Global ETD Search

1	Från frö till planta : En studie om hur elever i årskurs ett och fyra tänker om fröet och dess utveckling till planta Fjellman, Ulrika January 2009 (has links) <p>Abstract</p><p> </p><p>The aim of this study was to explore and describe the pupils' thoughts on seed and its development into seedling. Twenty nine Swedish pupils at the age of 7 and 10 years old were interviewed about their knowledge of seeds.</p><p>It turned out that pupils often have so-called everyday belief to describe the natural science phenomenon by connecting their explanations to phenomena in everyday life to which they are familiar. To describe the process of seed developing into seedling is something that most of the pupils believe to be difficult and this resulted mostly in the answer ‘it is growing.’ Children have some knowledge about what seeds need in order to germinate but they do not mention the importance of oxygen as a component of seed to be able to germinate and grow. They mean instead that it is sufficient with soil, water and sun.</p><p>The older pupils, however, are more often than the younger pupils able to connect their reflections to a more scientifically correct description based on terms belonging to the phenomena, though these terms sometimes are wrongly used. The conclusion is that pupils have lots of thoughts about science phenomena, and in this case about seed these conceptions are not entirely scientifically accurate, but instead often based upon experiences from their everyday life or their conceptual world. In addition they often use elements of anthropomorphic, animistic and teleological interpretations in their explanations of natural science phenomena.</p> Elevers tankar frö naturvetenskapliga fenomen vardagsföreställningar NATURAL SCIENCES NATURVETENSKAP Biology Biologi
2	Från frö till planta : En studie om hur elever i årskurs ett och fyra tänker om fröet och dess utveckling till planta Fjellman, Ulrika January 2009 (has links) Abstract The aim of this study was to explore and describe the pupils' thoughts on seed and its development into seedling. Twenty nine Swedish pupils at the age of 7 and 10 years old were interviewed about their knowledge of seeds. It turned out that pupils often have so-called everyday belief to describe the natural science phenomenon by connecting their explanations to phenomena in everyday life to which they are familiar. To describe the process of seed developing into seedling is something that most of the pupils believe to be difficult and this resulted mostly in the answer ‘it is growing.’ Children have some knowledge about what seeds need in order to germinate but they do not mention the importance of oxygen as a component of seed to be able to germinate and grow. They mean instead that it is sufficient with soil, water and sun. The older pupils, however, are more often than the younger pupils able to connect their reflections to a more scientifically correct description based on terms belonging to the phenomena, though these terms sometimes are wrongly used. The conclusion is that pupils have lots of thoughts about science phenomena, and in this case about seed these conceptions are not entirely scientifically accurate, but instead often based upon experiences from their everyday life or their conceptual world. In addition they often use elements of anthropomorphic, animistic and teleological interpretations in their explanations of natural science phenomena. Elevers tankar frö naturvetenskapliga fenomen vardagsföreställningar NATURAL SCIENCES NATURVETENSKAP Biology Biologi
3	Estetik och variation med naturvetenskapliga arbetssätt / Aesthetics and variation with natural science methods Larsson, Marita January 2018 (has links) Syftet med denna studie var att analysera och diskutera hur naturvetenskapliga aktiviteter som utgår från variationsteoretisk teori, tillsammans med estetiska lärprocesser som verktyg, kan, utveckla naturvetenskapliga kunskaper hos barn i förskolan. Studiens forskningsfrågor löd: Hur visar sig barns lärande när de arbetar med naturvetenskapliga aktiviteter integrerat med estetiska lärprocesser? Vad lär barnen sig genom de iscensatta aktiviteterna? I studien beskrivs barns lärande i naturvetenskap som något som sker genom sinnesintryck och framförallt via kommunikation, både med andra barn men även med vuxna. Naturvetenskapliga arbetssätt och metoder skapar de förutsättningar som barnen behöver för att lära naturvetenskap, men även barnens egna frågor spelar stor roll för att skapa de rätta premisserna för naturvetenskapligt lärande. Studien är kvalitativ och bygger på ett variationsteoretiskt ramverk. Teorin presenterar ett ramverk som kan visa på vad undervisningen måste lyfta fram för att ge barnen de nödvändiga förutsättningarna för lärande. Teorin tar sin utgångspunkt i lärandets objekt, den förmåga barnen ska utveckla, i detta fall att förstå begreppet frö på ett specifikt sätt. För att förstå lärandeobjektet krävs att barnen får möjlighet att urskilja ett antal kritiska aspekter av vad ett frö är. För att hjälpa barnen att urskilja de kritiska aspekterna har estetiska lärprocesser använts. Resultatet visar att det för barnens lärande i naturvetenskap var framgångsrikt att använda variationsteorin som utgångspunkt och att med hjälp av estetiska lärprocesser som verktyg, skapa den variation som gör det möjligt för barnen att utveckla förståelse för vad ett frö är. Estetiska lärprocesser frö iscensatta lärandeobjekt kritiska aspekter lärandeobjekt naturvetenskap variationsteori Pedagogical Work Pedagogiskt arbete Humanities and the Arts Humaniora och konst
4	Makrofossilanalys som ekologiskt verktyg : En metodutvärdering Pettersson, Siri January 2017 (has links) Approximately 50 percent of all endangered species in Scandinavia are associated with old agricultural landscapes. During the agricultural industrialization of the past century the traditional practices and methods that created these environments have been phased out. This has brought on a serious decline and fragmentation of biomes that many endangered species depend on. Knowledge of traditional agricultural landscapes and their species dynamics is needed to make well informed decisions regarding their care and restoration. One way to acquire such knowledge is to study fossil plant remnants from old agricultural contexts. In this study sub-fossil Cyperaceae achenes were analyzed in an attempt to identify them. The achenes had been preserved in three Iron Age wells (80-980 AD) at the Gilltuna settlement in central Sweden and were found during an archeological investigation in 2010. The purpose of this study was to identify the achenes to species level, make conclusions about the ecology of the surrounding landscape, and construct simple species identification key as well as evaluate archaeobotany as an ecological tool. The identification attempt resulted in 14 determined species, which were in consistency with previous landscape analyses made using ecological species distribution. The resulting identification key is a suggestion, to be expanded in the future. This method can undoubtedly provide further knowledge of prehistoric and historical biomes, but in order to draw useful conclusions the identification technique further as well as knowledge of present regional ecology must be developed, especially concerning different Cyperaceae species‟ response to different kinds of stress. macro fossil analysis cyperaceae sedge seed archaeobotanic paleo ecology sweden conservation makrofossilanalys arkeobotanik paleoekologi växtekologi ekologi historisk ekologi cyperaceae halvgräs makrofossil subfossil achen nöt frukt frö metodutvärdering artidentifiering identifiering järnålder vikingatid romersk järnålder Gilltuna västerås län naturvård äng ängsmark hage gräsmark Ecology Ekologi Botany Botanik Archaeology Arkeologi

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