Our purpose has been to explore how teachers' educate to influence their pupils' interests in biology and if outdoor education is considered to be a part of this. Also how this affects the pupils possibilities in achieving the goals in the nature science oriented curriculum.  The purpose has been examined through qualitative interviews with teachers' who are teaching in the nature oriented subjects in compulsory school, and applies outdoor pedagogy. With a phenomenographic research approach, we were able to gain a deeper insight into the teacher’s individual perceptions of the phenomenon of outdoor learning versus students' interest in the content of the biology subject. The study shows that teachers' see a great value in taking note of students' experiences and prior knowledge and proceed from them in interest-creating teaching in biology. They use reality-based experiences and authentic learning situations as a way to create interest in the subject content. Outdoor lessons are highlighted by teachers' as a way to do this, where they experience benefits by giving students' the opportunity to experience and explore in a more sensory environment. Outdoor lessons also affect their participation and commitment to teaching. The teachers' believe that the practical elements in an authentic environment have an effect on students' ability to absorb the content and remember it, which in turn gives the student a greater chance of achieving the goals in the curriculum. Based on this, we believe that a recommendation for the application of outdoor lessons should be included in the school's governing document. / Vårt huvudsyfte är att bidra till ökad kunskap om utomhuspedagogikens potentiella roll att påverka elevers intresse för biologi och hur utomhuspedagogik kan hjälpa elever mot ökad måluppfyllelse. För att få perspektiv på hur utomhuspedagogik används i förhållande till annan intresseskapande undervisning valde vi också att undersöka hur lärare mer allmänt arbetar för att påverka elevernas intresse för biologi. Syftet har undersökts genom kvalitativa intervjuer av lärare i årskurs 1-9 som undervisar i grundskolans naturorienterande ämnen, med betoning på biologi, samt som aktivt tillämpar utomhuspedagogik. Med en fenomenografisk forskningsansats kunde vi få djupare insikt i lärarnas individuella uppfattningar om just fenomenet utomhuspedagogik kontra elevers intresse för innehållet i biologiämnet.  Studien visar att lärare ser ett stort värde av att ta fasta på elevernas erfarenheter och förkunskaper och att utgå från dem i intresseskapande undervisning i biologi. De använder sig av verklighetsbaserade erfarenheter och autentiska lärsituationer som ett sätt att skapa intresse för ämnesinnehållet. Utomhuspedagogiken lyfts fram av lärarna som ett sätt att göra detta på, där de upplever fördelar genom att eleverna får möjlighet att uppleva och utforska i en sinnlig miljö. Utomhuspedagogiken påverkar också elevernas deltagande och engagemang för undervisningen. Lärarna menar att de praktiska momenten i en autentisk miljö ger effekt på elevers förmåga att ta till sig innehållet och komma ihåg det, vilket i sin tur ger elever större möjlighet att nå målen i kunskapskraven för biologi. Utifrån detta anser vi att en rekommendation för tillämpande av utomhuspedagogik borde finnas i skolans styrdokument.

Collaborative planning is an often-debated approach in conjunction with attaining more sustainable cities. Many models were theorized to help implement a more collaborative planning process, such as when municipalities employ densification to grow the city sustainably. However, not all planning processes that are collaborative are also rational. Hence, this thesis is interested in comprehending Västerås Municipality’s planning process through performing a case study regarding DP-1858. To that end, this thesis will follow Innes & Booher (2018) Collaborative rationality theory and use its DIAD model as a lens to understand the positions of the stakeholders involved in the DP-1858 case. In the same vein, to probe for how the collaborative planning process regarding DP-1858 resonates with the DIAD model of Collaborative rationality.Nevertheless, the reaction of the Hammarby-residents raises the need for framing to understand if a concept such as insurgent citizenship is sensible to norms. Thus, it is essential to know how insurgent citizenship manifests itself in a Swedish context. The method used to collect primary data was semi-structured interviews with elite respondents. Among other conclusions, this study found enough evidence suggesting that the planning process in conjunction with DP-1858, even though having embedded collaborative mechanisms, has critical shortcomings when contrasted with the collaborative rationality DIAD model. In the same vein, insurgent citizenship can occur even when laws were respected while norms were not.

In my eleven years of teaching graphic design at Tshwane University of Technology, I have come to realise that education is more than just teaching a student the fundamentals, techniques and new technologies, it is also about their personal development. I conducted this study to ensure that my educational practices challenge my graphic design students to acquire the essential characteristics – or more profoundly, the essential human qualities -­‐ required for a contemporary graphic design career through which the quality of life for all will be enhanced. The study is a participatory action research study involving the second and third year graphic design students at Tshwane University of Technology. It involved five action intervention cycles. In the first cycle I explored the current graphic design education practices in order to determine whether these practices ensure the acquisition of such essential human qualities that a graphic designer should posses. The acquisition of such human qualities has become paramount because of the ethical imperative that graphic designers can change the world (Berman, 2009). I found that my current graphic design education practices as they relate to the commonly most dominant practices are not sufficient to accomplish this purpose. During the research I was exposed to a paradigmatically innovative education practice that focuses on maximizing human potential and it was adopted to improve my existing education practice. Through four additional action intervention cycles I provided evidence that indicated that my improved education practice contributed to my students’ acquisition of an identified four sets of essential human qualities: the artistic quality of creativity; the professional quality of continuous, independent, increasing expertise in creativity within an interdependent, co-­‐operative value based community of graphic design practitioners; the personal quality of maximizing human potential; and the leadership quality of an enlightened change agent. The primary focus on the acquisition of these essential human qualities through the proposed method of graphic design education, also allows for the gaining of the necessary graphic design knowledge and skills (Barnett, 2007:101). / Thesis (PhD)--University of Pretoria, 2013. / gm2013 / Humanities Education / Unrestricted

The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that learners with ASD have and how these assets can be utilised within classrooms. Teachers also gave insight about the challenges that they encounter while teaching learners with ASD. Current classroom practices were investigated and information obtained about the type of support that teachers provide to learners with ASD. This was done in an attempt to provide guidelines on how to improve classroom practices within various educational settings to best support learners with ASD. Furthermore, I explored whether learners with ASD can be included within mainstream or remedial schools and what assistance they will need if they can be accommodated within these school environments. A case study design was utilized. A total of six participants participated in the study. Data was collected by means of a focus group interview as well as one-on-one interviews. Two research sites were used and the information obtained from these sites was used to establish similarities and differences between teachers’ experiences in the respective school environments. The findings of the studies indicate that teacher training programmes need to be revisited in order to achieve the ideal of authentic inclusive school environments. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

The Notion of "Scened Communication" in a Process of Second Language Acquisition The master thesis compares communication, which is based on an unwriten script, with communication, which is authentic and results from natural communication situation. The goal of this thesis is to define the concept of scened communication and describe differences between these two kinds of communication. Methodological base for this work is comparison of scened communication with authentic communication, using conversation analysis of interviews from places connected to the programme Icelandic Village and outside of Icelandic Village, in authentic situations. Then it's describing the factors which are changing the communication into scened. Theoretically is this work based on studies about second language acquisition (Theodórsdóttir, Wagner). As sources of methodology it uses literature about discourse analysis (Fairclough, Kraus, Schneiderová) and then specifically about conversation analysis (Ten Have, Sidnell, Jefferson). Key words: authentic communication, conversation analysis, discourse analysis, Icelandic language, scened communication, second language acquisition, transcription.

Syftet med studien är att öka kunskaper kring lärares tankar om hur utomhuspedagogik kan bidra till lågstadieelevers måluppfyllelse och lärande för socialt hållbar utveckling, samt kunskaper kring hur elever interagerar när lärare använder utomhuspedagogik. Syftet undersöks med hjälp av sex kvalitativa intervjuer av lärare som arbetar aktivt med utomhuspedagogik samt tre observationer av elevers interaktioner i lärarnas utomhusundervisning. Studiens resultat visar att lärarna eftersträvar att kombinera teoretiska och praktiska erfarenheter som de menar kan bidra till en ökad måluppfyllelse för eleverna. I resultatet framkommer det att lärarna anser att utomhuspedagogik kan vara en inkluderande arbetsmetod för elevers lärande när språket är begränsat, eftersom den autentiska lärmiljön tillåter eleverna, med hjälp av sina sinnen, att kommunicera genom sitt kroppsspråk. Observationerna av elevernas interaktioner i utomhusundervisning visar att de får träna sina sociala förmågor genom att samarbeta och kommunicera med hjälp av utomhuspedagogikens praktiska inslag. Lärarna beskriver att utomhuspedagogik tillåter elever att lära genom en friare undervisning i en social gemenskap, där aktiviteter som sker i grupp är kärnan i lärarnas undervisning mot socialt hållbar utveckling. En slutsats är att det är viktigt att lärare får utbildning och kompetensutveckling för att bedriva utomhuspedagogisk undervisning som kan bidra till elevers kunskapsutveckling mot en hållbar framtid. / The purpose of this study is to increase knowledge about teachers’ thoughts on how outdoor pedagogy can contribute to primary students’ goal achievementsand learning for social sustainable development, as well as knowledge about how students interact when teachers use outdoor pedagogy. The purpose has been achieved with the help of six qualitative interviews of teachers that actively work with outdoor pedagogy and three observations of students’ interactions in outdoor education. The results of the study show that the teachers aim to combine theoretical and practical experiences that they believe can contribute to an increased goal achievement for students. The results also show that the teachers believe that outdoor pedagogy can be an inclusive working method for students’ education when language skills are limited, as the authentic outdoor environment allowthem to communicate through gestures and visual communication. The outdoor observations of student’s interactions show that they can practice their social skills with the help of the practical elements of outdoor pedagogy through collaborations and communication. Finally, the study’s respondents describe that outdoor pedagogy allows students to learn through a social and unconfined teaching environment, where group work is the core of the teachers’ educational teachings towards social sustainable development. In conclusion, it is essential that teachers receive the education and skills needed to implement outdoor pedagogy that can contribute to students’ developmental knowledge towards a sustainable future.

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No description available.

L’authenticité est une notion courante, qui est abondamment utilisée dans notre quotidien; qu’il s’agisse de qualifier un geste, une parole ou une personne. L’authenticité se révèle aussi être une notion fondamentale, voire omniprésente, au sein du droit de la preuve civile québécois. Il s’agit en effet d’un élément pivot, qui apparaît autant au moment d’apprécier la recevabilité de la preuve que d’en évaluer la force probante. Le législateur n’a pourtant jamais réellement tenté d’en tracer les contours ni même d’en proposer une définition. Il ne réfère généralement qu’aux effets de l’authenticité, sans toutefois se pencher sur la conceptualisation même de cette notion. Les conséquences en sont pour le moins consternantes : on ne sait pas tout à fait ce qu’est l’authenticité, mais on sait ce que ce n’est pas. C’est donc dans ce contexte que s’inscrit le présent mémoire. Il vise d’abord à déterminer ce en quoi constitue l’authenticité en droit québécois, sur le plan conceptuel. Pour ce faire, un aperçu des traditions juridiques qui ont exercé une influence marquée sur le régime juridique québécois sera réalisé, en insistant particulièrement sur les principes de la tradition civiliste européenne continentale. L’idée de cette approche historique consiste à déterrer les fondements mêmes de l’authenticité en droit québécois, telle que se concevait cette notion avant la révolution technologique. Une fois ses pourtours bien établis, le présent mémoire se penchera ensuite sur les conséquences qu’a entrainées, sur l’authenticité, la réaction législative québécoise concomitante à la révolution technologique. Sans revisiter en profondeur la notion, nous verrons que le législateur a pris une approche de décomposition fonctionnelle, qui permet de mieux en apprécier les fondements. Cette approche nous permettra, par ailleurs, de confirmer que l’authenticité est une notion polymorphe, qui demeure systématiquement associée à la qualité de la preuve, en tout ou en partie. Des effets sur le plan probatoire peuvent découler de cette qualité, mais seulement en certaines circonstances. / Authenticity is a common notion that is used extensively in our daily lives, whether it is to qualify an act, a word, or a person. Authenticity is also a fundamental, even omnipresent, notion in Quebec law of evidence. It is a pivotal element, which appears as much when assessing the admissibility of evidence as when evaluating its probative value. However, the legislator has never really attempted to define it. He generally refers only to the effects of authenticity, without addressing the conceptualization of this notion. The consequences are, to say the least, dismaying: we don't quite know what authenticity is, but we know what it is not. It is therefore in this context that the present thesis takes place. It aims first to determine what constitutes authenticity in Quebec law, from a conceptual standpoint. To do so, an overview of the legal traditions that have had a marked influence on the Quebec legal system will be provided, with particular emphasis on the principles of the continental European civil law tradition. The idea of this historical approach is to unearth the very foundations of authenticity in Quebec law, as this concept existed before the technological revolution. This paper will then examine the consequences of the legislative reaction to the technological revolution on authenticity. Without revisiting the notion in depth, we will see that the legislator has taken a functional decomposition approach to authenticity, which allows us to better appreciate its foundations. Moreover, this approach will allow us to confirm that authenticity is a notion which, although polymorphic, remains systematically associated with the quality of the evidence. Probative effects could emerge from this quality, but only in certain circumstances.

Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.