En del didaktisk forskning handlar om hur elever lär sig kunskaper effektivt och praktiskt. Ett effektivtsätt att lära ut fysikkunskaper är med hjälp av representationer som text, språk, matematik, grafer ochtekniska verktyg som simulering. Det finns många forskare och elever som hävdar att PhET-simuleringar är ett grundläggande verktyg för att hjälpa till att förbättra och utveckla fysikaliskkonceptuell förståelse.”Rörelse och krafter” är ett centralt innehåll i fysikundervisningen. I detta arbete undersöks därför hursimulering och särskilt PhET-simulering kan bidra till djupare förståelse av det fysikaliska begreppetfjäderkraft (Hooks lag). I den här studien genomfördes kort enskild undervisning för femgymnasieelever och sen användande de PhET-simuleringen för att lösa några problem samtidigt somde berättade hur de tänkte. Datan samlades in genom metoden ”think aloud protocols” ochanalyserades senare med en kvalitativ metod (tematisk analys). I studien undersöktes också vilkainställningar i PhET-simuleringen som var mest och mist hjälpsamma.Resultatet visar att PhET-simuleringen hjälpte eleverna på i huvudsak tre sätt; att ge visualisering avdet fysikaliska begreppet (fjäderkraft), att vara interaktivt (få direkt feedback) och att fokusera på denkonceptuella förståelsen. Eftersom eleverna svarade olika på vilka inställningar som var mest ochminst hjälpsamma, visade detta att eleverna lär sig på olika sätt, beroende på deras tidigare kunskaperoch förutsättningar. Alla deltagarna tyckte att PhET-simuleringen var ett bra sätt att utforskafjäderkraften på egen hand.Elever behöver få vissa förkunskaper från lärare eller pedagoger innan användning av simuleringenannars lär de sig inte effektivt. Lärare måste också förtydliga vilka skillnader det är mellansimuleringen, som är en modell av verkligheten, och verkligheten. Lärare måste lyfta fram skillnadermellan karaktärsdrag för naturvetenskapliga arbetssättet och användning av simulering, annars missar elever detta.

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A validity study can be used to investigate the effectiveness of an exam and reveal both its strengths and weaknesses. This study concerns an investigation of the writing portfolio Level Achievement Test (LAT) at the English Language Center (ELC) of Brigham Young University (BYU). The writing portfolios of 251 students at five proficiency levels were rated by 11 raters. Writing portfolios consisted of two coursework essays, a self-reflection assignment, and a 30-minute timed essay. Quantitative methods included an analysis with Many-Facet Rasch Model (MFRM) software, called FACETS, which looked for anomalies in levels, classes, examinees, raters, writing criteria, and the rating scale categories. Qualitative methods involved a rater survey, rater Think Aloud Protocols (TAPs), and rater interviews. Results indicated that the exam has a high degree of validity based on the MFRM analysis. The survey and TAPs revealed that although raters follow a similar pattern for rating portfolios, they differed both in the time they took to rate portfolios and in the degree to which they favored the rating criteria. This may explain some of the discrepancies in the MFRM rater analysis. Conclusions from the MFRM analysis, surveys, TAPs, and interviews were all used to make recommendations to improve the rating process of the LAT, as well as to strengthen the relationship between LAT rating and classroom teaching and grading.

Nous définissons les stratégies d'usage de la langue de la façon suivante : il s’agit de stratégies langagières que les élèves appliquent en résolvant des exercices en langue cible (par exemple de DEL 2). Afin d’analyser ces stratégies langagières, nous menons une étude qualitative auprès de 14 écoliers suivant un cursus franco-allemand à Baden-Baden. Nous demandons aux élèves de résoudre des exercices de français tirés des Évaluations nationales des acquis des élèves. Nous appliquons la méthode de la pensée à voix haute. Les élèves choisissent s'ils verbalisent leurs pensées en langue allemande ou française. L'objectif principal de notre étude est d'analyser et d'éliciter les stratégies d'usage de la langue.Environ 1000 stratégies ont été observées et codées avec le logiciel MAXQDA. Les stratégies cognitives sont les stratégies qui ont été appliquées le plus souvent par les élèves testés - en tout presque 350 fois. La langue de base choisie par les élèves pour les protocoles à voix haute était le français et pas l'allemand. / This thesis reports on an empirical study of 3rd and 4th grade students in a German-French bilingual school. The study consisted of research subjects solving exercises by using the thinkaloud method, after which film and transcription analysis allowed for a detailed examination of the strategies used during the exercises. Such strategies have been termed "language usagestrategies" and have been distinguished from learning and communication strategies. This distinction is important because when students use their L2 in this context, their goal is not to learn the language or to communicate, rather, it is to solve the exercise. The students used and combined many cognitive, compensatory, metacognitive, social and affective strategies during the Think aloud Protocols. Also the individual interviews revealed that the students manifested a large number of language usage strategies, suggesting that they are conscious of strategy usage when using their L2.

<p>This dissertation investigates translation strategies and translation principles in technical translation. Five translation students and 5 professional translators from German-speaking Switzerland and 4 translation students and 6 professional translators from Sweden were asked to think aloud while translating a user guide from French into German and from French into Swedish, respectively. The focus of the analysis was on the strategies that could be observed by comparing the translation products with the source text; and on the principles underlying these strategies as revealed by the think-aloud protocols of the translation processes. In order to evaluate the extent to which the translation products complied with the fictitious translation brief given to the participants, 2 reviewers per language pair proofread the translation products. The analysis also included contrastive analyses of certain linguistic features of technical texts in French-German and French-Swedish. The results show that experience of translation does play a role in the choice of translation strategy. It is, however, an even more important factor with respect to knowing and applying translation principles in the translation process. Also, students more often display uncertainty regarding translation principles, and conflict between the principles verbalised and those actually followed. Language-pair specific differences were mostly found in connection with translation strategies. Comments about future directions include the need for clearer definitions and more systematic manipulations of the variables involved in translation, and the potential interest in investigating the principles governing how translations are revised through the use of think-aloud protocols.</p>

This dissertation investigates translation strategies and translation principles in technical translation. Five translation students and 5 professional translators from German-speaking Switzerland and 4 translation students and 6 professional translators from Sweden were asked to think aloud while translating a user guide from French into German and from French into Swedish, respectively. The focus of the analysis was on the strategies that could be observed by comparing the translation products with the source text; and on the principles underlying these strategies as revealed by the think-aloud protocols of the translation processes. In order to evaluate the extent to which the translation products complied with the fictitious translation brief given to the participants, 2 reviewers per language pair proofread the translation products. The analysis also included contrastive analyses of certain linguistic features of technical texts in French-German and French-Swedish. The results show that experience of translation does play a role in the choice of translation strategy. It is, however, an even more important factor with respect to knowing and applying translation principles in the translation process. Also, students more often display uncertainty regarding translation principles, and conflict between the principles verbalised and those actually followed. Language-pair specific differences were mostly found in connection with translation strategies. Comments about future directions include the need for clearer definitions and more systematic manipulations of the variables involved in translation, and the potential interest in investigating the principles governing how translations are revised through the use of think-aloud protocols.

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