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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
351

Gymnasieelevers erfarenheter av och attityder till kamratrespons i svenskämnet / Upper Secondary School Students’ Experiences of and Attitudesto Peer Response Within the Subject of Swedish

Wendt, Simon, Ahlström, Elin January 2024 (has links)
Peer feedback can be a complex method to use in education. Furthermore, we have experienced that students are uncertain about the peer feedback they give and receive. The following study aims to develop an understanding of upper secondary school students’ experiences of and attitudes towards peer feedback in writing assignments within the subject of Swedish. Hattie and Timperley’s (2007) four levels and Hoel’s (2001) three different focuses of feedback have given theoretical perspectives to define and interpret the students’ experiences. In addition, this study uses Vygotsky’s (1978) zone of proximal development to nuance how students perceive the social interaction of peer feedback. This study uses a qualitative design in the form of semi-structured interviews. To analyze the data, this study uses Miles & Huberman’s (1984) analysis scheme. The material consists of eight recorded and transcribed interviews from a heterogeneous sample of students in the south of Sweden. The results show that students find it challenging to give feedback without guidelines and practice. Most frequently the feedback type was task level. Several experiences show that process level occurred sporadically, with a few instances of feedback on a self-regulation and personal level. Secondly, relations play a crucial role in feedback. Some students experience that friends are not honest in their feedback. Finally, some of the students preferred the teachers’ feedback over their friends’ feedback, however, several students sometimes rated their friends’ feedback as more useful.
352

Den sociala statusen på skolgården : En kvalitativ studie om vilken betydelse den sociala statusen har i barnens fria lek på skolgården / The social status on the schoolyard : A qualitative study on the significance of social status in children's free play on the schoolyard

Mwasongwe, Nancy, Sylven, Matilda January 2024 (has links)
The purpose of the study is to examine the significance of social status in children's free play. Using a qualitative method, we conducted semi-structured interviews with two educators from a school, supplemented by approximately seven observations. We reviewed relevant previous research on how participation, inclusion/exclusion, and status positioning may affect children's play in the schoolyard. The study revealed that educators perceive a connection between social status and children's inclusion in play, although this may vary from child to child depending on interests and affiliations. The results indicate that it is not always about status, but largely about being with friends where power dynamics do not exist. However, some children strive to associate with the "cool" kids and are willing to do almost anything to be included. The study highlighted how children employ various strategies to gain access to play, with those who may struggle with social codes opting for less effective strategies. It was noted how children with lower self-esteem were the most exploited and manipulated by those with higher status. Additionally, the study observed a different distribution of roles in play, where those with lower status often assumed less desirable roles. Ultimately, the results demonstrated that the dynamics of social status among children vary depending on their own status, whether high or low.
353

Bra fråga! En studie om hur gymnasielärare använder frågandet i naturkunskapsundervisningen

Ratke, Christine January 2015 (has links)
Genom klassrumsobservationer och lärarintervjuer undersöker denna studie vilka frågandetekniker lärare använder för att stimulera elevers tänkande och ge produktiva diskussioner i klassrummet. För att analysera dialogen mellan lärare och elever utvecklades en metod som visualiserar händelser i förloppet av en lektion på ett översiktligt sätt. Visualiseringsmetoden gjorde det möjligt att enkelt identifiera både trender i klassrumsdialogen och enskilda moment i samtalet som verkade intressanta att undersöka vidare. Undersökningens fokus var att analysera vilka produktiva frågandetekniker gymnasielärare i naturkunskapsundervisningen använder och hur lärare själva uppfattar att de använder frågor i klassrummet. Jag observerade flera exempel av produktiva frågandetekniker i klassrummen, till exempel ”verbal jigsaw” och ”framing”. Med hjälp av visualiseringsmetoden av klassrumsdialogen identifierade jag dessutom undervisningssituationer där elever var muntligt engagerade. Studien visade i enlighet med tidigare forskning att elever ställer flest frågor när detta uttryckligen efterfrågas av läraren, när de personligen kan relatera till innehållet och när de arbetar i små grupper. Lärarna som deltog i studien var alla positivt inställda till elevernas egna frågor och försökte uppmuntra elevengagemang.
354

"Här kan vi hjälpa dem tt bli självstänsiga" : En kvalitativ studie om förskollärare och vad de betonar när de diskuterar begreppet barnsyn / “Here we can help them become independent” : A qualitative study of preschool teachers and what they emphasize when they discuss the concept of child view

Johansson, Johanna, Lovisa, Sandström January 2024 (has links)
No description available.
355

“När du förstår begreppen förstår du matematik” / “When you understand the concepts you understand mathematics”

Sandberg, Ida January 2017 (has links)
Syftet med arbetet var att få mer kunskap om hur matematiklärare på mellanstadiet arbetar föratt elever ska få utveckla sin begreppsförmåga inom geometri. Vikten av begreppsförmågabetonas både i Lgr11 samt i tidigare forskning. Syftet bröts ned i två frågeställningar, huruppfattar matematiklärare geometriska begrepp i matematikundervisningen och hur beskrivermatematiklärare sin undervisning för att elever ska utveckla sin begreppsförmåga inomgeometri. För att göra datainsamlingen genomfördes strukturerade kvalitativa intervjuer. Iresultatet framgick det att matematiklärare uppfattade geometriska begrepp på tre olika sätt.Matematiklärarna beskrev även olika arbetssätt som de använde för att elever ska få utvecklasin begreppsförmåga inom geometri.
356

Interkulturalitet i historieböcker : En läromedelsanalys över hur olika läromedel främjar en interkulturell undervisning / Interculturality in history books : An analysis of how different textbooks promote an intercultural teaching

Nilsson, Charlott January 2024 (has links)
No description available.
357

Fritidlärares uppfattningar ominomhusmiljöns betydelse för att skapa en meningsfull fritid : Leisure educators' perceptions of the importance ofthe indoor environment in creating meaningful leisuretime

Linde, Joakim January 2024 (has links)
No description available.
358

Vi och dem - vilka då? : En kvalitativ innehållsanalys av kulturell och etnisk representation i skildringarna av det svenska samhället i fyra samhällskunskapsböcker för högstadiet

Berg, Olivia January 2024 (has links)
In the study, a qualitative content analysis of text and images was conducted in four social studies textbooks for secondary school. The purpose was to examine how Swedish society is depicted in social studies textbooks. More specifically, how the textbooks consider a multicultural perspective, who is represented, and how people of different cultural and ethnic backgrounds are portrayed. Using the appraisal system as an analytical tool, evaluative words and expressions in text and images were analyzed in relation to the study's theoretical foundations in social representation theory and offered/invoked text and dialogic/monologic text. The results showed that textbooks differ in how people of different cultural and ethnic backgrounds are represented; some textbooks are prescriptive in their concept explanations and draw boundaries between "us" and "them," while other textbooks provide a more nuanced view of ethnicity and diversity. In cases where the textbooks use words like "us" and "them," a boundary is marked between Swedes and people of other cultural or ethnic backgrounds. The division of "us and them" contributes to either negative representation or the absence of representation, which can mean that students with foreign backgrounds are excluded in the textbooks. Previous research indicates a lack of or suppression of multiculturality and immigrant perspectives in social studies textbooks (Johnsson Harrie, 2016).
359

Att skriva sig till läsning : Lågstadielärares uppfattningar om elevers motivation och engagemang för ASL som läs- och skrivaktivitet. / Write to read : Primary school teachers’ perceptions of pupils’ motivation and engagement for iWTR as a reading and writing activity.

Lindqvist, Jenny, Bengtsson, Kajsa January 2024 (has links)
No description available.
360

Lärares arbete med att främja begreppsförståelse i matematik hos flerspråkiga elever / Teachers' work in supporting conceptual understanding in mathematics for multilingual pupils

Hadzic, Sara, Ghassan Issa, Sara January 2024 (has links)
No description available.

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