Cooperative learning is a major teaching method which is used by many instructors as their teaching framework. It has been proven better than individual and competitive teaching methods by raising higher group achievements and individual achievements with more diverse reasoning and logic thinking, and more creative ideas. Many researchers make their efforts in promoting the outcomes of cooperative learning from different viewpoints. One of them is Zone of Proximal Development (ZPD), which emphasizes that teachers and learners with higher capability can support other learners to develop their ZPD through proper scaffolding. Prior Knowledge plays an important role in scaffolding. In order to maximize the effect of scaffolding, learners supported by scaffolding must possess enough prior knowledge. At the same time, teachers must consider the whole teaching progress and it is difficult to be aware of every individual learner¡¦s learning progress and offer adaptive assistance to each of them. Thus, we propose two mechanisms: knowledge diagnostic and learning material developed by using IT techniques to promote learners¡¦ prior knowledge in a specific domain. Students were given different mechanisms and divided into twenty groups to resolve their cooperative tasks. Their cooperative learning outcomes were measured by tasks achievement and perceived of cooperation process that is composed of perceived of cooperation extent, perceived of task conflict and perceived of emotional conflict. The result shows that the combination of knowledge diagnostic and learning material can promote students¡¦ prior knowledge in the domain we selected. The result of cooperative learning outcomes shows that there is a positive relationship between prior knowledge and task achievement, and a positive relationship between prior knowledge and perceived of task conflict, but there is no significant relationship between prior knowledge and perceived of cooperation extent and nor between prior knowledge and perceived of emotional conflict.

When measuring people’s trust, research show a negative trend where people’s trust over time is declining globally, where digitalization is accelerating the process. Trust is a key component in a democratic society and social studies has the task of communicating democratic values and integrate the students in the democratic process. The aim of the present study was therefore to examine how different aspects of the concept “Trust” are highlighted and portrayed within different fields of knowledge in textbooks for social studies in upper secondary school. Three aspects of trust was analyzed; social capital and trust in one’s surroundings; trust in the political system and its institutions; how the economic system influence people’s trust. The concept of trust was examined through a thematic analysis, with discourse analytical elements that calculated frequencies of latent and semantic value words. The analysis indicate that both textbooks contain a frequent space for discourses of trust, where social trust is highlighted. Furthermore the results showed a big difference between latent reasoning about trust and direct semantic reasoning about trust. When examining study questions and tasks similar results were found, where Arena 123 had the most latent codes in the answer options, while Perspektiv på samhället had the most direct trust frequencies.

Title Chemistry education at secondary schools of civil engineering in the Czech Republic Abstract The goal of this work is to evaluate the chemistry education at secondary schools of civil engineering in the Czech Republic, which provide education of four-year study programs with school leaving exam. At first, question form of data gathering was used at the part of these schools. The general goal was narrowed by analyzing the answers of a questionnaire and the next work was concentrated on creating a study material containing themes of the chemistry of building materials. This material was used during the period of its creation and was modified due to the reactions of the students. The material was then extended with themes of general, inorganic, organic chemistry and biochemistry. The learning material was extended to the form of practice book, which has been used as a main educational tool for the chemistry education. The learning material was evaluated by theoretical methodology and by anonymous questionnaire filled by students. The objective evaluation of the impact of the learning material on the school grades was analyzed through five years. Key words Chemistry of building materials, secondary schools, learning material, workbook.

Abstract Flying is a three dimensional exercise that is combined with time. It includes application of theory, realistic space handling and management of time. In order to let pilot feel the handling, tempo, movement in space, aircraft attitude and radio communication procedure for flying, it is a brand new challenge to develop digitization teaching material of flying handling skill for audio/video and assisting of simulation machine function weak point of the visual effect, use it to help student pilot with understanding the knowledge of flying handling. This research initially statistically analyzed the training completion and drop-out data of 18 Basic Flying Training classes of the Chinese Air Force Academy, from the academic year of 88 to 92. The research found that the traffic pattern phase has 21.8% of drop-out rate among the 35.2% of the whole training drop-out rate. Furthermore, 16 out of 18 classes had the highest drop-out rate during the traffic pattern phase. Therefore, The purpose of this research lies in offering digitization teaching material for audio/video in order to help student pilot with understanding and learning the flying skill for traffic pattern, in hopes of assisting student pilot on handling and concept and providing effective learning method and technical instruction for both the student pilot and the training unit to advance the performance of flying training. The question of this research includes: 1. Novel flying training and teaching assistance equipments. 2. Raising the traffic pattern phase training completion rate. 3. Raising the traffic pattern phase training performance. 4. Investigating the potential problems associated with flying training. The researcher is currently the Chinese Air Force Academy instructor pilot. Therefore, the researcher hopes through studying the law as the main research approach with oneself action of action research.In this research, the researcher except that collect putting to documents in order and devotes to develop digitization teaching material for audio/video and select two of the flying training classes of the current academic year, coordinating with the basic flying training schedule of the Chinese Air Force Academy. There will be surveys and interviews with case study through analysis tool for analyzing research data, after applied the traffic pattern digital Audio/Video. Lastly, the research procedure and data analysis will discover that action research has important value in the field of flight training and conclude critical influence factors for the teaching media aspect, unit administration aspect, flying training actual practice aspect, and flying students¡¦ aspect, in order to provide training advice and future research direction. Keywords: Traffic Pattern¡BTraining Performance¡BCritical Influence Factor¡BAction Research¡BDigital Audio/Video Learning Material

All humans are different and therefore they all learn in different ways. This research paperinvestigates what effect learning materials has on reading comprehension. The focus is not onthe content of learning materials, but on the text design of materials and what effect they haveon learners. This research paper focuses on aspects such as text design, typefaces and textspacing and how that affects reading comprehension. The primary search method used iselectronic which was done on the websites Libsearch, ERIC and SwePub. The results show thatchoosing typefaces and text spacing mindfully, has a positive effect on reading comprehension.

Aktuell forskning belyser betydelsen av sensoriska upplevelser och rörelse i inlärningsprocessen. Sensoriska upplevelser påverkar hjärnans aktiveringsmönster på ett positivt sätt, vilket leder till en mer effektiv inlärningsupplevelse. Montessoripedagogiken betonar lärande genom sensoriska upplevelser som en nyckelaspekt i barns utveckling. Ett noggrant utformat utbildningsmaterial anses vara en viktig tillgång med stor betydelse, men samtidigt skapar montessorimaterialet förväntningar och en läraridentitet associerad med montessoripedagogiken, vilket ger upphov till dilemman i den dagliga praktiken. Syftet med denna studie är att analysera montessoripedagogernas berättelser om hur det språkmaterial som designats av Maria Montessori för barns skriv- och läsutveckling lever vidare, tolkas och används i samtiden. I studien användes en kvalitativ forskningsansats med semistrukturerade intervjuer med sex informanter från fyra montessoriförskolor. Deltagarna informerades om forskningens syfte och gavs möjlighet att dra sig ur när som helst, samt att pseudonymer användes för att säkerställa konfidentialitet. Tematisk analys användes för att identifiera mönster i montessoripedagogernas berättelser om språkmaterialet. Studiens teoretiska ram är baserad på Michael Billigs begrepp om ideologiska dilemman, vilket användes för att analysera montessoripedagogernas berättelser om språkmaterialen. Detta gjordes för att lyfta fram montessoripedagogernas åsikter, nuvarande användning och tolkning av språkmaterialet designat av Maria Montessori. Montessoripedagogerna uppskattar språkmaterialet, men en läraridentitet konstrueras genom materialet där de navigerar genom ideologiska dilemman och konflikter mellan det vedertagna "common sense" inom montessorisystemet och deras egna erfarenheter och strategier. Slutsatsen om att en läraridentitet konstrueras genom materialet kan vägleda skolledare vid implementering av utbildningsmaterial. Ett dilemmaperspektiv kan vara en tillgång för att stödja pedagogers och arbetsgruppens arbete för att förstå sitt material och anpassa sig till nya metoder och verktyg för att möta barnens behov. Vid utformningen av nya utbildningsmaterial kan studiens resultat bidra med viktiga insikter att beakta.

This thesis looks at the development of a physical 3D learning model designed to introduce key stage 3 students to the basics of SolidWorks with the ultimate aim of developing the model to a level where schools can use it in the education of students. The purpose of this thesis is to identify any problems with the author’s final year undergraduate project (a three-dimensional card model of Tower Bridge, which features instructions to help teach the fundamentals of SolidWorks), and to create a new learning material based on those findings. The creation of the new learning material was in part based on feedback during visits to local secondary schools. Small scale user trials were also conducted throughout the product development in order to gain first-hand insight into how the solution was meeting its objectives, i.e. being a viable learning pack for Secondary Schools. The overall project aim was to create 3 – Dimensional teaching material designed to assist in classrooms for secondary education. This aim was partially realised in that a clear and concise learning path was created. However, due to lack of engagement from local secondary schools it was not feasible to conduct user trials. These trials and subsequent review have been suggested as possible future work. It should be noted that apart from the Tower Bridge product, reviewed in chapter 3, all work presented within this thesis was conducted as part of this master study.

Studien behandlar missuppfattningar gällande tre begreppen platsvärde, tallinje och storleksordning inom ämnesområdet tal i decimalform. Syftet för studien är att genom en läromedelsanalys undersöka vilka aspekter av missuppfattningar som motverkas i fyra olika läromedel för den svenska årskursen 5. Ett konceptuellt ramverk används i studien där begrepp sammanlänkas för att förstå ett fenomen, som i denna studie avser missuppfattningar. Metoden som har använts är läromedelsanalys där det genomförts både kvantitativa och kvalitativa analyser av läromedel. De läromedel som har analyserats i studien är: Mitt i Prick Matematik 5A, Koll på Matematik 5A, Matte Direkt-Borgen 5B och Pixel Matematik 5A. Resultatet visar en variation av erbjudanden där samtliga läromedel motverkar missuppfattningar gällande tal i decimalform i olika utsträckning. En slutsats utifrån studien är att läromedel kan vara en möjlig resurs för arbete med tal i decimalform men förutsätter ämnesdidaktiskt medvetna lärare i undervisningen. / The study deals with misconceptions connected to the three concepts place value, order of magnitude and number line in the mathematical field of decimal numbers. The purpose of the study is to investigate, through a learning material analysis, which aspects of misconceptions that are counteracted. The learning material analysis is based on four different learning materials for the Swedish grade 5. A conceptual framework is used in the study where concepts are linked together to understand a phenomenon, in this study misconceptions. The method that has been used is learning material analysis where both quantitative and qualitative analysis of learning materials have been done. The learning materials that have been analysed are: Mitt i Prick Matematik 5A, Koll på Matematik 5A, Matte Direkt-Borgen 5B and Pixel Matematik 5A. The result shows that all teaching materials contributes to counteractions of misconceptions in different ways. A conclusion based on the study shows that teaching materials are a possible resource for the education of decimal numbers in combination with didactical knowledge.

Nutrigenômica representa disciplina cientifica recente que surgiu na era do pós-genoma humano, sendo seu foco de estudo a interação gene - nutriente. Profissionais com educação universitária que atuam na área da alimentação e nutrição e da saúde relatam ter dificuldades no entendimento dos princípios dessa disciplina. Recursos digitais como animações representam ferramentas interessantes para o processo de ensino-aprendizagem da nutrigenômica. Dessa forma o objetivo do presente trabalho foi o de desenvolver material educativo digital intitulado \"Fundamentos da Nutrigenômica\", baseado nas animações \"Modulação da expressão gênica por nutrientes e compostos bioativos dos alimentos\" e \"Nutrigenômica e redução do risco de câncer\", para divulgação científica da nutrigenômica para profissionais da área da alimentação e nutrição e da saúde. Para desenvolver o material educativo digital, utilizou-se esquema que se divide nas seguintes etapas: análise e planejamento; modelagem; implementação; avaliação e manutenção. As animações foram produzidas nos programas PowerPoint 2007 e E.M PowerPoint Vídeo Converter. Avaliou-se o material educativo digital por meio de questionário junto a 20 profissionais (nutricionistas, farmacêuticos, engenheiros de alimentos, biólogos, químico, dentista e zootecnista) matriculados ou não em Programas de Pós-Graduação da Universidade de São Paulo nas áreas da alimentação e nutrição e da saúde. Mais de 80% dos participantes concordaram fortemente ou concordaram com as seguintes afirmações: \"O material educativo digital é de fácil manuseio\"; \"A utilização desse tipo de recurso tem vantagens sobre textos\"; \"O material educativo digital trouxe conhecimentos novos sobre Nutrigenômica\"; \"Os conceitos estão expostos de forma clara\"; \"Meus conhecimentos anteriores foram suficientes para aprender com o material educativo digital\"; \"Os textos estão redigidos com clareza\"; \"As animações auxiliam a compreender os fenômenos exibidos\"; \"Aprendi bastante sobre os fundamentos da nutrigenômica com o material educativo digital\". Conclui-se que o material educativo digital \"Fundamentos da nutrigenômica\" representa ferramenta útil para divulgação científica da nutrigenômica junto a profissionais da área da alimentação e nutrição e da saúde. / Nutrigenomics represents recent scientific discipline that has emerged in the post-human genome era, with focus on gene - nutrient interaction. Professionals with university education working in the field of food and nutrition and health report having difficulties in understanding the principles of this discipline. Digital resources such as animations represent interesting tools for the teaching and learning of nutrigenomics. Thus the objective of this study was to develop digital learning material entitled \"Fundamentals of Nutrigenomics\", based on the animations \"Modulation of gene expression by nutrients and bioactive food compounds\" and \"Nutrigenomics and risk reduction of cancer,\" for scientific dissemination of nutrigenomics for professionals in the food and nutrition and health areas. To develop the digital learning material, we used the scheme that is comprised by the following steps: analysis and planning, modeling, implementation, evaluation and maintenance. The animations were produced with the PowerPoint 2007 and EM Video Converter softwares. We evaluated the digital educational materials through a questionnaire provided to 20 professionals (nutritionists, pharmacists, food engineers, biologists, chemist, dentist and zootechnist) registered or not in Graduate Programs from University of Sao Paulo in the areas of food and nutrition and health. Over 80% of participants strongly agreed or agreed with the following statements: \"The digital educational material is easy to handle\", \"The use of this resource type presents advantages over text\", \"The digital learning material brought new knowledge on Nutrigenomics\" , \"The concepts are clearly exposed\", \"My previous knowledge was sufficient to learn from the digital learning material\", \"The texts are written with clarity\", \"The animations help to understand the exhibited phenomena\", \"I learned a lot about nutrigenomics fundamentals with the digital learning materials\". We conclude that the digital learning material \"Fundamentals of Nutrigenomics\" represents a useful tool for scientific dissemination of nutrigenomics for professionals in the field of food and nutrition and health.

Nutrigenômica representa disciplina cientifica recente que surgiu na era do pós-genoma humano, sendo seu foco de estudo a interação gene - nutriente. Profissionais com educação universitária que atuam na área da alimentação e nutrição e da saúde relatam ter dificuldades no entendimento dos princípios dessa disciplina. Recursos digitais como animações representam ferramentas interessantes para o processo de ensino-aprendizagem da nutrigenômica. Dessa forma o objetivo do presente trabalho foi o de desenvolver material educativo digital intitulado \"Fundamentos da Nutrigenômica\", baseado nas animações \"Modulação da expressão gênica por nutrientes e compostos bioativos dos alimentos\" e \"Nutrigenômica e redução do risco de câncer\", para divulgação científica da nutrigenômica para profissionais da área da alimentação e nutrição e da saúde. Para desenvolver o material educativo digital, utilizou-se esquema que se divide nas seguintes etapas: análise e planejamento; modelagem; implementação; avaliação e manutenção. As animações foram produzidas nos programas PowerPoint 2007 e E.M PowerPoint Vídeo Converter. Avaliou-se o material educativo digital por meio de questionário junto a 20 profissionais (nutricionistas, farmacêuticos, engenheiros de alimentos, biólogos, químico, dentista e zootecnista) matriculados ou não em Programas de Pós-Graduação da Universidade de São Paulo nas áreas da alimentação e nutrição e da saúde. Mais de 80% dos participantes concordaram fortemente ou concordaram com as seguintes afirmações: \"O material educativo digital é de fácil manuseio\"; \"A utilização desse tipo de recurso tem vantagens sobre textos\"; \"O material educativo digital trouxe conhecimentos novos sobre Nutrigenômica\"; \"Os conceitos estão expostos de forma clara\"; \"Meus conhecimentos anteriores foram suficientes para aprender com o material educativo digital\"; \"Os textos estão redigidos com clareza\"; \"As animações auxiliam a compreender os fenômenos exibidos\"; \"Aprendi bastante sobre os fundamentos da nutrigenômica com o material educativo digital\". Conclui-se que o material educativo digital \"Fundamentos da nutrigenômica\" representa ferramenta útil para divulgação científica da nutrigenômica junto a profissionais da área da alimentação e nutrição e da saúde. / Nutrigenomics represents recent scientific discipline that has emerged in the post-human genome era, with focus on gene - nutrient interaction. Professionals with university education working in the field of food and nutrition and health report having difficulties in understanding the principles of this discipline. Digital resources such as animations represent interesting tools for the teaching and learning of nutrigenomics. Thus the objective of this study was to develop digital learning material entitled \"Fundamentals of Nutrigenomics\", based on the animations \"Modulation of gene expression by nutrients and bioactive food compounds\" and \"Nutrigenomics and risk reduction of cancer,\" for scientific dissemination of nutrigenomics for professionals in the food and nutrition and health areas. To develop the digital learning material, we used the scheme that is comprised by the following steps: analysis and planning, modeling, implementation, evaluation and maintenance. The animations were produced with the PowerPoint 2007 and EM Video Converter softwares. We evaluated the digital educational materials through a questionnaire provided to 20 professionals (nutritionists, pharmacists, food engineers, biologists, chemist, dentist and zootechnist) registered or not in Graduate Programs from University of Sao Paulo in the areas of food and nutrition and health. Over 80% of participants strongly agreed or agreed with the following statements: \"The digital educational material is easy to handle\", \"The use of this resource type presents advantages over text\", \"The digital learning material brought new knowledge on Nutrigenomics\" , \"The concepts are clearly exposed\", \"My previous knowledge was sufficient to learn from the digital learning material\", \"The texts are written with clarity\", \"The animations help to understand the exhibited phenomena\", \"I learned a lot about nutrigenomics fundamentals with the digital learning materials\". We conclude that the digital learning material \"Fundamentals of Nutrigenomics\" represents a useful tool for scientific dissemination of nutrigenomics for professionals in the field of food and nutrition and health.