible human decision-making. The development of research skills and knowledge also contributes to its complexity. For the possibility of their systematic development, it is necessary to map the current situation of students in primary schools. The aim of the work was to find out what are the research skills of these students in the field of correctly formulating a research question based on specific problem and after finding a solution to formulate an answer to a given research question. Four research-oriented tasks were used, which were solved by 58 students from the seventh grade of primary school. It was found that more than half of the students are not able to formulate the research question correctly and more than one third of the students are unable to formulate the answer to the given research question correctly.

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The recent release of AI tools for public use allows for the development of novel teaching approaches for goals that often present challenges in the classroom, such as the need for personalized learning materials. The current study enlists a four-week ChatGPT-based personalized learning intervention in tandem with a teacher questionnaire and interviews in two upper-secondary schools in Southern Sweden to investigate English teacher perceptions of the benefits and challenges of using AI for personalized language learning. In addition, the intervention investigates the potential effectiveness of personalized learning assignments using ChatGPT on the development of students’ grammar abilities in a specific, local classroom context to both address a local need at the school in question and to serve as a proof of concept for more broad-based, future research on the use of these tools for this purpose. The questionnaire revealed that teachers initially had some concerns regarding the accuracy, reliability, and practical implementation of such tools. However, the intervention was found to significantly reduce grammar errors in student writing, and in follow-up interviews, teachers reported feeling more receptive to such approaches after interacting with the tools and seeing the beneficial results. These findings demonstrate that teachers may be hesitant to implement AI tools, which underscores the importance of training and first-hand use for promoting their successful adoption into pedagogical practices. In addition, the findings suggest that AI-based tools for personalized language learning may also be successful in a broader educational context. Finally, certain limitations, such as the small sample size, are acknowledged which emphasizes that further research is necessary to acquire a more comprehensive understanding of personalized learning using AI-based tools like ChatGPT.

This thesis aims to to see if its possible to meet some of the complex needs of people with ADHD, in the form of aiding them with remembering to complete tasks and chores. Current studies have mainly focused on either assessing or treating ADHD rather than looking at aiding people already diagnosed. In order to evaluate if the needs can be met the participants of the paper are first interviewed to determine some of the needs. A mobile application was then developed based on the data collected from the interviews and later evaluated by the participants in a second round of interviews. The result of this paper showed that these complex needs can be met, in this paper the needs managed to be met with the use of mobile notifications that server as reminders and also by letting the participants prioritize the importance of the task. However the application did not fully suit all participants and had some shortcomings which could lead to further research that looks at trying to meet more of these needs, either by continued development of the application or by mapping out what the needs are.

Dagens samhälle blir mer digitaliserat för varje år som går och skolan följer den utvecklingen; därmed ökar digitaliseringen och användandet av digitala läromedel även i skolan. Därför är undersökningen relevant för den nutida skolans utveckling. Digitala läromedel är något som används frekvent i matematikundervisning, vilket är något vi har observe- rat under våra VFU-perioder. Dessutom uppmärksammade vi att många yrkesverksamma lärare är mindre insatta i innehållet i digitala läromedel, till skillnad från innehållet i de analoga läromedlen som används. Vi såg att det fanns studier kring digitala läromedel, men att det verkade vara brist på studier med fokus på hur algebra behandlas i elevuppgifter i digitala läromedel. Matematikområdet algebra är i sig ett område där tidigare forskning lyfter behovet av vidare forskning. Därav valde vi att specificera vår undersökning om hur algebra behandlas i elevuppgifter i digitala läromedel. Analysen i undersökningen grundar sig i ett analysschema med kategorier och kriterier utformade efter teorier från Sjödén (2014), Choppin m.fl. (2014), Blanton m.fl. (2015) samt Madej (2021). Teorierna har hjälpt oss att analysera det digitala och algebraiska innehållet i elevuppgifterna och Blantons m.fl. (2015) Big ideas framhäver väsentliga delar av algebraundervisning. Syftet med undersökningen är att belysa vilka potentiella mervärden som skapas genom olika digitala läro- medel inom området algebra för årskurs 6. Det görs genom insamling av data för en kvantitativ innehålls- analys av elevuppgifter innehållande algebra i tre digitala läromedel som används i grundskolan. Valet av läromedel gjordes utifrån vilka digitala läromedel vi har sett används av yrkesverksamma lärare i mellan- stadiet. Resultatet som kan utläsas av analysen är att digitala läromedel erbjuder olika möjligheter som inte erbjuds i analoga läromedel, samt att det algebraiska innehållet varierar i de olika digitala läromedlen. / Today's society is becoming more digitized every year and school follows that evolution; therefore the digitization and the use of digital curriculum materials increases in school as well. This study is relevant for today’s school development. Digital curriculum materials are frequently used in mathematics teaching, which we have noticed during our work-based education (VFU). We also noticed that teachers have less insight about the digital curricu- lum materials than in the books that are used. We found studies about digital curriculum materials, but there seemed to be a lack of research with focus on how algebra is processed in pupil tasks in digital curriculum materials. The mathematical field of algebra is an area where previous research requires further research. Hence, we chose to specify our investigation about how algebra is processed in pupil tasks in digital cur- riculum materials. The analysis in our inquiry is based on an analysis schedule with categories and criteria designed from theories from Sjödén (2014), Choppin et.al. (2014), Blanton et.al. (2015) and Madej (2021). The theories were helpful when we analyzed the digital and algebraic content in the pupil tasks and Blantons et.al. (2015) Big ideas highlights essential parts concerning algebra teaching. The study aims to highlight potential values created through various digital curriculum materials in the area of algebra for grade 6. It is done by collecting data for a content analysis of pupil tasks containing algebra in three digital curriculum materials used in primary school. The choice of resources was made based on which digital curriculum materials we have seen been used by professional teachers in middle school. The result that can be deduced from the analysis is that digital curriculum materials offer different potential values that are not offered in analog curriculum materials, and that the algebraic content where digital values occur varies depending on the digital curriculum materials.