Förmågan att kunna uttrycka sig i skrift har blivit allt viktigare eftersom skriften numera används dagligen i flera sammanhang. I skolan ges eleverna möjlighet att utveckla denna förmåga genom undervisningen. Detta ställer därmed krav på att läraren kan göra en bedömning av elevernas skrivförmåga för att ge dem möjlighet att utvecklas. Syftet med den empiriska studien är att undersöka hur lärare i årskurs 4-6 upplever att formativ bedömning fungerar i skrivundervisningen. Studien undersöker även vilka möjligheter och utmaningar lärarna ser i bedömningsarbetet. Den teoretiska utgångspunkten för studien är Vygotskijs sociokulturella teori med den formativa bedömningen som ett underperspektiv. Detta perspektiv utgår från fem olika strategier för att uppnå en framgångsrik bedömning i undervisningen. Studiens resultat visar att lärarna använder sig av bedömningsstrategierna och de upplever att den strategi som ger störst effekt på elevernas skrivutveckling är när eleverna får återkoppling från läraren. De upplever dock att det är svårt att få tiden att räcka till. I studien framkommer också en problematik med begreppet formativ bedömning, men om lärarna har en fördjupad kunskap om begreppet samt vet hur de ska arbeta med det i undervisningen på ett effektivt sätt, kan det bidra till att eleverna ges större möjligheter att utvecklas i skrivandet.

Syftet med studien var att undersöka hur gymnasieelevers aktivitetsmönster påverkas i samband med studier hemifrån genom fjärr- och distans. En kvantitativ, deskriptiv studie utfördes för att samla in data genom en egenkonstruerad enkät. Det var totalt 10 frågor och enkäten skapades med inspiration från det arbetsterapeutiska instrumentet bedömning av anpassningar i skolmiljön (BAS). Studien tillämpade en blandning mellan ett bekvämlighetsurval och snöbolls urval. 37 gymnasieelever deltog i studien. Data analyserades i mjukvaruprogrammet Statistical Package for the Social Science (SPSS), resultat presenterades genom deskriptiv statistik. Resultatet visar att gymnasielever föredrar studier i skolan över studier genom fjärr- och distans. Det framkommer att deltagarna spenderar mer tid på studier utöver lektioner (läxor, inlärning, uppgifter etc.) när de studerar genom fjärr- och distans än vad de vanligtvis gör när de studerar i skolan. Slutsatsen för studien är att fjärr- och distansstudier har en påverkan på gymnasieelevers aktivitetsmönster. / The purpose of the study was to investigate how high school student’s patterns of activity is affected in connection with studies through distance from home. A quantitative, descriptive study was performed to collect data through a self-designed questionnaire. There was a total of 10 questions and the questionnaire was created with inspiration from the occupational therapy instrument assessment of adaptations in the school environment (BAS). The study applied a mixture between a convenience selection and a snowball selection. 37 high school students participated in the study. Data was analyzed in the software program Statistical Package for the Social Science (SPSS), results were presented through descriptive statistics. The results showed that high school students prefer studies in school over studies through distance. It appears that the participants spend more time on studies in addition to lessons (homework, learning, assignments, etc.) when they study by distance than they usually do when they study in school. The conclusion is that distance studies have an impact on high school student’s patterns of activity.

The thesis "Critical thinking and its application in libraries", aims to become familiar with the term "critical thinking". It informs about the program Reading and Writing for Critical Thinking and its Czech version. It represents some of the modern teaching methods, which are generated by its ideas and principles. It deals mainly with the description of activating methods, which are crucial for the program. The methods are divided into three groups according to whether they use more reading, writing and discussion. The practical part deals with the preparation of information education lessons in which methods are applied to developing critical thinking. The lessons are divided into three parts, according to a three-phase model of learning - evocation, awareness of the importance and reflection. Model lessons are adapted to the university library. As the lecture topics have been selected areas of critical thinking, information smog, invisible web, the credibility of information retrieval techniques and information security.

In this discusses four different approaches used during a statistics tutorial of a group of first year undergraduates studying computer science related degrees at the University of Westminster UK. The four approaches were each implemented in an attempt to keep the students interested in the statistics topics delivered. It was found that “Chalk and Talk” (i.e. board work) was not the best form of imparting knowledge to the students of the group as determined by student analysing feedback forms and generally observing student behaviour and listening to student comments over a number of years delivering statistics topics. The duration of each tutorial was two hours. The teaching strategies adopted were: a) A class quiz. b) Group explanation of material to members of the individual’s group. c) Group explanation of material to members of the entire class. d) Students teaching at the front of the class. Each of the methods will now be discussed with the relative merits and defects included for a comparison. It was found that each method worked better at the end of each module when the students were more familiar with the topics introduced on the module.

This applied dissertation was designed to determine the impact of direct writing conventions instruction on second grade writing mechanics mastery at an independent school in southeast Florida. The research study utilized a nonexperimental quantitative method. The design was pretest-posttest with a control. The pretest-posttest assessment was the Children’s Progress Academic Assessment. The score utilized in the analysis was the Phonics/Writing subtest. De-identified data were collected and analyzed from two separate second grade classes from two consecutive school years (i.e., 2011-2012, 2012-2013). The control group consisted of 43 second graders who received writing conventions instruction in the context of student writing during individual and small group conferences. The control group received no direct writing conventions instruction. The treatment group consisted of 39 second graders who received direct writing conventions instruction through the use of mini-lessons during the writing workshop. An analysis of the de-identified data revealed that, although the treatment group mean change score had a positive change greater than the control group change score, the change was not statistically significant. The researcher failed to reject the null hypothesis relative to a statistically significant difference between the two groups. Recommendations were made for future research.

This diploma thesis deals with the integration of natural science lessons. It also deals with opinions and attitudes of 6th grade students and their parents/representatives about this type of education. First part describes history and present situation of integrated education, educational curriculums on national and school basis, subject didactics of science subjects and its didactic transformation in Czech Republic and abroad. Part of the diploma thesis forms a description of realization of integrated education on lower secondary school. There is also shown an example of educational topic with possible curriculum connection in one school grade. Second part is formed by a research which shows approach of students and their parents/representatives to integrated education. Interview method with further analysis was used for collecting results. In conclusion, results have shown that responders have very positive approach and opinions about integrated education. KEYWORDS Integrated Science, Integrated Curriculum, Natural Science lessons, earth atmosphere, structured interview

No description available.

<p>Examen i vårdadministration, YH-utbildning: 20 Yh-poäng  </p>

Grupputveckling, lärande och motivation är tre faktorer som är avgörande för att driva framgång i en organisation, oavsett storlek eller bransch. I dessa tider där allt fler arbeten utförs i projektform med fysiska eller virtuella grupper blir förståelsen för dynamiken mellan dessa tre faktorer allt viktigare. I denna rapport undersöks hur grupputveckling, lärande och motivation samverkar med varandra, samt hur denna samverkan bidrar till ett projekts inre effektivitet. För att kunna besvara rapportens forskningsfrågor utförs en litteraturgenomgång. Datainsamling sker via en kvalitativ ansats via fallstudie på en projektbaserad organisation, där observationer samt åtta semi-strukturerade intervjuer utförs. Resultaten visar att både grupputveckling och motivation direkt påverkar lärande. Lärande och motivation, tillsammans med en känsla av självbestämmande främjar motivation. Lärande och grupputveckling, tillsammans med en hög initial motivation och kundens engagemang spelar en avgörande roll i ett projekts inre effektivitet. / Group development, learning and motivation are three crucial factors for driving success in an organization, regardless of size or industry. In this day and age in which an increasing amount of work is performed in project form with physical and virtual teams, the importance of understanding the dynamics between these factors becomes increasingly important. This report examines how group development, learning and motivation interact with each other, and how this interaction contributes to a project efficiency.  To answer the research questions, a literature review is carried out. Data collection is conducted via a qualitative approach through a case study on a project-based organization, where observations as well as eight semi-structured interviews are conducted.  The results show that both group development and motivation directly impact learning. Learning and motivation, as well as a sense of self-determination affect motivation. Learning and group development, together with a high initial motivation and customer engagement play a decisive role in project efficiency.

En síntesis, consideramos que realizar un proyecto adecuándonos a los requerimientos y necesidades en tiempos de pandemia, conlleva a proyectos innovadores, el cual representará ingresos económicos para sus creadores. Es importante que al momento de lanzar un proyecto se tenga una meta o una visión clara de lo que se quiere realizar, para poder buscar y encontrar los requerimientos necesarios para su funcionamiento. Meet & Chef Perú es un proyecto que busca realizarse con la colaboración de cinco estudiantes de la Facultad de Negocios de la Universidad Peruana de Ciencias Aplicadas. Este proyecto consiste en brindar servicios de clases online de cocina a cargo de chefs reconocidos a nivel nacional con especialidades que requieran nuestros clientes. Asimismo, se les brindará kits de cocina a los clientes y al chef para que puedan recibir una experiencia más amena con nuestra marca, en donde podrán encontrar los ingredientes que se requieran para la preparación de las comidas. En el transcurso de haber realizado y experimentando nuestro proyecto nos hemos dado cuenta de que siempre debemos de adaptarnos y estar en constante innovación, puesto que sabemos que el consumidor cada día es más exigente a sus necesidades. El haber realizado este proyecto nos emocionó mucho, puesto que pusimos en práctica nuestros conocimientos previos de la universidad, realizamos y aplicamos estrategias de marketing, flujos de caja, estrategias de negociación y otros conocimientos que nos ayudaron a concretar nuestra idea de negocio. / In synthesis, we consider that making a project adapting to the requirements and needs in times of pandemic, leads to innovative projects, which will represent economic income for its creators. It is important that when launching a project to have a clear goal or vision of what you want to do, in order to search and find the necessary requirements for its operation. Meet & Chef Peru is a project that seeks to be carried out with the collaboration of five students from the Business School of the Peruvian University of Applied Sciences. This project consists of providing services of online cooking classes by nationally recognized chefs with specialties required by our customers. Also, cooking kits will be provided to customers and the chef so that they can receive a more enjoyable experience with our brand, where they can find the ingredients required for the preparation of meals. In the course of having carried out and experimented our project we have realized that we must always adapt and be in constant innovation, since we know that the consumer is more demanding every day to their needs. Having carried out this project made us very excited, since we put into practice our previous knowledge from the university, we carried out and applied marketing strategies, cash flows, negotiation strategies and other knowledge that helped us to realize our business idea. / Trabajo de investigación