ABSTRACT Burn up syndrome, or a "burnout", was for the first time described in 1974. It is the psychical stadium of the human being in modern society. Especially teachers could be fully burned down. Nowadays is this problem rising up very fast in the group of educators. Teachers are the group in a huge danger of the burnout emergence, where someone could suffer with it at this time. And that`s why was dedicated this research to teachers of chosen Junior and High school. The main goal was to find out the teachers`affection of this syndrome in this concrete chosen school and find out which stressors mainly contribute to rising burnout syndrome. Partial goals should investigate methods and ways used by the teachers of this school and by the school management to protect teachers against the burnout syndrome. The quantitative research was brought into effect by the structural anonymous open, semi - closed and closed questionaire. Documents of investigation were distributed to the chosen school teachers by electronic way. The results of investigation didn't prove the burnout syndrome of this chosen school teachers. But the stressors described in professional literature were confirmed as a source of possible reason of the teachers' burnout syndrome beginning. The investigation also proved the teachers'...

During the last decades, a shifting paradigm has occurred in the classroom in connection to the technological evolution. Due to digitalization a student in Sweden can discuss with a counterpart on the other side of the globe. The aim of this study is to examine how the role of telecollaboration has been researched in a primary school context. The study will include several methods that could benefit the use of virtual exchange projects. This investigation will briefly explain the terminology and history behind telecollaboration and how it can be used in a modern classroom environment. An explanation on how the findings have been explored will be included in the methodology component. Thereafter, the study will present the research from the chosen articles connected to the aim and research question. The presented research will further be compared and connected to each other. In the following component, the data found will be connected back to the theoretical hypothesis mentioned in the introduction as well as the Swedish syllabus for English education in the primary school. The implications from investigating this subject were due to the lack of thoroughly conducted research on younger participants, the outcome rendered inadequate. An evidence on the insufficiency was that hardly any prior investigations used control groups to validate their findings.

The purpose of this independent project is to give teachers of young ESL-students a collected knowledge of what kind of digital extramural activities the students often do on their spare time and what consequences this have for the formal primary classroom and students’ vocabulary skills. The studies used are found on EBSCO’s ERIC and SwePub, peer reviewed, published between 2010 and 2020, and all available in full text through Malmö university. Informal learning is shown to have a big impact on formal learning, especially for boys who learn mainly through gaming. Girls still score higher on English tests within formal learning, though boys who are frequent gamers score higher within the studies. Gaming seems to help boys keep up with girls in formal English as a second language. The main skill which gaming gives the students is to communicate, hold a conversation and increase their vocabulary. Since gaming is the extramural activity which seems to give the student the most, and at the same time there are students whose families could not afford to game due to costs of computer, tv, games and, in some cases, internet. This could become a socioeconomic factor which the school and the teacher need to consider, especially since results from some of the studies claim gaming to be how the boys keep up with the girls. Not to forget the students who, thanks to informal learning, speak English on a higher level and their right to be educated at their own level.

I denna konsumtionsuppsats var vårt syfte att undersöka vad forskningen säger om teknikämnets möjlighet att gynna elevers lärande utifrån ett genusperspektiv, men även hur läraren kan bidra till detta. Metoden som användes var en systematisk litteraturstudie och artiklarna redovisas utifrån en tematisk analys. Studien inkluderade forskning som handlar om teknikundervisning av barn och elever i åldrarna 3 till 13 år samt lärare som undervisar dessa åldrar. Av den tematiska analysen kunde fem teman uttydas: genus i teknikundervisningen, motivations inverkan på teknikundervisningen, lärarens betydelse, teknikämnets innehåll och arbetssätt i teknikämnet utifrån vilket resultatet presenteras. Resultatet av genomgången av befintlig forskning visar att de material som används bör vara könsneutralt. Undervisningen bör även vara anpassad efter individen och inte efter könsroller. Det kan vara en fördel om läraren innehar goda teknik- och genuskunskaper. Det framkommer även att kvinnliga lärare kan motivera flickor mer genom att vara tekniskt kompetenta.

Programmering har tillkommit till läroplanen nyligen i den svenska skolan. Både skolan och vårt samhälle i stort går mot en alltmer digitaliserad vardag. Framtiden ställer högre krav på vår digitala kompetens och skolan behöver anpassa sig efter dessa behov. Programmering är en del av denna digitala kompetensutveckling. Vi har genomfört den här studien i syfte att undersöka vilka intentioner lärare har med sin programmeringsundervisning när de undervisar elever i de tidiga skolåren. Vi har också undersökt vilka faktorer som påverkar dessa intentioner. Vi har samlat in datamaterial till studien genom att genomföra intervjuer med sex verksamma lärare. Som teoretisk utgångspunkt har vi använt oss av ett händelselogiskt perspektiv. Resultaten av studien visade att syftet med lärarnas programmeringsundervisning var att förbereda eleverna på den digitaliserade framtiden samt att utveckla matematiska förmågor. Faktorer som lärare beskrev påverkade dessa intentioner var lärarnas egna kunskaper, vilka möjligheter de såg med undervisning i programmering, tillgång till material samt läroplanen och tid till planering. / Programming is a subject that has recently been added to the curriculum in the Swedish school system. Both school and our society are heading towards a more digitalised day-to-day life. The future will require more digital competence and school needs to follow along this development. Programming is one part of this digital competence growth. The aim of this study is to examine what the intentions of teachers who teach programming to young students are. It will also examine what factors affect these intentions. In order to collect data for this study, six active teachers have been interviewed. The interviews were analysed within a theoretical framework based on determinants, intentions and actions. The results of the study have shown that the two main intentions are to prepare the pupils for the digitalised world in the future and to further the growth of various mathematical abilities. The factors that affect the intentions are the teachers’ own knowledge of the subject, the opportunities they saw when teaching programming, access to material and the curriculum and time to plan the lessons.

The theoretical part of this thesis deals with the importance of fruits and vegetables from the point of view of human health. In the first part, the chapters deal with the division of fruits and vegetables into groups and the importance of specific fruits and vegetables. Other chapters deal with vitamins, minerals, and fiber, which are abundant in fruit and vegetables. The "Ovoce a zelenina do škol" project is also an integral part. In the last part of the theoretical part, thematic plans of elementary school Bratří Venclíků are discussed, specifically the topics related to fruits and vegetables. The practical part is based on the results of a quantitative survey in the form of a questionnaire, which focused on pupils' knowledge of fruits and vegetables and their importance for human health. The research was carried out at two primary schools in Prague, namely Bratří Venclíků Primary School and Campanus Primary School. Some of the questions are focused on the popularity of fruit and vegetables among pupils, and some questions are in the form of tests about the knowledge of vitamins, minerals, fiber, alternative nutrition and other topics related to fruits and vegetables. The results show an average to below-average student knowledge of fruit and vegetables. In total, pupils chose 695 correct...

This work aims to analyze and describe how the inclusion of pupils with Asperger's syndrome takes place in a regular school and to verify the success of inclusion in practice through qualitative research. The theoretical part deals mainly with the possibilities of inclusion and its benefits in the school system, manifestations, and disorders associated with Asperger's syndrome, but also by defining basic concepts such as autism spectrum disorder, Asperger's syndrome, integration, and inclusion. Furthermore, the diagnosis of this spectrum of disorders according to the world criteria ICD 10 and DSM5 and ICD 11, which will come into force in the Czech Republic in 2022. The theoretical part also discusses the methods of approach and the position of teaching assistant. The empirical part of the thesis contains two case studies and evaluation of the success of the inclusion of pupils in mainstream schools based on qualitative research, in which I apply the knowledge from the theoretical part. The methods that were used for data collection and analysis include observation, interview, and expert documents. The research showed interesting results when most of the information and knowledge from the theoretical part was confirmed KEYWORDS Inclusion, Asperger's syndrome, elementary school, first grade, method...

The South African education system is under a serious strain in relation to Mathematics attainment. Only 40% of learners in SA pass the final school leaving examination and only 5% of learners manage to pass Mathematics with more than 50%, according to The Economist (2014). In a bid to solve this problem the government proposes the use of ICTs (such as computer hardware and software, tablets, and smartphones) within teaching and learning. The assumption is ICTs can be utilised to address this important challenge and “facilitate ongoing improvement of educator skills” (The National Integrated ICT Policy White Paper: The White Paper, 2016: p.8). Research shows that teachers’ perceptions regarding the use of ICTs impact on their practices (Mwendwa, 2017; Munyengabe, Yiyi, He Haiyan, & Hitimana, 2017; Alharbi, 2012; Yuan & Chun-Yi Lee, 2012). This project intends to explore six grade 6 Mathematics teachers’ perceptions about whether and how pedagogy shifts with the use ICTs in the classrooms utilising Cultural Historical Activity Theory. This research utilises interviews as a method for the collection of empirical data to describe a group of research participants’ (or teachers’) perceptions who happen to be directly interviewed. These interviews have been conducted across two no-fee paying primary schools in the Western Cape Province (WCP), in South Africa (SA). Interviews were analysed along the CHAT dimensions: object, subject, tools, rules, community and division of labour to establish whether pedagogy altered along any of these dimensions. Findings indicate that teachers think pedagogy shifts in the ICT based lessons with division of labour becoming more fluid. Findings also show that the object of the activity system grows to encompass more than mere mathematical compression but also motivation, creativity and cognitive development. Besides, teachers stated that ICT based learning could assist learners in their mathematical attainment. This project is an investigation and not an intervention study. Recommendations are also suggested in this thesis for further research such as video-taping teaching and learning of mathematic contents and concepts in both traditional and computer-based classrooms. Further study in utilising classroom observations to focus on student-student interaction in relation to ICTs is also recommended.

Abstract Skolverket (2019) writes in the mathematical intent that the pupil shall be given opportunities to investigate mathematical concepts with the use of digital tools. Since the schools have become more digitised we wanted to do a study about conceptual learning in digital curriculum resources connected to mathematics and geometry. Digital learning materials are one of many digital tools that schools can use for instance in the mathematical subject. The purpose of this study is to enlighten how different digital curriculum resources give the pupils opportunities to train their conceptual understanding in preschool. The analysis query in our study is based on different theories about how digital curriculum resources are constructed, geometry learning and concept learning. The results showed that the pupils are given opportunities to train their conceptual knowledge. Since tasks that encourage the pupils to cooperate are missing completely, the pupils only get to train their conceptual knowledge individually without any encouragement for discussion from the learning material. / Sammanfattning Skolverket (2019) skriver i matematikdelens syfte att eleverna ska ges möjlighet undersöka matematiska begrepp med hjälp av digitala verktyg. I och med att skolorna har blivit alltmer digitaliserade ville vi göra en undersökning om begreppsinlärning i digitala läromedel kopplat till matematik och området geometri. Digitala läromedel är ett av de många olika digitala verktyg som skolor kan använda sig av i exempelvis matematikämnet. Syfte med denna undersökning är att belysa hur olika digitala läromedel ger eleverna möjligheter att träna på begreppsförmågan inom geometri i lågstadiet. Analysfrågorna i vår studie baseras på olika teorier som handlar om digitala läromedels uppbyggnad, lärande i geometri och begreppsinlärning. Resultatet visade att eleverna får möjlighet att träna på sin begreppsförmåga. Då uppgifter som uppmuntrar till samarbete saknas helt får elevernas endast träna sin begreppsförmåga individuellt utan att läromedlen uppmuntrar till diskussion.

The purpose of the study is to increase knowledge on how the didactic model Communicative Approaches can be used as support for analysing and design-ing chemistry education. Which gives students opportunities to explore their own and others' ideas in relation to the ideas of sciences and come to be more involved in the chemistry content. In this study we have used action research and made didactic modelling. We have exemplified how the didactic model Communicative Approaches can be used as support in the planning, implemen-tation, and evaluation of teaching in the subject of chemistry. Based on the didactic model, two teaching cycles with the same content were planned and carried out. In the teaching cycles, we worked with four diverse types of Com-municative approaches. In the planning, the dialogical/interactive communi-cation has mainly been prominent, but other approaches were noticed. For the students to explore a dialogical communication, we chose the concept of air and its properties. The collection of empirical data for the analysis and evalu-ation of the teaching design took place through video recording and on-site observations during the two teaching cycles. The result shows how the didactic model communicative approach became a support for increasing students' participation in chemistry education. The con-ceptual apparatus of the model gives structure to the analysis. Our conclusion is that the didactic model communicative approach can be a support for teach-ers to develop the teaching participation in the subject of chemistry in an orga-nized way in the earlier years of primary school.