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1	Prov och bedömning i samhällskunskap Gymnasienivå / Tests and assessment in social science in the upper secondary school Nekshbandi, Fatima January 2021 (has links) En stor fråga i skolans värld är vilken kunskap eleverna ska undervisas på och hur eleverna ska utvecklas. En annan fråga är hur lärare ska bedöma eleverna för att försäkra sig om att ämneskunskap och ämnesförmågor som att tillämpa, analysera och värdera begreppskunskapnår fram till eleverna.Syftet med uppsatsen är att undersöka hur skriftliga provfrågor ställs inom ämnet samhällskunskap på gymnasienivå. Vidare vill jag titta på vilka kunskaper kommer till uttryck i skriftligt prov. Studien kombinerar kvantitativ och kvalitativ metoder för att undersöka lärarens uppfattning om vilka kunskapsformer som dominerar i skriftliga prov och uppfattningar om denna typ av prov. Resultatet visar beroende på vilket område/ moment som ska examineras varierar kunskapsformer från faktakunskap, begreppskunskap till förståelse och analysförmågan. Resultatet visar även att fokus på vilka kunskaper ska testas beror på vilken betygsnivå eleven testas på. Vid betyget E-nivå är fokus på att förklara fakta och begrepp medan på C-nivå och A-nivå ligger fokus på att förstå, redogörelse och analyserande frågor. Written tests knowledge requirements upper secondary school level social studies grades and assessment Skriftligaprov kunskapskrav gymnasienivå samhällskunskap betyg och bedömning Didactics Didaktik
2	”Grammatik är att leka med det svenska språket” : En studie om högstadieelevers inställning till grammatik och grammatikundervisning inom svenskämnet / "Grammar is playing with the Swedish language". : A study of upper-level pupils' attitudes to grammar and grammar teaching in Swedish Holstensson, Linnea January 2016 (has links) Abstract This study investigates Swedish upper-level pupils’ attitudes to grammar and grammar education. The study aims to explain what the pupils believe constitutes grammar and their views of its usability as well as attitudes towards grammar education. The research method is qualitative interviews with seven pupils from a school in Sweden. The theoretical framework combines grammar and sociolinguistics. The results indicate that the pupils associate grammar with terminology which has no connection to their own language usage. Therefore, they have a hard time seeing the use of grammar. Furthermore, the pupils describe different types of grammar usage depending on context. They use one kind of grammar in formal contexts and another is used informally and their attitude towards them differs. The pupils regard the informal grammar as useable and permissive and the formal usage as more correct and standardising. Regarding grammar education, the results show that the pupils mainly have encountered isolated grammar education although they indicate signs of integrated education where the grammar is incorporated in writing tasks. In accordance with other research results, the pupils’ attitudes towards integrated grammar education is more positive than when grammar is taught as an isolated element. The study also indicates that the pupils are more likely to find grammar useful when integrated with writing tasks as it allows them to see their knowledge instantly. Grammar grammar education upper secondary school level pupils' attitudes Grammatik grammatikundervisning högstadiet elevattityder Languages and Literature Språk och litteratur Specific Languages Studier av enskilda språk
3	Regeringsformen på gymnasienivå : En kvalitativ implementeringsstudie om samhälls- och naturkunskapslärare utifrån perspektivet förstå, vilja och kunna Hansson, Arvid, Jonsson, Joel January 2022 (has links) The purpose of this study is based on a implementation theoretical perspective, to understand, want, and be able to study the conditions for social studies and science teachers at the upper secondary school level to implement the content of The Instrument of Government on freedom of speech, freedom of opinion and discrimination. The study is based on the political scientist Lennart Lundqvist’s implementation theory of understanding, will and ability. To fulfill this purpose, we have conducted eight semi-structured interviews, which consists of four social studies teachers and four science teachers. Based on the material we received through the eight interviews, we can conclude that not all teachers that participated in this study understand the content on freedom of speech, freedom of opinion and discrimination. All teachers described through their self- image a will to implement the content of The Instrument of Government on freedom of speech, freedom of opinion and discrimination when they handle value conflicts. Even though many teachers haven’t experienced discrimination in value conflicts it is still important to work with it. The teachers had the knowledge in common as the main factor which enabled them to implement. The Instrument of Government freedom of speech freedom of opinion discrimination upper secondary school level implementation value conflicts Regeringsformen yttrandefrihet åsiktsfrihet diskriminering gymnasienivå implementering värdekonflikter Political Science Statsvetenskap Social Sciences Samhällsvetenskap Public Administration Studies Studier av offentlig förvaltning

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