Det moderna samhället ställer höga krav på barns matematiska kunskaper och uppfattningar vilket lägger ett stort ansvar på dagens förskola. Detta leder till att matematik blir ett ämne som uppmärksammas mycket i förskoleverksamheten och därmed uppstår det ett behov av nya lärandemetoder inom detta ämne. Syftet med detta examensarbete är att undersöka hur några förskollärare arbetar med barns matematiska lärande utifrån skapande aktiviteter.     Studiens frågeställningar baseras på området kring barns matematiska lärande och utveckling under skapande aktiviteter. Två intervjuer har utförts med två förskollärare och tre observationer utförts med en förskollärare i en förskola för att komma fram till resultatet.   Empirin har samlats in och analyserats utifrån Bishops sex matematiska aktiviteter och scaffolding-aspekter utifrån det sociokulturella perspektivet med fokus på lärarrollen, det vill säga vilka förhållningssätt förskollärare visar och vilka didaktiska val de gör i aktiviteterna för att stödja barns matematiska lärande.   Resultatet av denna studie visar att skapande aktiviteter i förskolan är en viktig insats för barns matematiska lärande och utveckling i och med att skapande aktiviteter har goda förutsättningar för att främja barns matematiska kunskaper.

Thesis advisor: Kian L. Tan / Chapter 1. We reported the first synthesis of all-carbon quaternary centers via hydroformylations using a catalytic directing group. With the ability of reversibly and covalently binding to a substrate, and coordinating to a metal center, scaffolding catalyst 1.1 is able to direct the branch-selective hydroformylation of 1,1-disubstituted olefins under mild temperature. Chapter 2. We have designed and synthesized a chiral organocatalyst 2.11. This catalyst is able to covalently bind to one hydroxyl, and utilize the induced intramolecularity to stereoselectively functionalize the other hydroxyl within a cis-1,2-diol via electrophile transfer. Catalyst 2.11 was used in the desymmetrization of meso-1,2-diols under mild conditions (4 C to room temperature), leading to high yields and selectivities for a broad substrate scope. Chapter 3. Catalyst 3.1 and 3.6 were demonstrated to selectively bind to primary hydroxyls over secondary hydroxyls. By combining the binding selectivity with asymmetric catalysis, these scaffolding catalysts were shown to promote the selective silylation of secondary hydroxyls within terminal (S)-1,2-diols. The reversal of substrate bias was further applied to a regiodivergent kinetic resolution of racemic terminal 1,2-diols, producing secondary protected products in synthetically practical levels of enantioselectivity (>95:5 er) and yields (≥40%). Time course studies of this reaction further revealed the optimal condition to form the primary silylated product in high s-factor. Chapter 4. Based on the previous understanding of catalyst 4.5 and 4.6, the exclusive catalyst recognition of cis-1,2-diols within polyhydroxylated molecules was further discovered. This unique functional group display recognition was further allied with the catalyst's ability to stereoselectively differentiate hydroxyls within cis-1,2-diols, enabling the site-selective protection, functionalization, and activation of the inherently less reactive axial hydroxyl groups within carbohydrates. This methodology also enables the selective functionalization of multiple complex molecules, including digoxin, mupirocin, and ribonucleosides, demonstrating the potential power of scaffolding catalysis in the rapid access to valuable synthetic derivatives of polyhydroxylated compounds. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Chemistry.

Syftet med undersökningen var att ta reda på hur förskollärare resonerar kring högläsning och sin egen roll i sammanhanget ur ett didaktiskt perspektiv. Vi ville undersöka hur högläsning genomförs, vilket lärande som sker och vilka faktorer som beaktas i val av barnlitteratur. För att ta reda på detta användes intervjuer som metod för datainsamling där åtta stycken förskollärare deltog. Det framkommer i undersökningen att högläsning sker i verksamheterna på olika sätt. Läsningen är ofta spontan men det är vanligt att ha en planerad lässtund om dagen också, oftast i form av läsvila. Det går också att läsa på olika sätt, inte bara ur en bok, även i form av flanosagor eller digitala sagor. Förskollärarna ser boken som ett didaktiskt verktyg, framförallt ser de att barnen utvecklar sitt språk men använder också boken som kunskapskälla. Det gick att urskilja två huvudsakliga faktorer som beaktades vid litteraturval hos förskollärarna, delvis utifrån barnens kunskapsnivå och intressen, delvis vad böckerna signalerar. Utifrån sin förskollärarroll ansåg respondenterna att förutsättningarna som ges är viktiga, såsom läsmiljön och att anordna mindre läsgrupper. Förskollärarna ser också ett behov av att föra en dialog med barnen under eller efter lässtunden. Det handlar om att barnen ska ges möjlighet till djupare förståelse både för nya begrepp och bokens handling. Det framgår av undersökningen att högläsning anses som viktig av förskollärarna då de har ambitioner om att alla barn ska få delta i en lässtund varje dag.

This thesis presents a description and analysis of scaffolding in the construction of teaching knowledge in a pre-service teacher training course in a Turkish university. Prior research in the area of scaffolding in primary school classrooms has focused on pupils operating in their native language and their interactions with the teacher and each other. The nature of scaffolding in the construction of knowledge has been identified and explored at an interactional level of talk. While these studies have informed educational practice in schools and teacher training contexts, there has been little research which puts the social, cultural and linguistic context at the heart of scaffolding. This thesis is based on a socio- cultural theory of learning and as such recognizes the influence of the context on the scaffolding of construction of teaching knowledge. This research was a qualitative study utilizing ethnographic techniques. Data emerged over time from recorded feedback sessions, recorded input sessions, self-evaluations, assignments, respondent validations and research diary. It became apparent early on in the study that scaffolding was taking place at both a micro-level, as manifested in the interaction between trainer and trainee, and at a macro-level, as manifested in the context of the training. The context of training included the second language context, the discourses of teaching and training, and the relationship between theory and practice. This study is significant in that it highlights the relationship between context and talk in scaffolding the construction of teaching knowledge. Hitherto, this relationship has not been emphasized in reports on scaffolding. The mutually beneficial relationship of macro and micro-scaffolding points to a teacher training pedagogy which acknowledges both macro-conditions for scaffolding, as well as micro-scaffolding techniques at an interactional level.

Notre laboratoire a mis en évidence la présence de la protéine Proliferating Cell Nuclear Antigen (PCNA) localisée exclusivement dans le cytosol du neutrophile exerçant une activité anti-apoptotique. C'est une protéine dite "scaffolding" qui s'associe à de nombreuses protéines partenaires pour assumer ses fonctions. Dans des conditions physiologiques, la relocalisation du noyau vers le cytosol de PCNA s'effectue à la fin de différenciation granulocytaire. Mon projet de thèse a permis d'identifier que cette relocalisation cytoplasmique était dérégulée dans les cellules leucémiques contribuant au phénomène de survie exagérée et à la résistance à la chimiothérapie. Nous avons montré qu'il y avait une augmentation très significative de PCNA cytoplasmique dans le cytosol des cellules HL-60 rendues résistantes à la daunorubicine (HL-60R) résultant d'un export nucléaire actif, en comparaison aux cellules HL-60 sensibles (HL-60S). Dans ces cellules HL-60R, PCNA cytoplasmique interagit avec NAMPT, une protéine qui a un rôle clé dans la voie de la glycolyse leur conférant un avantage de survie des cellules.Enfin, dans le neutrophile, nous avons mis en évidence pour la première fois une association structurale et fonctionnelle entre la protéine cytosolique p47Phox de la NADPH oxydase et PCNA suggérant que ce dernier contrôle à la fois la survie et l'état de repos du neutrophile.PCNA est donc un facteur clé cytoplasmique dans la survie de plusieurs types cellulaires. Identifier ses mécanismes d'action dans le but de moduler ses partenaires s'avère être un axe de recherche très utile pour développer de nouveaux traitements thérapeutiques. / Cytosolic proliferating cell nuclear antigen (PCNA), a scaffolding protein involved in DNI replication, has been described as a key element in survival of neutrophil, a non-proliferating cell. Without enzymatic activity this main function is to build a protein scaffold through the binding and functional coordination of its different partners. This relocation of PCNA from the nucleus into the cytoplasm occurs at the end of granulocytic differentiation. From our present findings, we propose new paradigm in which cytosolic PCNA builds a protein scaffold that dictates Acute Myeloid Leukemia (AML) cell survival by enhancing their glycolytic metabolism and in turn conferrinl chemotherapy resistance. We have demonstrated that daunorubicin-resistant HL-60 cells (HL-60R have a prominent cytosolic PCNA localization due to increased nuclear export compared to their sensitive counterpart. By interacting with nicotinamide phosphoribosyltransferase (NAMPT), protein involved in the NAD biosynthesis, PCNA coordinates the glycolysis pathway and survival especially in HL-60R cells.In neutrophil, we have also demonstrated a functional and structural interaction between a protein p47Phox: a cytosolic subunit of NADPH oxidase and PCNA which suggested that PCNA control the survival and maintain the resting state of neutrophils. PCNA is a key element involved in survival of different types of cells. Decipher the molecular mechanisms of PCNA to modulate its partners represent a promising avenue of research.

The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning. / Multiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study. / This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999). / The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.

Since the 1950s, inquiry has been considered an effective strategy to promote students’ science learning. However, the use of inquiry in contemporary science classrooms is minimal, despite its long history and wide recognition elsewhere. Besides, inquiry is commonly confused with discovery learning, which needs minimal level of teacher supervision. The lack of thorough description of how inquiry works in diverse classroom settings is known to be a critical problem. To analyze the complex and dynamic nature of inquiry practices, a comprehensive tool is needed to capture its essence. In this dissertation, I studied inquiry lessons conducted by one high school science teacher of 9th grade students. The inquiry sequence lasted for 10 weeks. Using the Scientific Practices Analysis (SPA)-map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS), elements of inquiry were analyzed from multiple perspectives. The SPA-map analysis, developed as a part of this dissertation, revealed the types of scientific practices in which students were involved. The results from the M-SCOPS provide thorough descriptions of complex inquiry lessons in terms of their content, flow, instructional scaffolding and representational scaffolding. In addition to the detailed descriptions of daily inquiry practices occurring in a dynamic classroom environment, the flow of the lessons in a sequence was analyzed with particular focus on students’ participation in scientific practices. The findings revealed the overall increase of student-directed instructional scaffolding within the inquiry sequence, while no particular pattern was found in representational scaffolding. Depending on the level of cognitive complexity imposed on students, the lessons showed different association patterns between the level of scaffolding and scientific practices. The findings imply that teachers need to provide scaffolding in alignment with learning goals to achieve students’ scientific proficiency.

For nearly 30 years, researchers have been proposing and testing theories of the cognitive mechanisms that underlie children’s abilities to comprehend the mental states of others and to predict behavior on the basis of those abilities. One such theory, the “theory theory,” contends that children evaluate their own understanding of others’ minds, developing a theory and expanding it when they encounter situations incongruent with their predictions. Wellman and Liu (2004) present a scale of the changes that children’s understanding of mental state representations commonly undergo as children develop a mature theory of mind. The present study aims to clarify how children pass from one stage of understanding to the next, employing a training study paradigm to examine the possible role of verbal scaffolding on children’s progression in this sequence. Specifically, the present study hypothesizes that verbally emphasizing the connection between one’s knowledge and thoughts will advance children’s performance on false belief tasks. This hypothesis was not supported. Even though children may appear to be at the same developmental level on Wellman and Liu’s (2004) scale, the variation in their performances after training may indicate more nuanced underlying processes than are currently expressed by Wellman and Liu’s (2004) scale.

This study focused on two areas under the overarching theme of the effects of domain-general and domain-specific scaffolds with different levels of support, continuous or faded. First, the study investigated the effects of scaffolds on learning of scientific content and problem-solving outcomes. Second, the study examined whether students’ prior knowledge and meta cognitive skills predict their success in problem solving across different scaffolding conditions. A total of nineteen classes were randomly assigned to one of the four scaffolding conditions: domain-general continuous (DG-C), domain-general faded (DG-F), domain specific continuous (DS-C), and domain-specific faded (DS-F). Each class had access to different worksheets depending on the scaffolding condition they had been assigned. All students engaged in four problem-solving activities for thirteen class periods. Students’ scores on a multiple-choice pretest, post test, inventory of meta cognitive self-regulation, and four recommendation forms were analyzed. Results of the study revealed that students’ content knowledge in all conditions significantly increased over the thirteen class periods. However, the continuous domain specific condition outperformed the other conditions on the post test. Although domain general scaffolds were not as effective as domain-specific scaffolds on learning of scientific content and problem representation, they helped students develop solutions, make strong justifications, and monitor their learning. Unlike domain-specific scaffolds, domain-general scaffolds helped students transfer problem-solving skills even when they were faded. In terms of individual differences, results indicated that while students with lower prior knowledge and lower meta cognitive skills benefited from the domain general continuous condition, students with lower regulation of cognition benefited from the domain-general faded condition. Moreover, while students with lower prior knowledge, lower knowledge of cognition, and lower problem representation benefited from the domain-specific continuous condition, students with lower problem representation benefited from the domain-specific faded condition. In contrast, results of the study suggested that scaffolds did not substantially benefit the students with higher prior knowledge and higher meta cognitive skills. Several suggestions are discussed for making further improvements in the design of scaffolds in order to facilitate ill-structured problem solving in hypermedia learning environments.

Hong Kong is a rare place which uses the bamboo scaffolds widely and comprehensively nowadays. Bamboo scaffolding is a living heritage that subjects to changes. Based on the external factors, bamboo scaffolding and scaffolders must correspondingly change in order to adapt and survive, from the 1960s to the present.? It is important to understand the changes that have taken place in the past, in order to understand how the heritage have become what it is in the present, and thereby be able to anticipate what changes will take place in the future.? The only way to “conserve” it is to understand the process of change, so that the heritage can make adaptation and be sustained. The change of bamboo scaffolds from the 1960s to the present time is the research topic of this dissertation. / published_or_final_version / Conservation / Master / Master of Science in Conservation