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  • 1.
    Ajdinovic, Dzejla
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Resonemang och problemlösning i Matematik 1b: En uppgiftsanalys av två läroböcker2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Studien undersökte möjligheten att utveckla problemlösnings- och resonemangsförmåga i svenska läroböcker. Under studiens gång genomfördes en läromedelsanalys av två läroböcker för gymnasiekursen Matematik 1b, Matematik 5000 och Matematik Origo. Analysen tog hänsyn till olika aspekter av förmågorna, olika svårighetsgrader på uppgifterna samt olika centralt innehåll i ämnesplanen. Av 2223 uppgifter i Matematik 5000 kunde problemlösningsförmågan utvecklas i 5% och resonemangsförmågan i 6%. Motsvarande andelar i 1747 uppgifter i Matematik Origo var 7% respektive 10%. Analysen visade också att större andel av uppgifterna på de två högre svårighetsnivåerna gav möjlighet att utveckla förmågorna än de på den lägsta nivån i båda böckerna. Det framkom även att inte alla aspekter av förmågorna fick lika stort utrymme att utvecklas. I båda böckerna var det geometri-kapitlet som fokuserade på dessa förmågor i störst andel av uppgifterna.

  • 2.
    Anderhag, Per
    et al.
    Department of Research and Development Education Administration, City of Stockholm, Sweden.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The Role of Situated Humour and Joking for Cognitive Learning in the Science Classroom2015Conference paper (Refereed)
    Abstract [en]

    Previous research in science education reveals that teachers and students use humour when they communicate with each other in a science education context. In this paper we explore consequences of humour for learning in two different contexts of physics education using video-data: a physics classroom in year nine and a group of four undergraduate students learning basic mechanics together. The video data was analysed with practical epistemology analysis (PEA). The findings showed that the participants in situations of cognitive indeterminacy made jokes to clarify how reasoning and actions tallied with the task at hand. These humorous situations positively affected students’ capability to act intentionally towards the aim of the activity and the results show that this way of joking can have positive consequences for student learning. Therefore, humour ought to be viewed as a significant resource for meaning making in the science classroom. 

  • 3.
    Andersson, Ewa
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Högskolestudenters syn på högskoleprovet och strategier för att antas till högre utbildning2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 2, p. 81-98Article in journal (Refereed)
    Abstract [sv]

    Utifrån en rad perspektiv är det angeläget att antagningssystemet och de instrument som används för urval till högre utbildning har legitimitet hos systemets avnämare. Den undersökning som redovisas har genomförts inom ramen för VALUTAprojektet (Validering av den högre utbildningens antagningssystem). Syftet är att belysa antagningssystemets konsekvenser ur ett avnämarperspektiv genom att undersöka hur olika grupper av högskolestudenter ser på högskoleprovets relevans som urvalsprov samt om de studerande använt sig av strategier, i form av upprepat provdeltagande och komplettering av gymnasiebetyg. Huvudresultaten visar, oberoende av utbildning, kön och social bakgrund, att det delprov som anses vara det mest relevanta är LÄS medan det minst relevanta delprovet är ORD. Vidare att de studerande genomfört och upprepat högskoleprovet samt kompletterat sina gymnasiebetyg, men att dessa strategier använts på olika sätt av olika studerandegrupper vilket är relaterat till utbildning, kön och social bakgrund.

  • 4.
    Andersson, Filip
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Karlsson, Niklas
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Testeffekten och dess relation till arbetsminne, ‘need for cognition’ och grit2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Research in cognitive psychology has provided evidence for retrieval practice as superior for retention compared to reading a to-be-learned material. This phenomenon is called the testing effect. The current study investigated differences in retrieval achieved by retrieval practice and by reading at different time intervals, and whether individual differences in working memory capacity and the personality characteristics ‘need for cognition’ and grit is related to the testing effect. The sample consisted of 182 Swedish students in upper-secondary school. The to-be-learned material was 60 Swahili-Swedish word-pairs. Each participant was exposed to half of the word-pairs by testing, and the other half by reading. Three retention tests followed (directly after learning, one week later and four weeks later) consisting of word-pairs not previously tested (unique word-pairs) as well as word-pairs from previous retention tests (which together with the unique word-pairs constitutes the accumulated word-pairs). Significant testing effects were found at each retention test for both unique and accumulated word-pairs. A regression analysis showed that working memory capacity, need for cognition and grit, neither separately nor combined, had a significant impact on the magnitude of the testing effect. The results indicate that the testing effect is robust for different time intervals, and that it is equally beneficial across individual differences in working memory capacity, need for cognition and grit, each of which has been shown to affect learning in other contexts. These results add to the growing amount of scientific support for the effectiveness and appropriateness of the testing effect as a learning method.

  • 5.
    Andersson, Per
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    “One day, one problem”: applying SOTL on a course about teaching in higher education2015Conference paper (Other academic)
    Abstract [en]

    At the Centre for Teaching and Learning at Umeå University, we are responsible for the development of university teachers’ pedagogical competence. One of the main purposes of our courses is to help teachers develop an array of teaching methods – including a sound basis for their decisions about which method to use. We work with teaching methods for student active learning that develop sustainable knowledge (Hattie, 2009), for example Problem Based Learning, PBL. Our problem is that this usually takes a lot of time on our short courses. So we asked ourselves: How can we use SoTL to describe, develop and evaluate a method that gives key transitions in the university teachers’ journey towards pedagogical competence, both theoretically and practically (Dietz-Uhler and Bishop-Clark, 2012)? We wanted a group of teachers on one of our courses to learn more about PBL and to be active while doing this. We also wanted a meta-didactic discussion about it afterwards. We found a method called “One day, one problem” (O’Grady, 2012) that we wanted to try. We had to redesign the method slightly to fit our context, by writing a relevant scenario in line with our expected learning outcomes. Apart from this we followed the suggested process in the article. We carried out formative and summative evaluations, and we as teachers documented the activity. Our preliminary analysis shows that this method gave us what we wanted since the learners were positive towards working this way, and the self- evaluated learning process and product was given high grades. Our preliminary results and conclusion is that this method is a useful way to both teach about the PBL process and to work with course content. We also saw that SoTL, systematically searching, finding, developing and evaluating a new teaching method is a good way to develop both our own and our students’ pedagogical competence. 

  • 6.
    Berge, Maria
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ingerman, Åke
    Göteborgs universitet.
    Multiple theoretical lenses as an analytical strategy in researching group discussions: Research in Science & Technological Education2017In: Recent highlights from Research in Science and Technological Education, Dublin, 2017Conference paper (Refereed)
  • 7.
    Berge, Maria
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ingerman, Åke
    Göteborgs universitet.
    Triple vision in different theoretical spaces: exploring physics jokes in small group discussions in engineering education2013Conference paper (Refereed)
    Abstract [en]

    We have used multiple theoretical spaces as analytical strategy when researching learning possibilities when engineering students discuss physics together. Three different theories were purposefully applied in a series of stratified analyses. Level one employing phenomenography and variation theory, level two using positioning theory and level three making use of the techniques of conversation analysis. Having done this, we wanted to explore to what extent a phenomena in one theoretical space is visible in other theoretical spaces (but not naturally focused on) and what it in that case looks like. The students’ jokes are examples of such which were also important part of the students’ conversation. Our analysis illustrates how one joke is observable through all three analytical lenses. The three analytical lenses are linked to three different theoretical spaces, even when it is linked to the same original event. The lenses have become advantageous in different ways: the lens of conversational analyses assistances to discern the joke, the lens of position theory provides clues about the cultural context and the lens of phenomenography and variation theory informs us the learning possibilities that are related to the jokes. In this paper we propose and illustrate that these three theoretical perspectives are complementary rather than commensurable, because they are not referring to the same data, even though the data they reference is derived from the same event.

  • 8.
    Berge, Maria
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Johansson, Anders
    Uppsala University.
    Lecture jokes: a litmus test of physics discourse?2017Conference paper (Other academic)
    Abstract [en]

    Earlier studies in physics education research have shown the importance of analysing students' processes of ‘becoming a physicist' in a wider sense. For example, it is often expected of physicists to have a kind of ‘authentic intelligence' or ‘smartness', which is generally perceived as male. In this study we contribute to this area of research by analysing an area often forgotten in educational research: humour. Empirically, this study is based on 177 jokes from physics lectures, collected from three different higher education contexts, the US and two Scandinavian countries. With a discourse analytical framework we explore the question of how teacher's jokes in physics lectures portray physics and physicists. In the analysis of the teacher's jokes, physics is constantly constructed as difficult and very advanced, mainly through ironically speaking of it as ‘easy'. Physicists are portrayed as single minded and very passionate, not to say obsessed, about physics. In this study we argue that although none of the jokes were mean the jokes contributed to a discourse that can be perceived as problematic in limiting the conceptions of who a physicist may be.

  • 9.
    Bertilsson, Frida
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Wiklund-Hörnqvist, Carola
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Stenlund, Tova
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    The Testing Effect and Its Relation to Working Memory Capacity and Personality Characteristics2017In: Journal of Cognitive Education and Psychology, ISSN 1945-8959, E-ISSN 1810-7621, Vol. 16, no 3, p. 241-259Article in journal (Refereed)
    Abstract [en]

    Retrieval practice is known to lead to better retention of a to-be-learned material than restudy (i.e., the testing effect). However, few studies have investigated retrieval practice in relation to working memory capacity (WMC) and personality characteristics such as grittiness (Grit) and need for cognition (NFC). In two experiments, we examined retrieval practice and restudy of Swahili–Swedish word pairs in relation to individual differences in Grit and NFC. In Experiment 1, using a between-subjects design, a significant main effect of retention interval was qualified by a Group × Retention Interval interaction. However, there were no effects of Grit or NFC. In Experiment 2, a within-subjects design was used, and a measure of WMC was included. The analyses revealed a testing effect; but again, WMC, Grit, and NFC were not significantly associated with performance. These results indicate that retrieval practice levels out the playing field regarding WMC, NFC, and Grit.

  • 10.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    150-åring i nytt format2019In: Kemisk tidskrift, Vol. 1, p. 24-27Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kemikurs i förändring – Virtual Reality2018Other (Other (popular science, discussion, etc.))
  • 12.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Spelifiering och kemi – metod för ökad motivation2018Other (Other (popular science, discussion, etc.))
  • 13.
    Byström, Stig
    et al.
    Umeå University, Faculty of Science and Technology, Department of Applied Physics and Electronics.
    Berglund, Stefan
    Umeå University, Faculty of Science and Technology, Department of Applied Physics and Electronics.
    Kvalitetshöjning med avseende på projektledningsinnehållet i ingenjörs- och civilingenjörsutbildningar2013In: Utvecklingskonferensen för Sveriges ingenjörsutbildningar, 2013, p. 85-88Conference paper (Other academic)
    Abstract [sv]

    Hösten 2010 startade projektet ”Fortbildning av lärare i projektledning” med syftet att ytterligare förbättra kvalitén på ingenjörsutbildningar genom ett tydligare projektledningsinnehåll. Projektet bedrivs vid Institutionen för tillämpad fysik och elektronik (TFE) och strategiska utvecklingsmedel erhålls frånTeknisk-naturvetenskaplig fakultet, Umeå universitet. Vi har utvecklat ett kostnadseffektivt och självbärande koncept där nästan halva kompetensutvecklingstiden betalas genom att deltagaren utför handledning och återkoppling till studenter i en projektledningskurs. Övrig kompetensutvecklingstid i konceptet finansieras av deltagares egna enheter. Projektet pågår fram till juni 2014, hittills har 15 deltagare fortbildats.

  • 14.
    Bäckström, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Organisering, matematiskt innehåll och feedback i specialundervisning: En kvalitativ fallstudie av några specialpedagogers matematikundervisning2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Summary

    This is a qualitative case study of five special educators work with special education in mathematics. The aim is to identify their work and ideas by describing and analyzing how they organize their teaching of mathematics, how they teach the subject matter, how they give feedback to students in the classroom, how they describe what they perceive to be the special education component of their teaching. For the collection of empirical data, a qualitative approach with semi-structured interviews and observations in the form of audio recordings and unstructured field notes during classes was used. Frame factor theory, phenomenographic theory, learning theories and case study have leaded me through the way of processing and analyzing the empirical material. Results show that the learning that four of the special educators offer the students contributes to a surface approach to learning, and the feedback they offer contributes to external motivation. The special education components they say are important: to see the person behind a behavior, have positive expectations, let the teaching be based on the child’s experience, to be personal, to like the students and to be concrete in teaching. The fifth special educator offers the students a contribution to deep approach to learning and she offers a way to work at the lessons that creates motivation and willingness to learn. The special education component she thinks is important is to find out what knowledge the child has, and work from there so the child has the possibility to understand what he or she hasn’t understood.

  • 15.
    Bäckström, Åsa
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Aktivitetslådor som arbetsmetod: En studie kring elevarbeten som utgår från uppgifter vilka presenterats med aktivitetslådor i slöjdundervisningen2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien har genomförts i syfte att undersöka vad en arbetsmetod som utgår från aktivitetslådor kan tillföra elever i undervisningen av textilslöjd. Forskningsfrågorna har varit: Hur arbetar eleverna med aktivitetslådorna i textilslöjden? Hur kan de fungera i undervisningen av textilslöjd? Vilka personliga förmågor kan arbetet med aktivitetslådor ge elever övning i? Undersökningen har utförts genom att observera tre elevgrupper vid tre tillfällen, på två olika grundskolor. De observerade eleverna svarade efter avslutad övning på tre frågor och samtliga deltagare fyllde i en ”känsloenkät”. Resultatet visade att aktivitetslådorna skapade nyfikenhet hos eleverna och att detta motiverade till arbete. Det visade sig att eleverna övade sig i samarbete, att kommunicera med varandra samt att självständigt lärande kräver självtillit. Läraren fick ta rollen som en handledare och i vissa fall räckte det att stötta eleverna i deras lärande.

  • 16. Creutzfeldt, Johan
    et al.
    Hedman, Leif
    Umeå University, Faculty of Social Sciences, Department of Psychology. Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden.
    Fellander-Tsai, Li
    Cardiopulmonary Resuscitation Training by Avatars: A Qualitative Study of Medical Students' Experiences Using a Multiplayer Virtual World2016In: JMIR Serious Games, E-ISSN 2291-9279, Vol. 4, no 2, article id e22Article in journal (Refereed)
    Abstract [en]

    Background: Emergency medical practices are often team efforts. Training for various tasks and collaborations may be carried out in virtual environments. Although promising results exist from studies of serious games, little is known about the subjective reactions of learners when using multiplayer virtual world (MVW) training in medicine.

    Objective: The objective of this study was to reach a better understanding of the learners’ reactions and experiences when using an MVW for team training of cardiopulmonary resuscitation (CPR).

    Methods: Twelve Swedish medical students participated in semistructured focus group discussions after CPR training in an MVW with partially preset options. The students’ perceptions and feelings related to use of this educational tool were investigated. Using qualitative methodology, discussions were analyzed by a phenomenological data-driven approach. Quality measures included negotiations, back-and-forth reading, triangulation, and validation with the informants.

    Results: Four categories characterizing the students’ experiences could be defined: (1) Focused Mental Training, (2) Interface Diverting Focus From Training, (3) Benefits of Practicing in a Group, and (4) Easy Loss of Focus When Passive. We interpreted the results, compared them to findings of others, and propose advantages and risks of using virtual worlds for learning.

    Conclusions: Beneficial aspects of learning CPR in a virtual world were confirmed. To achieve high participant engagement and create good conditions for training, well-established procedures should be practiced. Furthermore, students should be kept in an active mode and frequent feedback should be utilized. It cannot be completely ruled out that the use of virtual training may contribute to erroneous self-beliefs that can affect later clinical performance.

  • 17.
    Danielsson, Anna
    et al.
    King's College London, London, UK.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Masculinities and social class in conceptualisations of the engineering mechanics programme2017Conference paper (Other academic)
    Abstract [en]

    Engineering educations are currently being transformed, both to attract new groups of students (e.g. women) and to provide the students with broader skill-sets than those traditionally included in engineering educations (e.g. team working skills). In this study we explore how students understand the educational opportunities provided by a particular engineering education, namely bachelor Engineering Mechanics Programme (EMP), with a particular focus on how the perceived opportunities are related to class and gender. The empirical data consists of engineering education websites, interviews with EMP students, and video-diaries recorded by the interviewed students. In the analysis of the websites four different, potential engineering identity positions were discerned: The engineer as a traditional technologist, the engineer as a contemporary technologist, the responsible engineer, and the self-made engineer. The initial analysis of the interviews and video-diaries bring tensions between practical and theoretical/analytical aspects of engineering to the fore, and we use two case studies of interviewed students to illustrate how these students nagivate the theory/practice dichotomy and the various identity positions available within the EMP.

  • 18. Danielsson, Anna T.
    et al.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Although we are engineers, we will work with people too…"2017Conference paper (Refereed)
    Abstract [en]

    This paper aims at exploring how intersections of gender, age, social class, and ethnicity are negotiated in talk about the transition from being an engineering student to becoming an engineer. The empirical data consists of final year female engineering students’ narratives collected through video-diaries and interviews. Theoretically we draw on critical discursive psychology (Potter and Wetherell 1992). We investigate how female engineering students use different interpretative repertoires (Edley 2001), which can be described as specific and often contradicting ways of talking about a phenomenon in everyday conversations. Different repertoires are used strategically by people as a way to make sense of their actions and ideas by representing them as ‘good’ and ‘normal’ in the specific context. Wetherell and Potter (1992) argue that repertoires are related to social structures and power relations, which means that not all repertories are available for every individual. The concept of interpretative repertoires is helpful when it comes to analysing the students’ (in)ability to use different repertoires and, in this sense, the (im)possibility for them to achieve different subject positions when they talk about engineering studies and engineering. Power relations are upheld when some social positions becomes troubled, i.e. when a position is questioned or criticized in different ways, while another position is regarded as untroubled, i.e. as a normal and righteous identity that needs no further explaining (Wetherell 1998). The two positions, troubled/untroubled, help to analyze how and in what contexts notions of gender, age, social class and ethnicity are given importance in students’ talk. Our results show that the students are discursively produced as in need of ‘thick skin’. They are both seen as special and normal, too strong and too week, welcomed and pitted. Being older or born abroad is interpreted as unproblematic, but seems to produce invisibility and limited access to employability.

  • 19.
    Deutschmann, Mats
    Umeå University, Faculty of Arts, Department of language studies.
    Debating across borders2011In: Informed design of educational technologies in higher education: enhanced learning and teaching / [ed] Anders D. Olofsson and J. Ola Lindberg, Hershey PA: Information Science Reference , 2011, 1, p. 241-269Chapter in book (Refereed)
    Abstract [en]

    Internationally, virtual world environments such as Second Life® (SL) have become accepted as platforms for innovative educational activities at many universities in recent years. One such activity includes innovative ways of students coming in contact with other students in so-called telecollaborations. The present case study explores the initial stages in an Action Research process, namely the design and initial implementation of a telecollaborative language learning activity between four universities in Second Life under the EU-funded Avalon project. The chapter describes how theoretical frameworks including the Ecology of Language Learning (van Lier, 2004), the Five Stage Model of Computer Supported Collaborative Learning (Salmon, 2004) and Activity Theory (Leont'ev, 1978) were used in order to address different aspects of the design of the course. Based on questionnaire responses from students and observations, the chapter then goes on to evaluate the relative success/failure of the first course trial. Finally, the chapter discusses the implications of the lessons learnt from this pilot project on further developments of the course concept in the action research process, and goes on to discuss implications of the findings for the use of virtual worlds in more mainstream educational settings.

  • 20.
    Edmonds-Wathen, Cris
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Charles Darwin University.
    Route description in Iwaidja: grammar and conceptualisation of motion2016In: PNA, ISSN 1886-1350, E-ISSN 1887-3987, Vol. 11, no 1, p. 53-74Article in journal (Refereed)
    Abstract [en]

    This study focussed on the effect of grammar of Iwaidja, an indigenous Australian language, on mathematical conceptualisation. It investigated route description in Iwaidja. Spatial concepts such as direction, height and movement in relation to another object are briefly described using examples. Differences between English and Iwaidja are used to illustrate the some of the impact of grammar on mathematical conceptualisation. The implications are discussed in terms of how understanding these grammatical features can help teachers, especially when children are not fluent in the language of instruction, as well as providing keys to cross-linguistic investigations of mathematical cognition.

  • 21.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Skill and will: test-taking motivation and assessment quality2010In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 17, no 4, p. 345-356Article in journal (Refereed)
    Abstract [en]

    An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the 'will' part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students' motivation to do their best on the assessment - their test-taking motivation - is important to consider from an assessment validity perspective. This is true not least in assessment contexts where the assessment outcome has no consequences for the test-taker. The paper further argues that the quality of assessment of test-taking motivation also needs attention. Theoretical and methodological issues related to the assessment of test-taking motivation are presented from a validity perspective, and findings from empirical studies on the relation between test stakes, test-taking motivation and test performance are presented.

  • 22.
    Englund, Claire
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Educating pharmacists: the perfect prescription?2015In: Academic Bildung in Net-Based Higher Education / [ed] Trine Fossland, Helle Mathiason and Mariann Solberg, Abingdon, UK: Routledge, 2015, 1, p. 90-106Chapter in book (Refereed)
  • 23.
    Engström, Kerstin
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Textcoaching och kamratgranskning som en del av lärprocessen: är det något för utbildning i (journalistiskt) skrivande?2013In: Reformation, revolution, evolution: universitetslärandet ur ett tidsperspektiv / [ed] Erik Lindenius, Umeå: Umeå universitet , 2013, p. 165-166Conference paper (Other academic)
  • 24.
    Engvall, Sara
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Do mathematics teachers experience a professional development program in formative assessment any differently than other teachers?Manuscript (preprint) (Other academic)
  • 25.
    Engvall, Sara
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mathematics teachers’ motivation to change their teaching during and after a professional development program in formative assessmentManuscript (preprint) (Other academic)
  • 26.
    Engvall, Sara
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Opening the black box of mathematics teachers’ professional growth: a study of the process of teacher learning2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    There is a lot of research done on professional development programs for teachers, especially with a focus on different characteristics of the program and whether it makes teachers change their teaching practice to such an extent that it enhances student achievement. However, there is not much research done on the learning process. As long as we do not open the black box of teacher learning it is difficult to say anything about what characteristics in a professional development program actually are important for teachers to learn, develop and grow as professionals.

    The aim of the thesis is to better understand the process of teacher learning while participating in aprofessional development program. The focus is on different aspects of the process of teacher professional growth, as well as on external factors that have an impact on the process of learning. The participants are secondary school teachers that participated in a professional development program in formative assessment. The data have been collected during and after the professional development program took place. Different types of data have been used in this thesis; teacher interviews, classroom observations and questionnaires, and have been collected over a time period of two and a half years. In two of the included papers the studies focus on four mathematics teachers, and the learning process is explored from two different perspectives: how the professional growth can develop, and how their testing of formative assessment activities relates to their understanding of formative assessment. In one of the papers all secondary school teachers are included and a comparison in expectancy of being able to use high quality formative assessment after the professional development program between the mathematics teachers and the other teachers were conducted. In the fourth paper focus is on all mathematics teachers in the study and their motivation are investigated over a time period of two years.

    The four papers take different perspectives to explore the professional growth for teachers while participating in a professional development program in formative assessment. The results show the complexity of teacher learning and indicate that large-scale implementations risk being inefficient and not reach the intended goals.

  • 27.
    Engvall, Sara
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The professional growth of four mathematics teachers participating in a professional development programManuscript (preprint) (Other academic)
  • 28.
    Engvall, Sara
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The relationship between teachers’ understanding and practice of formative assessment within professional developmentManuscript (preprint) (Other academic)
  • 29.
    Erhardsson, Margareta (red.)
    et al.
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Falk-Lundqvist, Åsa
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Skåreus, Eva
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Gestaltande metoder i universitetspedagogik: bildskapande och forumspel2006Report (Other academic)
  • 30.
    Eriksson, Hanna
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Då skulle jag vilja veta hur vi skulle göra annars!: En intervjustudie om gymnasielärares förhållningssätt till den dominerande undervisningsmodellen i matematik.2013Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I den svenska gymnasieskolan domineras matematikundervisningen av en undervisnings­modell där lektionerna vanligtvis inleds med att läraren håller genomgång för hela klassen, och eleverna får sedan räkna enskilt i läroboken (Skolinspektionen, 2010; Skolverket, 2003; Skolverket, 2004). Denna undervisning benämns i denna studie för den dominerande undervisningsmodellen i svensk matematikundervisning. Undervisningsmodellen kritiseras av bland andra Skolverket (2003) och Skolinspektionen (2010), och regeringen har pekat ut undervisningsmodellen som en del av problemet med svenska elevers sjunkande matematikresultat (Regeringskansliet, 2011). Trots detta finns den kvar och upprätthålls i matematikundervisningen, vilket väcker frågan vad orsakerna till detta kan vara. Eftersom det är lärarna som utifrån tolkning av styrdokumenten planerar och genomför undervisningen, så är det lämpligt att vända sig till dem för att förstå varför undervisningen ser ut som den gör. Utifrån detta syftar denna studie till att öka förståelsen för några matematiklärares förhållningssätt till den dominerande undervisningsmodellen i matematik. För att ta reda på lärarnas förhållningssätt har kvalitativa intervjuer använts som datainsamlingsmetod. Analysmetoden utgörs av en kategorisering som utgår från Fredrikssons (2007, 2010) forskning om lärarens olika förhållningssätt. Fredriksson menar att lärarnas handlingsutrymme gör det möjligt för dem att anta fyra olika förhållningssätt; det professionella förhållningssättet, det byråkratiska förhållningssättet, det brukarorienterade förhållningssättet och det marknadsorienterade förhållningssättet. Dessa olika förhållningssätt påverkar lärarens offentliga myndighetsutövning; deras attityder, handlingar och beslut. Studiens huvudsakliga resultat är att lärarnas professionella förhållningssätt är vanligast när de talar om den dominerande undervisningsmodellen. Detta visar sig genom att många av de fördelar och motiv som beskrivs berör elevernas lärande, och grundar sig i lärarnas erfarenhet och kunskap. Det byråkratiska förhållningssättet antas av några lärare, vilka menar att undervisningsmodellen gör det enklare att följa styrdokumentens riktlinjer. Några av lärarna antar också ett brukarorienterat förhållningssätt. Enligt dessa lärare vill eleverna att matematikundervisningen ska utformas enligt den dominerande undervisningsmodellen. Det marknadsorienterade förhållningssättet antas endast av en informant. Denna lärare beskriver att skolans profil har lett till att denne måste hålla ett extremt högt tempo, vilket omöjliggör annan typ av undervisning.

  • 31.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Forskningsarbete pågår: nationella forskarskolan i pedagogiskt arbete (NaPA)2005Conference proceedings (editor) (Refereed)
  • 32. Ferm Almqvist, Cecilia
    et al.
    Gullberg, Anna-Karin
    Hentschel, Linn
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Mars, Annette
    Nyberg, Johan
    von Wachenfeldt, Thomas
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Collaborative Learning as Common Sense: Structure, Roles and Participation Amongst Doctoral Students and Teachers in Music Education – Beyond Communities of Practice2017In: Visions of Research in Music Education, ISSN 1938-2065, Vol. 29, no 1Article in journal (Refereed)
    Abstract [en]

    The article communicates an investigation ofhow collaborative learning is constituted in a PhD-course, namely Collaborative learning in music educational settings. The course was organized and run in a way that wished to investigate, develop and encourage collaborative learning among students and teachers at postgraduate level. Material produced and analysed included logbooks, assignments, peer-response, after-thoughts, and a Facebook discussion-thread. The results are presented as descriptions of the constituent parts of collaborative learning occurring in the “rooms” of the course. The results show the importance of structure as well as awareness when it comes to roles and kinds of participation.

  • 33.
    Fjellström, Magnus
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Project-based vocational education and training: opportunities for teacher guidance in a Swedish upper secondary school2015In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 67, no 2, p. 187-202Article in journal (Refereed)
    Abstract [en]

    Project-based vocational education and training (PBVET) is a way to conduct vocational education in Swedish construction programmes. The educational settings used include projects ranging from minor construction to advanced houses. Due to limited research on this kind of educational setting, it is important to further develop knowledge on affordances in a PBVET. The aim of this study is to describe and analyse teachers’ perception on opportunities for teacher guidance provided in a PBVET. From this broad aim, the following research question is addressed: how do teachers view PBVET as (a) framing possibilities for their practice, (b) affecting students’ learning and (c) presenting challenges in this learning environment? Adopted methods for this study are observations and interviews. Observations were made at a PBVET worksite, which were then used in stimulated recall interviews. The findings show that this PBVET affects both teachers’ opportunities to perform teacher guidance as well as students’ possibilities for learning. This appears to be related to the structure in this PBVET which can be seen as operating within different activity systems. Hence, an interaction between these systems is likely the most important issue that needs to be resolved when conducting vocational education as a PBVET.

  • 34.
    Fjellström, Magnus
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kristmansson, Per
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Learning as an apprentice in Sweden: A comparative study on affordances for vocational learning in school and work life apprentice education2016In: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127, Vol. 58, no 6, p. 629-642Article in journal (Refereed)
    Abstract [en]

    Purpose - The purpose of this paper is to compare, and identify both similarities and differences in, affordances for vocational learning in two contrasting education systems, for construction worker and shop salesperson apprentices, in Swedish contexts.

    Design/methodology/approach - Data were collected through interviews and observations in two research projects, each addressing relevant aspects of one of the focal educational systems. A framework consisting of identified goals, activities and guidance was applied in the analysis.

    Findings - The results show that the affordances for learning in the examined educational systems are dependent on the learners' access to, and participation in, workplace activities. A conclusion is that workplace demands override educational goals in both cases. Thus, the affordances for learning related to both individual and educational goals are dependent on the access to guidance during workplace activities.

    Originality/value - The study highlights constraints between educational goals and workplace affordances in both apprenticeship systems, which largely develop vocational competencies related to specific workplace demands and activities. A presented model regards apprenticeships as vocational and educational training in workplaces is outlined that enable a deeper understanding of the correspondence between individual, educational and workplace goals that forms the type of activity which leads to a learning outcome.

  • 35.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    För EU i tiden: En betraktelse över svensk kommunal vuxenutbildning2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 2, p. 140-155Article in journal (Refereed)
    Abstract [sv]

    Denna artikel är ett försök att förstå de omvandlingar som pågår inom dagens svenska kommunala vuxenutbildning. Pedagogisk forskning om pågående omvandlingar av utbildningssystem visar på en process av samtidig diversifiering och homogenisering. Denna process används i principiell mening för en kritisk läsning av policydokument på överstatlig, statlig och inomstatlig nivå. Det som blir synligt är å ena sidan en genomgående betoning på att alla individer alltid ska kunna lära oberoende av tid och rum och i sin egen takt. Å andra sidan mätning och övervakning av lärandet via ett begränsat antal indikatorer, gemensamma inom EU, för att individers lärande ska ske inom rimlig tid och under effektivt användande av befintliga resurser. De båda sidornas samtidighet pekar på en omvandling från utbildning som nationalstatlig angelägenhet till en normerande funktion gemensam för EU. En specifik uppgift för morgondagens vuxenutbildning kan då formuleras: att möjliggöra för vuxna svenska medborgare att bli – alternativt säkerställa att de blir – EUmedborgare.

  • 36. Goggins, S.
    et al.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Herrmann, T.
    Computer-Supported Collaborative Learning at Work: CSCL@Work - Bridging Learning and Work2013In: CSCL 2013 conference proceedings volume 2: short papers, panels, posters, demos & community events / [ed] Nikol Rummel, Manu Kapur, Mitchell Nathan, Sadhana Puntambekar, 2013, p. 436-440Conference paper (Refereed)
    Abstract [en]

    We created an interdisciplinary workshop to explore principles of computer-supported collaborative learning in work settings. The workshop's theme was, simply CSCL at work. Our first workshop at ACM Group 2010, the 2 nd at ACM Group 2012, and the resulting book, raise an important set of issues and potentials for research, but does not solve the thorny and controversial issues. This workshop wanted to make progress on the identified issues. The CSCL@Work workshop was a half-day workshop devoted to sharing innovative approaches and discussing solutions aimed at understanding studying and designing 'learning at work' supported by digital/mobile technologies. We selected the CSCL conference as an ideal venue for a workshop on this topic because the North American and European communities who participate in the Learning Sciences include leading members of the international CSCL communities. The workshops at ACM group focused more on CSCW whereas this proposed workshop on CSCL2013 included CSCL researchers. It started with contextualizing the current situation. Then, participant questions and proposed solutions aimed at the issues we have raised and begun to recognize. We focused on working groups, an approach, which supports knowledge building. To participate in the workshop, discussants was asked for a position paper of up to 2 pages in standard CSCL conference format. Our edited book was made available to participants in advance, and selected authors provided overviews of their work and perspective in an interleaved way with the more action oriented working sessions.

  • 37.
    Goggins, Sean
    et al.
    College of Information Science and Technology, Drexel University, Philadelphia .
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    CSCL@Work: Computer-Supported Collaborative Learning at the Workplace: Making Learning Visible in Unexpected Online Places Across Established Boundaries2013In: Computer-Supported Collaborative Learning at the Workplace: CSCL@Work / [ed] S. P. Goggins, I. Jahnke & V. Wulf, Springer-Verlag New York, 2013, p. 1-20Chapter in book (Other academic)
    Abstract [en]

    We introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a conceptual framework for bridging the knowledge of researchers in the field of CSCL to work-based learning. Research in the field of Organizational Learning emerged in 1978, and gathered increased attention beginning in the 1990s when the questions were focused on how to create a culture and practices for sharing existing knowledge within a firm. In addition to managing existing knowledge sharing, managing the creation of new knowledge is important for firms today. But are they able to create new knowledge when the answer to a problem is not available? What cultures of learning exist to support this? Contemporary answers to these questions must recognize that learning is an implicit, often invisible component of work. Some firms even avoid the term “learning.” From the cases presented in this book titled, CSCL@Work, we derived three theses: (1) Learning occurs in unexpected and unusual online learning places through social media. (2) Learning activities incorporate feedback from diverse sources, which are not available within traditional organizational boundaries. (3) Making learning visible across established boundaries is necessary in this new age. Designing explicit construction of new knowledge needs to be integrated into workplace practices today through pedagogical and technological design.

  • 38. Goggins, Sean
    et al.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Wulf, Volker
    Computer-Supported Collaborative Learning at the Workplace: CSCL@Work2013Book (Other academic)
  • 39.
    Grysell, Tomas
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Den fysiska lärandemiljön: några universitetslärares idéer om ett rum för lärande2005Report (Other academic)
    Abstract [sv]

    I följande studie har syftet varit att dels utvärdera ett nytt inslag inom den univer-sitetspedagogiska kursen Lärandemiljön – Introduktion som handlar om den fysiska utbildningsmiljön, dels att samla in informa-tion som kan användas för det fortsatta arbe-tet inom det tvärvetenskapliga projektet Rum för lärande. En observationsstudie genom-fördes i samband med att 22 kursdeltagare, samtliga universitetslärare, fick fritt skapa sina rum för lärande. Deltagarna fick vidare besvara en enkät som behandlade frågor om den befintliga utbildningsmiljön på Umeå universitet. Studien visar att engagemanget blir stort hos universitetslärarna när de själva får skapa sina rum för lärande och att dessa rum karaktäriseras av flexibla lösningar för att däri kunna genomföra flera olika pedagogiska aktiviteter. Komfort och estetiska lösningar är också mycket framträdande hos kursdeltagar-nas idéskisser. Eftersom det nya kursinslaget enligt enkätsvaren fyller en väsentlig funktion för förståelsen av den utbildningsmiljö som lärarna idag är verksam inom bör inslaget kvarstå inom kursen. Resultatet indikerar vidare att den fysiska utbildningsmiljön är mer betydelsefull för universitetslärarna än vad man vanligtvis föreställer sig. Ett större medvetande om miljöns möjligheter och påverkan hos lärarna kan i framtiden skapa bättre förutsättningar för lärande och under-visning inom universitetet.

  • 40.
    Gustafsson, Kristofer
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Hjälp! Jag tecknar: ett gestaltande examensarbete2013Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Ambitionen med detta gestaltande examensarbete var att utforma ett adekvat läromedel för teckning som är väl förankrat i Läroplanen för grundskolan förskoleklassen och fritidshemmets 2011 (Lgr 11) kursplan för Bild i högstadiet. Detta söktes uppnås genom en studie av tidigare relevant forskning och genom ett test av det läromedel, Hjälp! Jag Tecknar, som producerades i och med den gestaltande processen. Arbetet kan sägas vara uppdelat i två delar, å ena sidan utvecklingen av ett läromedel och å andra sidan ett test av samma läromedel. Testet genomfördes genom en frivillig kursverksamhet med barn och ungdomar som kunde tänka sig att deltaga i utvecklingen av läromedlet. Resultatet visar främst på möjligheter med Hjälp! Jag Tecknar och hur boken skulle kunna motarbeta, framförallt, inaktivitet och underlätta för en läsare att just teckna. Vidare redovisar den gestaltande processen en möjlig väg att gå för den som själv vill skapa egna läromedel.

  • 41. Haertel, Tobias
    et al.
    Terkowsky, Claudius
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Where have all the inventors gone?: Is there a lack of spirit of research in engineering education curricula?2012Conference paper (Refereed)
  • 42.
    Halldén, Beatrice
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Dyslexirelaterade svårigheter i matematik: En studie om dyslektiker som är normalpresterande i matematik2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Den allmänna uppfattningen är att dyslexi inte ger svårigheter i matematiken, men samtidigt säger viss forskning att det finns dyslexirelaterade svårigheter som påverkar matematiken. Syftet med denna studie är att öka kunskapen om hur dyslexin påverkar matematikinlärningen. De frågor denna studie söker svaret på är vilka svårigheter som kan identifieras i dyslektikers, som är normalpresterande i matematiks, utsagor att de har eller har haft? Och på vilket sätt är informanterna lika respektive olika när det gäller deras dyslexirelaterade svårigheter i matematik? Detta studeras genom att intervjua 9 dyslektiker som är normalpresterande i matematik. Under studiens gång användes en egen teori där olika dyslexirelaterade svårigheter i matematik från forskning, sammanfattades. Resultatet visar på att dessa nio dyslektiker hade relativt många eller alla dyslexirelaterade svårigheter i matematik. Dock återfanns inte med säkerhet några likheter i svårigheterna. 

  • 43.
    Hansson, Heidi
    et al.
    Umeå University, Faculty of Arts, Modern Languages.
    Wennö, Elisabeth
    Universitetsengelska på distans: en studie av praktisk-estetiska lärares språkinlärningsprocess2000Report (Other academic)
  • 44.
    Hansson, Johan
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Samernas folkhögskola och de samiska språken 1942–19902016In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, no 1, p. 95-119Article in journal (Refereed)
    Abstract [en]

    The Sami folk high school and the Sami languages 1942–1990

    The Swedish Mission Society – SMS (Svenska missionssällskapet – SMS), wanted to improve the opportunities’ for Sami youth in Sweden and therefore they started a folk high school (folkhögskola) for the Sami in 1942. One of the aims of SMS was to help the Sámi to preserve and develop the Sami culture and languages. Over time Sami themes, the languages being one, became more prominent at the school. However some of the problems regarding the language teaching remained: the students wanted to learn different Sami languages, their linguistic skills varied a lot, and there was not that many students who wanted to learn Sami. Despite these problems, the teaching improved over the years and the Sami folk high school remained important for the Sami people during the researched period.

  • 45.
    Hansson, Johan
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies. Umeå University, Faculty of Arts, Centre for Sami Research.
    Undervisning om Sveriges nationella minoriteter2019In: Nordic Conference on​ Teaching and Learning in Curriculum Subjects (NOFA), Stockholm, May 13, 2019Conference paper (Refereed)
    Abstract [sv]

    I de nu gällande kursplanerna för skolämnena svenska, historia och samhällskunskap nämns Sveriges nationella minoriteter bland de centrala innehållen och i samhällskunskapsämnet finnsdessutom kunskapskrav. Dessa kunskapskrav säger att eleverna ska ha kunskaper om de nationella minoriteterna och deras rättigheter, men skiljer sig från de övriga eftersom det inte är någon skillnad för betygen E eller A. Då projektets lärare började använda kursplanerna från 2011 kom de att diskutera de utmaningar som fanns med förändringarna, lärostoffet om minoriteterna. Utifrån sina samtal försökte de finna möjliga vägar till en undervisning om minoritetsfrågor på sin grundskola.Trots att de hade få elever fanns det många faktorer att hantera, exempelvis en upplevelse av stoffträngsel och de egna kunskapsluckorna, men också elevernas uppfattningar och skolans geografiska belägenhet.

    Tack vare medel från Lärarhögskolan, Umeå universitet samt Umeå kommun kunde en av skolans lärare arbeta med att skapa ett undervisningsupplägg som skulle kunna nyttjas av kollegor på den egna skolan men även på andra skolor. Därutöver undersöktes lärarnas didaktiska praktik. Undersökningen genomfördes enligt Uljens teoretiska modell för didaktisk utveckling med aktionsforskning som forskningsmetod. Källmaterialet utgörs främst av lärarnas planeringar och deras skriftliga instruktioner samt lärarnas diskussioner om sin undervisning. Det fram arbetatde upplägget är genomförbart, men undersökningen var problematisk på grund av personalomsättning och förändringar i organisationen.

    I korthet beskrivs upplägget på följande sätt: I årskurs sju studeras de nationella minoriteterna isamhällskunskapsundervisningen. Eleverna får lära sig faktakunskaper om minoriteterna, men även begrepp som identitet, etnicitet och kultur samt hur ungdomar i sina möten med människorformar sin identitet. I årskurs åtta fokuseras en del av undervisningen i svenska påminoritetsspråken och de rättigheter som skyddar dem. I årskurs nio ägnas en del avhistorieundervisningen till studier av samers och romers situation under 1900-talet ur ett Svenskt och Europeiskt perspektiv.

  • 46.
    Hed, Helen
    Umeå University, Umeå University Library.
    Bibliotekspedagog - en ny profession2002In: Distanslärare och distanslärande. En antologi.: Distansutbildningsmyndigheten Rapport 6:2002 / [ed] Margaretha Gisselberg, Härnösand: Distum , 2002, p. 43-58Chapter in book (Other (popular science, discussion, etc.))
  • 47.
    Hermansson, Robert
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Laborativ geometriundervisning i olika åldersgrupper: En intervjustudie med lärare från förskola till gymnasium2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utvärderingar visar att svenska elevers kunskaper i geometri har försämrats under de senaste decennierna och att dagens elever upplever geometri som ett av de svårare områdena i matematikkurserna. Samtidigt finns det forskningsresultat som säger att laborativa arbetsformer kan öka elevernas intresse, motivation, inställning och självförtroende gällande matematikämnet. Syftet med detta arbete är att undersöka vilka laborativa arbetssätt i matematik, med fokus på geometri, som av lärare upplevs vara mest positiva eller ge bäst resultat i olika åldersgrupper. Med detta avses både vad som väcker störst intresse hos eleverna och vad de verkar lära sig mest av. I denna studie undersöks vilka laborativa arbetssätt som lärare upplever fungera bäst i olika åldersgrupper, vad i det laborativa arbetssättet som de anser vara positivt samt om nämnda arbetsformer tycks ge elever en ökad förståelse av geometri eller förhöjd prestation i matematikämnet. För att få svar på dessa frågor genomfördes djupintervjuer med sju verksamma lärare. Dessa undervisar i olika åldersgrupper och har tillsammans erfarenhet av laborativ matematikundervisning från förskola till gymnasium. Resultaten visar att moderna forskningsrön och verksamma lärares erfarenheter i mångt och mycket överensstämmer med varandra. I alla åldersgrupper finns ett behov av mer laborativt arbete i matematikundervisningen. Naturen och uterummet som inlärningsmiljö framhålls huvudsakligen av lärare för yngre elever. Dessa talar också mer detaljerat om vilken specifik laborativ materiel de använder, till exempel twistband, geobräde eller geometrirep, medan lärare för äldre elever mer talar om arbetssätt, till exempel muntlig kommunikation, färdighetsträning, att återknyta till egengjort arbetsmaterial eller arbeta med verklighetsnära uppgifter. Det laborativa arbetet kan underlätta yngre barns begreppsutveckling och förmåga att tänka i bilder, vara verklighetsnära, aktivera olika sinnen, vara ett stöd för minnet, erbjuda uttråkade (huvudsakligen äldre) elever omväxling, underlätta förståelse, ge en positiv känsla till matematik och skapa ett meningsfullt lärande. Samtliga lärare som deltog i studien anser att laborativa inslag i matematikundervisningen ger eleverna en ökad förståelse, det vill säga detta verkar gälla oavsett ålder.

  • 48. Herrmann, Thomas
    et al.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Role Making and Role Taking in Learning2012In: Encyclopedia of the Sciences of Learning (ESL) / [ed] Seel, Norbert, New York: Springer, 2012, p. ?-?Chapter in book (Refereed)
  • 49.
    Holmbom, Anna
    et al.
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Jakobsson, Josefina
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Hur många bullar ryms det i påsen?: - Hur problemlösning kan se ut i klassrummen2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 50.
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    Sámi time, space and place: exploring teachers' metapragmatic statements on Sámi language use, teaching and revitalization in Sápmi2015In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 3, no 1, p. 1-46Article in journal (Refereed)
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