Den tekniska utvecklingen har varit storskalig i världen och människors vardagsliv har ändrats mycket det senaste seklet. I kontrast till detta har den svenska skolan inte sett samma hastiga tekniska utveckling. Samtidigt visar resultat från PISA att elevers resultat i matematik sjunker. Här identifieras två problem som måste lösas. Därför syftade denna undersökning till att underlätta elevers matematikstudier genom att skapa en ny digital lärmiljö. Lärmiljön kom att kombinera matematiska lösningsförslag med nätcoaching. Det gjordes med hjälp av det digitala läromedlet Mathleaks och lärplattformen TalkMath. Därefter analysera hur entill-en nätcoaching fungerade i denna nya lärmiljö. Undersökningen syftade även ta reda på hur elever uppfattar lärmiljön och om den kan vara ett komplement till lösningsförslag. Lärmiljön skapades med grund i pedagogiska teorier såsom Vygotskijs sociokulturella perspektiv, teorier om coaching, synkron kommunikation samt teorier om en-till-en nätcoaching. Två metoder användes för att samla denna data. För det första sparades alla konversationer automatiskt i en databas. För det andra så användes en enkät för att samla elevernas uppfattning av lärmiljön. Ramverket Undersökande relation användes för att analysera alla konversationerna mellan elev och coach. Studenterna valdes ut från en svensk gymnasieskola där en av författarna jobbar, eleverna var i åldrarna 15-18 år. Resultaten indikerade att denna nya lärmiljö var ett bra komplement till lösningsförslag. Det drogs även slutsatsen att lärmiljön hjälpte elevers kognitiva progression. Undersökningen visar att en digital lärmiljö kan vara ett bra komplement för elever som studerar matematik med lösningsförslag. / The digital and technical development of the world have been large-scale and people’s day-today life has changed immensely the last century. In contrast, the Swedish school system has not been seeing the same rapid technical development. As students’ results in mathematics are declining an approach to battle this trend can be to apply this technological development on students’ studies in mathematics. Therefore, this thesis sought to ease students’ mathematics studies by creating a digital learning environment. By combining workedexamples with online coaching the environment was created through the platforms Mathleaks and TalkMath. Then examine how online one-to-one coaching works in this environment. It also sought to analyse how students perceive this teaching environment and if it can be used as a complement to worked-examples. The environment was created based on pedagogical theories such as Vygotsky's sociocultural perspective, coach theories, synchronous communication as well as theory around one-to-one online coaching. Two methods were used to gather data. First, the conversations were automatically stored in a database. Secondly, a survey was used to gather the students’ opinion of the teaching environment. The framework Relationship of Inquiry was used to analyse all conversations between students and coaches. Students were chosen from an upper secondary school in the ages of 15-18 where one of the authors worked. Results indicated that the teaching environment that was created was a good complement to worked-examples. The environment was shown to help student’s knowledge progression. This shows that digital teaching environments can be a valuable addition for students when studying mathematics.

Att lösa matematiska uppgifter med hjälp av färdiga lösningsförslag kan ses som ett sätt för elever att anstränga sig mindre och därför lära sig mindre. Det finns dock forskning som har visat att undervisning där eleverna huvudsakligen studerar lösningsförslag har en stor effekt på elevernas förmåga att lösa uppgifter. Den här undervisningsmetoden kallas "the worked example effect" och har fått ett genomslag i den svenska skolan den senaste tiden. Metoden grundas på Swellers teori om kognitiv belastning. Enligt hans och andras forskning kan arbetsminnet delas upp i tre olika typer. Dessa tre, intrinsic cognitive load, germane cognitive load samt extraneous cognitive load, är additiva och stödjer lärande olika mycket. Lösningsförslag har visats minska mängden extraneous cognitive load och öka mängden germane cognitive load. Germane cognitive load har i sin tur visats korrelera med hur väl elever lyckas svara på matematiska uppgifter. Den här studien syftar till att undersöka lösningsförslagens effekt på elevers lärande i den svenska gymnasieskolan. I studien deltog tre skolor, varav en enbart i förstudien, i olika omfattning med totalt 93 elever på natur- och teknikprogrammen i andra årskursen på gymnasiet (17-18-åringar). Elevernas resultat på nationella proven i samtliga obligatoriska matematikkurser användes i undersökningen. Även en enkät genomfördes för att samla in mer information om eleverna och hur de studerade. Studien visar på ett tvetydigt resultat. Över 75% av eleverna anser sig ha ändrat sitt sätt att studera på grund av lösningsförslagen, men om och hur deras lärande har förbättrats, mätt i betyg, är oklart. För en av kurserna i matematik visade studien på ett negativt resultat, men för en annan kurs – positivt. Dessa olika resultat uppkom dessutom på olika skolor. En tolkning av detta resultat kan vara att lösningsförslagens effektivitet är beroende på vilken typ av matematik som ingår i kursen där de används. Det spelar även stor roll hur lösningsförslagen använts av eleverna, något som studien inte undersökt. / To solve mathematical tasks with the help of example solutions can be seen as a way for learners to apply less effort and therefore learn less or perhaps learn in undesirable ways. However, existing international research has indicated that classrooms where pupils mainly study worked examples has had a significant effect on their ability to solve tasks. This method is called "the worked example effect" and has gained increasing support over time. It is based on Sweller’s cognitive load theory. According to his and others’ research the working memory can be divided into three different types. These three, intrinsic cognitive load, germane cognitive load and extraneous cognitive load, are additive and support learning differently. Using worked examples has been shown to reduce the amount of extraneous cognitive load and instead increase the amount of germane cognitive load. Germane cognitive load has in turn been shown to correlate to how well pupils are able to solve mathematical tasks. This thesis aims to study the worked example effect in relation to learning outcome in Swedish secondary school. Three schools took part in the study, of which one only participated in a pilot study. A total of 93 pupils participated, all of them in the science program. Results of the national test for the four latest courses were used in this thesis. The pupils were also asked to fill out a survey with the aim to gather information as to how they used the worked examples when studying. The results of the study are ambiguous. More than 75% of the pupils claim to have changed how they study, but whether their learning has improved, measured in grades, is unclear. The study showed a negative result for one course but a positive for another. These different results originated from different schools. The results of the study may indicate that the worked example effect differs depending on which type of math is being taught. Another important factor is how the worked examples are used by the pupils, something this study has not examined.

The current study assessed an error reflection intervention on Algebra I students’ conceptual and procedural knowledge and sense of belonging to mathematics. Also of interest was whether perceptions of the functionality of errors mediated the effect of condition on learning and sense of belonging to mathematics. Middle school students (N = 207) were randomly assigned within classroom to one of four conditions: 1) a Problem-Solving Control group, 2) a Correct Examples Control group, 3) a Correct Examples Error Reflection condition that promoted reflection on hypothetical errors through self-explanation prompts, or 4) an Incorrect Examples Error Reflection condition that promoted reflection on displayed errors within the example through self-explanation prompts. Conceptual and procedural knowledge, sense of belonging to mathematics and perceived functionality of errors were measured pre- and post-intervention. After controlling for unanticipated clustering effects, results suggest that reflecting on and explaining errors within a worked examples intervention is just as effective at promoting learning as traditional problem solving alone or working with traditional correct worked examples and written self-explanation prompts. Students’ sense of belonging to mathematics or perceived functionality of errors for learning were high at the start of the study and remained so throughout the intervention. Perceptions of the functionality of errors were unrelated to learning and sense of belonging to mathematics. The limited size of the minority population in the sample did not allow for exploration of differential effects of condition for underrepresented minority (URM) students. However, these students reported lower feelings of belonging to mathematics than non-URM students. Implications for theory and practice are discussed. / Educational Psychology

Yes / When using point measurement for environmental or sediment laden flows, there is well-recognised risk for not having aligned measurements that causes misinterpretation of the measured velocity data. In reality, these kinds of mismeasurement mainly happen due to the misinterpretation of bed orientation caused by the complexity of its determination in natural flows, especially in bedload laden or rough bed flows. This study proposes a novel bed realignment method to improve the measured data benchmarking by three-dimensional (3D) bed profile orientation and implemented it into different sets of experimental data. More specifically, the effects of realignment on velocity profile and streamwise turbulence structure measurements were investigated. The proposed technique was tested against experimental data collected over a water-worked and an experimentally arranged well-packed beds. Different from the well-packed rough bed, the water-worked bed has been generated after long sediment transport and settling and hence can be used to verify the proposed bed-alignment technique thoroughly. During the flow analysis, the corrected velocity, turbulence intensity and Reynolds stress profiles were compared to the theoretical logarithmic law, exponential law and linear gravity (universal Reynolds stress distribution) profiles, respectively. It has been observed that the proposed method has improved the agreement of the measured velocity and turbulence structure data with their actual theoretical profiles, particularly in the near-bed region (where the ratio of the flow measurement vertical distance to the total water depth, z/h, is limited to ≤0.4).

OBK Sverige AB är en totalentreprenör från Örebro som bildades 2011. De har idag ca 65 anställda. De har inte kunnat arbeta in så mycket tid som de förväntat sig vid projektet Brf Vingen. Olika moment för projektet kommer att granskas och jämföras med ett av OBKs andra projekt, Kv. Sjukhuset. Enhetstiderna för momenten kommer jämföras med den gamla och den nya listan för enhetstider. Syftet med denna uppsats är att få svar på frågorna nedan.  • Hur stämmer vissa enhetstider som finns i den gamla listan i jämförelse med verkligheten? • Vad kan vara anledningen till att tiderna i vissa fall inte går att hålla? • Hur kommer den nya listan stämma överens med verkligheten? Enhetstiderna för momenten kommer jämföras med Nybyggnadslista 1999 och inte Ombyggnadslista 1999, då båda projekten är nybyggnationer. Dessa listor har getts ut av Byggnads, som är ett fackförbund, tillsammans med Sveriges Byggindustrier.  Litteraturstudier samt intervjuer har utförts för att ta fram information om vad enhetstider är. Intervjuer har gjorts för att få fram enhetstider och mängder för de granskade momenten. För att beräkna hur lång tid det tar att bygga en enhet av ett moment används enhetstider. Målning, gjutning och gipsning är exempel på olika moment och enheterna kan vara kvadratmeter, meter, styck osv. Enhetstiden varierar för olika moment och den multipliceras sedan med den totala mängden för momentet. Då får man fram hur lång tid det är beräknat att ett moment ska ta.  Momenten som granskats för båda projekten är betongstomme, taktäckning och gipsning av innerväggar. För projektet Brf Vingen har också fasadpartier av trä granskats. Resultatet i uppsatsen är att förutsättningen för inarbetning, när man arbetar efter nya listan, vid betongstommen för Brf Vingen ökar medan den för Kv. Sjukhuset minskar. Gipsning av innerväggar ökar, taktäckning minskar och fasadpartierna av trä minskar.  Beroende på olika faktorer i de projekt som granskats så stämmer enhetstiderna i den gamla listan olika bra med verkligheten. Anledningen till att vissa tider inte går att hålla är till exempel brant taklutning, små och trånga utrymmen samt byggnadens utformning. Den nya listan stämmer bättre överens med verkligheten för de granskade momenten. / OBK Sverige AB is a contractor company from Örebro that was established 2011. Today they have about 65 employees. They have not been able to save as much time as they where hoping for at one of their projects called Brf Vingen. We are going to view different stages of this project and compare to another of their projects called Kv. Sjukhuset. The unit times for the different stages will be compared to the old and the new list of unit times. The purpose with this essay is to answer these following questions. • How does some of the unit times from the old list come out compared to reality? • What can be the reason that the unit times in some cases can´t be kept? • How is the new list going to come out compared to reality? The unit times for the stages will be compared to Nybyggnadslistan 1999 an not to Ombyggnadslistan 1999 because the projects which are going to be viewed are constructions and not reconstructions. These lists have been published by Byggnads, which is trade union, with Sveriges Byggindustrier. Literature studies and interviews have been used to get the information about what unit times are. Interviews have also been used to get the unit times and amounts we needed for the viewed stages.  Unit times are being used to calculate how much time it takes to build one unit of a stage. Painting, foundry work and plastering is some examples of different stages and the units can be square meter, meter, piece etc. The unit time is different for different kinds of stages. This unit time is multiplied with the total amount of the stages.  The stages which has been selected to be viewed from both of the projects are the concrete frame, the roofing and the plastering of the interior walls. The wood panel at Brf Vingen has also been selected to be viewed. The result in this essay is that the time that has been saved, using the new list, for the concrete frame at Brf Vingen has increased and at Kv. Sjukhuset it has decreased. For the roofing it has decreased, for the plastering of the interior walls it has increased and for the wood panel it has de creased.  Depending on various factors in the viewed projects the unit times in the old list comes out differently well compared to reality. The reason that the unit times in some cases can´t be kept is for example that the roof slope is too steep, small and narrow spaces and also the construction design. The new list comes out better for the viewed stages compared to reality.

[pt] Seguindo modelo desenvolvido por Prescott (2002), este estudo questiona qual seria hoje a renda per capita do brasileiro em idade ativa se o país adotasse os sistemas tributários de três países desenvolvidos: EUA, França e Inglaterra. Esta pesquisa mostrou que, no Brasil, a tributação sobre consumo é superior à francesa, enquanto que os impostos sobre renda são praticamente equivalentes aos cobrados nos EUA. E apresentou, para comparar, o total de horas trabalhadas por indivíduo em idade ativa de cada país. Por fim, apresentou o resultado de uma possível apli-cação deste modelo para o Brasil, concluindo que o PIB por pessoa em idade ativa seria superior ao atual com o sistema americano, inferior com o francês e pratica-mente equivalente com o britânico. / [en] Following the model developed by Prescott (2002), this study investigates what would be the income per capita for each working age Brazilian, assuming the country adopted the tax systems of three developed countries: USA, France and England. Our research shows that in Brazil consumption taxes are higher than in France, while income taxes are practically equivalent to those imposed in the USA. We show, for comparison purposes, the total hours worked per each working age individual within each country. Finally, we show the results of a possible application of this model for Brazil, concluding that the Brazilian GDP per each working age individual would be higher with the American tax system, lower with the French and equal with the British.

Content analyses of research in the literature of gifted education (Coleman, 2006; Rogers, 1999, 2006) has shown a consistent absence of research investigating methodology for instructing gifted students and for the development of expertise using new technologies. In this study, utilising electronic instructional delivery, an investigation was undertaken of the differential effects and appropriateness of matching the prior knowledge of the learner to the instructional method. Underpinned with a theoretical understanding of gifted education and cognitive load theory, a series of three experiments was designed and implemented to determine whether gifted students learn more effectively under guided discovery design than with example based instruction, while not identified as gifted ability students perform significantly better under direct example based instruction than with guided discovery. Data were collected and analysed in three stages. Experiment 1 was conducted in the novel domain of Boolean switching equations. Experiments 2 and 3 used identical test instruments with novel tasks in the semi-familiar domain of geometry. A total of 155 Years 7, 8 and 9 students at three metropolitan secondary schools participated. The study explored whether the presence of schemas, that facilitated greater problem-solving ability in gifted students, would generate clear evidence of instructional efficiency and preference for either mode of instruction. As students advanced from novice state to expert in particular domains of learning, it was anticipated that gifted students would progress from benefiting from worked example instruction to more efficient learning in guided discovery mode. This hypothesis was rejected as the results from each of the experiments did not confirm the hypothesised outcomes. There was no manifested expertise-reversal effect. The absence of any clear delineation of enhanced learning proficiency mode of instruction for gifted students does, however, contribute to the advancement and understanding of cognitive load theory and the complexity of learning strategies necessary for gifted learners.

Prompting students to self-explain during problem solving has proven to be an effective instructional strategy across many domains. However, despite being called “domain general”, very little work has been done in areas outside of math and science. In this dissertation, I investigate whether the self-explanation effect holds when applied in an inherently different type of domain, second language grammar learning. Through a series of in vivo experiments, I tested the effects of using prompted self-explanation to help adult English language learners acquire the English article system (e.g., teaching students the difference between “I saw a dog” versus “I was the dog”). In the pilot study, I explored different modalities of self-explanation (free-form versus menu-based), and in Study 1, I looked at transfer effects between practice and self-explanation. In the studies that followed, I added an additional deep processing manipulation (Study 2: analogical comparisons) and a strategy designed to increase the rate of practice and information processing (Study 3: worked example study). Finally, in Study 4, I built and evaluated an adaptive self-explanation tutor that prompted students to self-explain only when estimates of prior knowledge were low. Across all studies, results show that self-explanation is an effective instructional strategy in that it leads to significant pre- to post-test learning gains, but it is inefficient compared to tutored practice. In addition to learning gains, I compared learning process data and found that both self-explanation and practice lead to similar patterns of learning and there was no evidence in support of individual differences. This work makes contributions to learning sciences, second language acquisition (SLA), and tutoring system communities. It contributes to learning sciences by demonstrating boundary conditions of the self-explanation effect and cautioning against broad generalizations for instructional strategies, suggesting instead that strategies should be aligned to target knowledge. This work contributes to second language acquisition theory by demonstrating the effectiveness of computer-based tutoring systems for second language grammar learning and providing data that supports the benefits of explicit instruction. Furthermore, this work demonstrates the relative effectiveness of a broad spectrum of explicit learning conditions. Finally, this work makes contributions to tutoring systems research by demonstrating a process for data-driven and experiment-driven tutor design that has lead to significant learning gains and consistent adoption in real classrooms.

Restlöcher ausgekohlter Braunkohlentagebaue werden aus landeskulturellen und ökonomischen Gründen wasserwirtschaftlich als Speicher, Hochwasserrückhaltebecken, Klärteiche, Wassergewinnungsanlagen sowie zur Naherholung genutzt. Diese Restlöcher werden zum großen Teil von aus geschüttetem Abraum bestehenden Böschungen umschlossen. Bei Wasserspiegelschwankungen neigen diese unbefestigten Böschungen zum Rutschen. Als Folge dieser Böschungsrutschungen bilden sich auf der Wasseroberfläche Wellen, die eine beachtliche Größe erreichen können. Diese Schwallwellen übertreffen in ihren Ausmaßen die Windwellen in den Tagebaurestlöchern um ein Vielfaches. Um diese Erscheinungen vorausberechnen zu können, wurden im Hubert-Engels-Laboratorium der Sektion Wasserwesen Untersuchungen durchgeführt. Die Entwicklung einer allgemeingültigen Berechnungsmethode für die Schwallwelle bei der Bewegung eines Teiles der das Wasserbecken begrenzenden Böschung verlangt die Einführung erfassbarer Parameter wie der Breite der rutschenden Böschung, den zeitlichen Verlauf der Wasserverdrängung sowie Tiefen- und Lageverhältnisse des Beckens. Die dafür notwendigen Kennzahlen können nur näherungsweise bestimmt werden, so dass einfache Beckengeometrien, ein über die Rutschzeit gleich bleibender Verlauf der Wasserverdrängung und Erhaltung der Böschungskante einem Berechnungsverfahren zugrunde gelegt werden müssen. Für die Berechnung des Füllschwalles auf das ruhende Wasser sind einige Verfahren bekannt geworden, die auf eine gemeinsame Gleichung für die Berechnung der Schwallhöhe zurückzuführen sind. Für die ebene Ausbreitung des Füllschwalles über Ruhewasser ergeben sieh zwei prinzipielle Abflussmöglichkeiten: Auflösung in Wellen oder brandender Schwallkopf. Diese beiden Möglichkeiten sowie der Übergangsbereich werden durch FROUDE-zahlen festgelegt. Der Wellenkopf von Füllschwallwellen wird durch eine Einzelwelle gebildet. Die Rutschung einer Böschung wurde durch die gleichzeitige Horizontal- und Vertikalbewegung einer Platte nachgebildet. Die Bewegung der Platte, die entstehenden Wellen und die Kräfte auf Auflaufböschung wurden durch einen Oszillografen aufgezeichnet. Die Auswertung der Versuche ergab eine Übereinstimmung zwischen Messergebnissen und den Berechnungen nach den Gesetzen des Füllschwalls. Die sekundlich verdrängte Wassermenge pro Breiteneinheit und die Ruhewassertiefe bestimmen die entstehenden Schwallwellen. Ein Einfluss der vertikalen Bewegungskomponente ist im untersuchten Bereich nicht nachweisbar. Die dynamischen Kräfte auf die Abschlussböschung können durch den Impuls der Einzelwelle dargestellt werden. Die räumliche Ausbreitung der Schwallwellen wurde in einem Modell untersucht. Dabei wurde festgestellt, dass die größten Wellenhöhen in der Richtung der Bewegung der Platte auftreten, während die Wellenhöhen in seitlichen Ausbreitungsrichtungen kleiner sind. Berechnungsansätze für die maximale Wellenhöhe der front wurden ermittelt. Als Ergebnis wurde ein Berechnungsverfahren entwickelt, welches ausgehend von den Parametern dar Rutschung, die Eigenschaften der Schwallwellen einschließlich der durch sie hervorgerufenen Belastungen auf der Auflaufböschung ermöglicht. Mit diesem Berechnungsverfahren ist es möglich, Böschungen wirtschaftlich zu gestalten und schädliche Rückwirkungen auf das Staubecken durch Schwallwellen zu vermeiden. Bisher notwendige Kosten für eine sehr flache Gestaltung der Böschung können entfallen. Gleichzeitig bleibt ein größerer nutzbarer Stauraum erhalten. Die Digitalisierung der vorliegenden Arbeit durch die Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden (SLUB) wurde durch die Gesellschaft der Förderer des Hubert-Engels-Institutes für Wasserbau und Technische Hydromechanik an der Technischen Universität Dresden e.V. unterstützt.

Content analyses of research in the literature of gifted education (Coleman, 2006; Rogers, 1999, 2006) has shown a consistent absence of research investigating methodology for instructing gifted students and for the development of expertise using new technologies. In this study, utilising electronic instructional delivery, an investigation was undertaken of the differential effects and appropriateness of matching the prior knowledge of the learner to the instructional method. Underpinned with a theoretical understanding of gifted education and cognitive load theory, a series of three experiments was designed and implemented to determine whether gifted students learn more effectively under guided discovery design than with example based instruction, while not identified as gifted ability students perform significantly better under direct example based instruction than with guided discovery. Data were collected and analysed in three stages. Experiment 1 was conducted in the novel domain of Boolean switching equations. Experiments 2 and 3 used identical test instruments with novel tasks in the semi-familiar domain of geometry. A total of 155 Years 7, 8 and 9 students at three metropolitan secondary schools participated. The study explored whether the presence of schemas, that facilitated greater problem-solving ability in gifted students, would generate clear evidence of instructional efficiency and preference for either mode of instruction. As students advanced from novice state to expert in particular domains of learning, it was anticipated that gifted students would progress from benefiting from worked example instruction to more efficient learning in guided discovery mode. This hypothesis was rejected as the results from each of the experiments did not confirm the hypothesised outcomes. There was no manifested expertise-reversal effect. The absence of any clear delineation of enhanced learning proficiency mode of instruction for gifted students does, however, contribute to the advancement and understanding of cognitive load theory and the complexity of learning strategies necessary for gifted learners.