Stieg Larsson has reached vast audiences with his popular, page-turning crime novels, the Millennium Series. The series tells a story not just for fictional purposes, but to draw attention to what people did not see about the society that Larsson lived in. In 2009, local actors starred in a film adaptation of Larsson’s first novel, which went beyond the Swedish public. In December 2011 an English-language remake based on the same bestseller was released, starring famous Hollywood actors. Considering language can hinder the reach of foreign language movies in international markets and that international and Swedish audiences demands differ, the current research aims to find out how the two movie adaptations diverge in terms of gender representation, production, graphic content, ideological meaning, and cultural representation as they attempt to target their respective audiences. In order to find answers, this thesis adopted a qualitative approach using two different, supporting methods. First a semiotic analysis of a representative scene with a high psychological and graphic impact on the viewer in both movies was conducted. Second, focus group interviews, with International and Swedish audience members, were conducted. The findings suggest that considerable differences exist between the two movies and that audiences have a different pre-conception in the way they perceive the same media product: gender role dynamic has been reversed in the two movies, the American version is more graphic in its display of nudity, and lacks the ideological layer. Furthermore, this study can serve as a basis for future research that could try to statistically represent the way Swedish and international moviegoers draw on the two adaptations.

In this new era of mobile society and information explosion, people are continuously receiving different kinds of information representation at anytime and everywhere, how to quickly learn and absorb different kinds of information to become one¡¦s own knowledge is an important challenge for modern people. Due to the rapid advancement of mobile communication & wireless transmission technology, many scholars in academia were believed that these new technologies will have a great impact on the way of learning in the future. As a matter of fact, by effectively applying short-message services as learning content delivery (LCD) methods, including SMS and MMS, provided by mobile phone system to deliver different learning content representation (LCR) types, Mobile Learning (M-learning) can be implemented accordingly. However, the most important issue is whether M-learning based on these LCD methods and LCR types can really achieve good learning outcomes and be accepted by mobile learners. In this research we will explore the restraint of short-term memory (STM) ability of psychological learning process through technology-mediated learning theory on assessing learning outcomes in M-learning environment. The finding of this study is to match different LCR types with different LCD methods to fit learners¡¦ different STM abilities would cause higher learning outcomes in M-learning environment. Therefore, we suggest that Learners with lower verbal and lower nonverbal STM capacity, the most suitable way to help their learning is just providing them the basic learning materials; learners with higher verbal and lower nonverbal STM capacity, providing them additional written annotations will help them learn better; learners with lower verbal and higher nonverbal STM capacity, providing them additional pictorial annotations will help them learn better; and Learners with higher verbal and higher nonverbal STM capacity, the best way is to cater them both written annotations and pictorial annotations in M-learning environment.

The implementation of a new curriculum is a challenging issue to educators in many countries. In this country training for an implementation of a curriculum is done in one week and it takes a form of one a size fits all. The study investigated how I transform my content knowledge when teaching a new topic in the new curriculum. The aim of this study was to carry a self- study of how I transformed my content knowledge when teaching energy resources and its uses to make it comprehensible to learners. The following research question guided the study:  How did my PCK develop as I developed the broad content of the energy resources and its uses into focused, teachable and comprehensible content?  How did my planning and reflecting on practice change as I participated in the process of planning, developing and implementing the lesson plans? When teachers teach, they draw upon knowledge of their subject matter, general pedagogy as well as context. This could be improved by the contribution of the concept of pedagogical content knowledge where content and pedagogy are blended. Therefore, for this study I have chosen PCK as a theoretical framework because I will be looking at how my content knowledge can be transformed into content knowledge for teaching. The study employed a qualitative research, which uses multiple realities that are socially constructed through collective and individual definitions of the situations. It is a self –study focusing on my own teaching and intending to improve my practice as a teacher. The focus is myself teaching two grade 11 classes in a township school. Khumalo M. iv Data was collected in a form of concept maps, reflective journals, lesson plan and CoRE s and PaPeRs. CoRes and PaPe-Rs were used to capture and portray my PCK. The methodological tools used to document and portray my Pedagogical Content Knowledge when teaching energy and resources, used representations called Content Representation (CoRe) and Pedagogical and Professional – experience Repertoires (PaP-eRs). The CoRe elaborated on my construction of content, which framed the topic and each Pa-PeR, was a narrative derived from the classroom observations and the journal. Findings in this study indicate that using the CoRe and PaPeR as a tool to portray PCK helps in the development of content knowledge. Some elements of PCK could be identified and the implementation of developed lessons led to insight into my teaching. Learners participated more freely and develop confidence when home language was used. I gained confidence using the CoRe to develop lessons.

The South African government that was elected in 1994 made tremendous changes in the Education system. The new government came up with the new curriculum for Basic Education (grade R- 12). The new curriculum had new topics in physical science. This made me as a teacher doubt whether I would be able to teach new topics. During my time as a student, I was not taught mining at school or college. As a result, I decided to do a self study in order to investigate how I would learn gold mining as a topic in order for me to be able to teach it to my learners. My study involved studying my own teaching practice while learning and also finding out the key things that made me understand the content knowledge involved in the topic of gold mining. The self study was done in order to ensure that I understood the content knowledge and how best to teach it to the learners. I used a collaboration team, reflective journal, group interviews classroom observation and learners’ responses to collect data. The participants were my grade 11 learners and myself. My data was analysed using a PCK model, CoRes and PaPeRs. I had to learn the content knowledge and transform it to make it understandable to learners. I designed lessons using the prior knowledge of learners and integrating Physical Science and Geography. Lessons did not go as smoothly as I had expected. Learners wanted some of their existing knowledge to be included. The classroom activities depended entirely on the relationship between the teacher and learners. I carried out my study bearing in mind that implementation of the new curriculum depends not only on classroom interactions (DoE, 2002) but most importantly on the content knowledge that the teacher has and how it is transformed. Learners taught me to understand gold mining from the geographical point of view as well from the scientific point of view. From the beginning of the study they were really excited and were looking forward to new things. Using the learners’ science prior knowledge helped me design lessons that allowed me to learn to be a facilitator.

Denna studie syftar till att undersöka vad förskollärare säger om sitt arbete inom teknik som lärområde i förskolan. Därutöver syftar studien till att undersöka och synliggöra aspekter som är betydelsefulla i förskollärarens undervisning i teknik tillsammans med barn. Studiens teoretiska utgångspunkter har sin grund i sociokulturellt perspektiv, där kommunikation och interaktion är en viktig del i barnens utveckling och lärande. Även det teoretiska ramverket Pedagogical Content Knowledge PCK (Shulman, 1986), används för att tolka och förstå förskollärarnas förmågor i arbetet med teknik med barnen. Undersökningen består av semistrukturerade intervjuer som genomfördes med sex förskollärare. Resultatet visar att arbetslagens verksamhetsplanering utvecklades med stöd av reflektionsunderlaget Content Representation CoRe (Loughran, Milroy, Berry, Gunstone och Mullhall 2001) som bidrog till fördjupade diskussioner och att innehållsområdet avgränsades i teknikundervisningen. Resultatet visar också att det skedde en utveckling av undervisningen genom användning av andra fysiska redskap än man arbetat med tidigare. Dessutom utvecklades andra metoder när förskollärarna arbetade med teknik med barnen.

<p>  </p> <p>School-based agricultural education programs use laboratories to develop cognitive, psychomotor, and procedural skills (Phipps et al., 2008). It is important to help preservice teachers develop the ability to design instruction to cultivate skills that are taught in laboratory settings. Shulman (1986) authored a term called Pedagogical Content Knowledge (PCK), which is a teacher’s knowledge of teaching. Animal science dissection was the topic chosen for this study, as PCK is topic-specific (Chan & Hume, 2018). There are many interpretations of PCK. The Refined Consensus Model (RCM) of PCK in Science Education (Carlson et al., 2019) was the conceptual model used in this study, as it is the most recent PCK model, and was developed by experts in science education from multiple countries. This model asserts that PCK is comprised of three realms: Collective PCK (cPCK), Personal PCK (pPCK), and Enacted PCK (ePCK). The first purpose of this study was to describe preservice agriculture teachers' Professional Knowledge Bases (which informs pPCK), before and after instruction, on the topic of animal science dissection in a Laboratory Practices in Agricultural Education (LPAE) course. The second purpose was to describe preservice agriculture teachers' cPCK, after instruction, on animal science dissection in an LPAE course. Content Representations (CoRes), a common tool used for PCK research, were used identify evidence of the Professional Knowledge Bases (PKBs) in preservice agriculture teachers’ instructional planning. Results from this study showed elevated descriptions of Professional Knowledge Bases, and participants collectively gained new ideas and collaboration skills. Overall LPAE dissection experience appeared to push the depth of student thinking and ability to make connections with future learning. Future research recommendations include using the RCM of PCK (Carlson et al., 2019) and CoRes in agricultural education; more PCK research, specifically exploring the development of Curricular Knowledge, on preservice teachers in agricultural education; and PCK research on other topics in agricultural education. It is recommended to not only include PCK development in teacher preparation programs but also have more than one exposure to PCK development.</p>