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  • 251.
    Gheitasi, Parvin
    Umeå University, Faculty of Arts, Department of language studies.
    "Say It Fast, Fluent and Flawless": formulaicity in the oral language production of young foreign language learners2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis reports on a study, which investigated the process of early foreign language learning in a classroom context and the functions of multi-word units of language known as formulaic sequences in the oral language production of young foreign language learners. A classroom with 11 students in the age range 9 to 11 years was observed and video recorded for 16 sessions (90 minutes per session). The observations were accompanied by two elicitation tasks. 10 sessions out of the 16 sessions of the collected speech samples were transcribed chronologically. In the next step, formulaic sequences were identified based on pre-established criteria, which were further developed during the analysis. The data was analyzed in order to identify the functions of formulaic sequences in learners’ oral language production in addition to the inter-learner variations in the application of formulaic sequences for different functions.

    The results revealed evidence of incidental learning of formulaic sequences from input; the language input provided instances for the learners to learn multi-word units. In addition, formulaic sequences played different roles in the language production of the learners. These sequences helped young language learners to overcome their lack of knowledge, to improve their fluency, and to enjoy some language play. Formulaic sequences were used as a strategy to economize effort on processing and also to buy time for processing. The findings of the study suggested that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing. Moreover, the data provided examples illustrating communicative functions of formulaic sequences where the use of formulaic sequences was affected by the relationship between the speaker and listener. The analysis revealed that although all the learners applied formulaic sequences in their language production, there was a great variation among individual learners in their intention and the extent of the application of formulaic sequences. Some learners used these sequences to be able to extend their utterances and produce more of the language, whereas other learners used them to avoid further language production. In sum, it seemed that individual learners' different personalities, needs or limitations served as explanation for the application of formulaic sequences in different contexts.

  • 252.
    Gheitasi, Parvin
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Broadening the understanding of the language classroom: mixed methods2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Umeå universitet , 2015, p. 21-30Chapter in book (Other academic)
  • 253.
    Gidlund, Martin
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Variationsrik matematikundervisning?2005Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Examensarbetets syfte är att undersöka i vilken utsträckning Umeås gymnasielärare i matematik kompletterar läroboken, hur man arbetar när man frångår läroboken samt hur man evaluerar elevernas kunskaper i matematik. Studien bygger på framför allt en kvantitativ enkätundersökning som kompletterats med en intervjustudie. Enkätresultatet visar på en stor differentiering när det gäller i vilken grad matematiklärarna i Umeås gymnasieskolor väljer att komplettera läroboken. Det finns även skillnader i hur ofta man väljer att komplettera de olika matematikkurserna. Laborativ matematik förekommer i hög grad i geometrimomenten. Även gruppuppgifter i form av diskussioner utgör ett vanligt kompletterande arbetssätt. Skriftliga prov är det i särklass vanligaste evalueringsverktyget, men även enskilda inlämningsuppgifter och diskussioner förekommer relativt ofta. Studien visar också att lärarna inte tar tillvara på alla tillfällen som ges till bedömning av elevernas matematikkunskaper.

  • 254.
    Gonsalves, Allison
    et al.
    McGill University.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Danielsson, Anna
    Uppsala University.
    Ottemo, Andreas
    Göteborgs universitet.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Brunkers and brave heroes": Dominant Subject Positions in Figured Worlds of Construction Engineering2019Conference paper (Refereed)
    Abstract [en]

    Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on 'softer' social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills. This study explores how three non-traditional students experience these tensions in the final year of their construction engineering program, across classroom and workplace experiences. We explore the dominant subject positions for students in construction engineering classroom and workplaces in a three-year Swedish engineering program. Results demonstrate that dominant soubject positions for construction engineers can trouble students' identity work as the move across classroom and workplace settings. 

  • 255.
    Grahn, Kristin
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Simulerat kreativt resonemang i matematikföreläsningar2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Empirical research shows that a possible reason why Swedish students mathematical knowledge deteriorates can be a too big focus on imitative reasoning, i.e. recalling solutions or follow algorithms, and a lack of creative mathematical reasoning, i.e. when a student construct his/her own solution and motivates its plausibility with mathematically well-founded arguments. The purpose of this study is therefore to examine if, and in what way, lecturers can provide students an opportunity to learn creative reasoning by simulating creativity in their presentations of examples. Six lectures were observed and 22 task situations were analyzed with respect to three aspects; reflection, plausibility and mathematical foundation, which are to be present in the situation if the reasoning will be seen as simulated creative. The result shows that plausibility and mathematical foundation is present in 19 situations, while the reflection aspect is present only in three situations. The result also shows that only two situations contain all three aspects, which implies that these two situations are the only ones where simulated creative reasoning was presented. The conclusion is therefore that students are given small opportunities to learn creative reasoning during lectures.  

  • 256.
    Granberg, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Jan
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    ICT-supported problem solving and collaborative creative reasoning: Exploring linear functions using dynamic mathematics software2015In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 37, p. 48-62Article in journal (Refereed)
    Abstract [en]

    The present study investigates how a dynamic software program, GeoGebra, may support students' collaboration and creative reasoning during mathematical problem solving. Thirty-six students between the ages of 16 and 17 worked in pairs to solve a linear function using GeoGebra. Data in the form of recorded conversations, and computer activities were analyzed using Lithner's (2008) framework of imitative and creative reasoning in conjunction with the collaborative model of joint problem space (Roschelle & Teasley, 1994). The results indicated that GeoGebra supported collaboration and creative reasoning by providing students with a shared working space and feedback that became the subject for students' creative reasoning. Furthermore, the students' collaborative activities aimed toward sharing their reasoning with one another enhanced their creative reasoning. There were also examples of students using GeoGebra for trial-and-error strategies and students engaging in superficial argumentation.

  • 257.
    Granberg, Jenny
    Umeå University, Faculty of Arts, Department of language studies. Umeå University, Umeå School of Education (USE).
    Att ta sig an en spansk text: om användandet av lässtrategier i två språkklassrum2009Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna kvalitativa studie ger exempel på hur lässtrategianvändningen kommer till uttryck i två spanskklasser steg 3. Fokus läggs både på hur de två lärarna undervisar om lässtrategier och på användningen av dem bland eleverna. De frågeställningar som ligger till grund för undervisningen är

    • På vilket sätt undervisar lärarna i två specifika spanskklasser om lässtrategier och hur påverkar deras tillvägagångssätt elevernas användning av desamma?
    • Vilka lässtrategier använder eleverna i dessa två spanskklasser sig av?
    • Finns det i dessa klasser skillnader på lässtrategianvändningen mellan högpresterande och lågpresterande elever? Hur ser dessa skillnader i så fall ut?

    I genomförandet av studien har lärarintervjuer, klassrumsobservationer och gruppsamtal med elever varit de metoder som använts. Studien pekar på att en medvetenhet om lässtrategier är viktig. Läraren behöver vara medveten om strategiers inverkan på det enskilda lärandet och låta elevens aktiva deltagande prägla undervisningen. Detta märks i de uppgifter och det bemötande läraren ger eleverna. Eleverna i sin tur gynnas av medvetenhet kring lässtrategier på så vis att de i högre grad kan dra nytta av dem och frågan är om det inte resulterar i högre prestation? Ytterligare något som studien indikerar är att högpresterande elever använder sig av mer globala strategier än vad lågpresterande gör.

  • 258. Gregorcic, Bor
    et al.
    Bodin, Madelen
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Algodoo: A Tool for Encouraging Creativity in Physics Teaching and Learning2017In: Physics Teacher, ISSN 0031-921X, E-ISSN 1943-4928, Vol. 55, no 1, p. 25-28Article in journal (Refereed)
    Abstract [en]

    Algodoo (http://www.algodoo.com) is a digital sandbox for physics 2D simulations. It allows students and teachers to easily create simulated “scenes” and explore physics through a user-friendly and visually attractive interface. In this paper, we present different ways in which students and teachers can use Algodoo to visualize and solve physics problems, investigate phenomena and processes, and engage in out-of-school activities and projects. Algodoo, with its approachable interface, inhabits a middle ground between computer games and “serious” computer modeling. It is suitable as an entry-level modeling tool for students of all ages and can facilitate discussions about the role of computer modeling in physics.

  • 259.
    Grönlund, Emmy
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Litterära avvikare i undervisningen: Om normbrytande karaktärer i svenskämnets värdegrundsarbete2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study examines how literature can be used in value system education in the Swedish high school. It uses anti-oppressive theory to focus gender issues in three literary works, Jane Eyre (1847) by Charlotte Brontë, Orlando (1928) by Virginia Woolf and Mira (2016) by Eija Hetekivi Olsson. The novels are chosen with historical diversion so that they can be compared according to changing norm systems. The study is organized in two parts where the first, the literary analysis, examines how the characters relate to gender norms. The second part contains a didactic discussion on how the results from the literary analysis can be applied in the classroom. The study shows that the literary characters, even though they come from different times, deal with much the same kinds of power structures. The study argues that the characters can be used in different ways to discuss anti-oppressive questions and theory in the classroom, examples are the performative theories of Judith Butler and Iris Marion Young, and that value system education can be helped by providing students with theoretical approaches. It also argues that the supposed conflict between facts and value system knowledge is not inherent in the curriculum and can be solved by combining reading and literary analysis with anti-oppressive theory. It shows that Jane Eyre and Miira have many similarities in their relation to gender norms, while Orlando is an outsider among outsiders. Thus, Orlando can be used as a contrast to the other two in illustrating norms and in pinpointing how norms change while maintaining its regulating functions. The didactic discussion uses socio-cultural theory and critical literacy to argue that reading should take place in a social context where writing and class room dialogue are key parts of the learning process.

  • 260.
    Gunnars, Jenny
    Umeå University, Faculty of Arts, Department of language studies.
    Jämställdhet i läromedel: En granskning av hur tre läroböcker i svenska lever upp till jämställdhetskraven i Gy112017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Gender equality is a central topic in the curriculum of the upper secondary school and it should permeate all of the school’s activities. The purpose of this study is to determine whether three textbooks written for the course Swedish 1 in upper secondary school lives up to the requirements of gender equality as stipulated in the curriculum. The textbooks are analyzed both by means of comparing how often women and men are mentioned in the texts, as well as by evaluating the adjectives and participles by which women and men are described. Gender theory and sociolinguistics form the basis for this study. Gender theory addresses gender roles and gender identity in relation to the power of society and norms. Sociolinguistics describes the language from different perspectives, such as gender. The analysis shows that men are more frequently mentioned in the texts than women are. Moreover, positively charged adjectives and participles are more commonly associated with the male gender. The analysis also shows that men are usually linked to the public sector by association to their proffesional titles, while women are connected with the family. This study concludes that the reviewed textbooks cannot be said to meet the gender equality requirements in the curriculum for the upper secondary school. Men are in focus and the books confirm prejudice that exists in the society against women and men. However, these books do not need to be dismissed. Teachers can use these to show and discuss the realationship between women and men in today’s society with their students. This way norms can become more developed and contribute to a more permissive climate in the future.

  • 261.
    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.

  • 262.
    Habari, Daniela
    Umeå University, Faculty of Arts, Department of language studies.
    A que(e)ry about representation: En studie av HBTQIA+-personer i läromedel för Engelska 62019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study’s intention is to inspect if and how LGBTQIA+ persons are represented in English textbooks for the upper secondary school course, English six. To narrow the field of examination, the focus of this study is on “love and relationship” chapters in each book. The chapters are analysed in three textbooks published between 2000—2015 to see if the representation has changed overtime. In order to inspect each textbook objectively, the basic values from The Swedish National Agency for Education from 1994 and 2011 (Lpf94 & Gy11) are observed to see what the textbook writers had to proceed from. The text in the chapters is analysed using discourse analysis (a method suited for examining what a text depicts as “normal”, and by extension, abnormal). The result is distinct. Heterosexual and cis-gendered stories dominate the chapters, and where non-heterosexual characters are represented the portrayal of the representation is often somewhat problematic. By shedding light on the many inadequacies in the representation of LGBTQIA+-persons in textbooks, this study suggests possible solutions.

  • 263.
    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. 

  • 264.
    Halvorsen, Britt-Marie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hur elever under en aktion bedömer sina kunskaper i slöjd: VAD - HUR - VARFÖR2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    SAMMANFATTNING

    Den här magisteruppsatsen omfattar en empirisk studie i textilslöjdsundervisningen på en F- 6 skola. Studiens syfte är att undersöka hur elever reflekterar och bedömer sina kunskaper i textilslöjd under en aktion samt om aktionen fungerar som stöd för dem. Empirin består av 3 delstudier där elever i år 6 skrivit loggbok, gjort en självvärdering samt besvarat en enkät. Undersökningen har genomförts i pragmatismens anda med aktionsforskning som metod inom ramen för den ordinarie slöjdundervisningen under fyra veckor i följd. Ledstjärnan för studien har varit en matris för bedömning, vilken använts som utgångspunkt för aktionen. Ur denna matris har några förmågor särskilt lyfts fram som introduktion till aktionen. Under aktionens gång har eleverna genom att skriva loggbok, formativt, reflekterat över sina kunskaper och erfarenheter under den genomförda lektionen. I slutet av aktionen har eleverna, summativt med hjälp av matrisen, gjort en självvärdering av sina förmågor. Slutligen har en enkät besvarats av eleverna där deras uppfattning i frågor kring textilslöjd ställts. Empirin visade att eleverna kan reflektera och bedöma kring sina kunskaper i textilslöjd utifrån sitt slöjdarbete. Slöjdprodukten fungerade som det medierande verktyget vid deras reflektioner och bedömningar. Matrisen var en fungerande metod när eleverna summativt gjorde en självvärdering av sina förmågor. Enkäten visade att aktionen som metod hjälpt eleverna att aktivt arbeta med reflektion och bedömning.

    Sökord: aktionsforskning/action research, bedömning/assessment, slöjd/sloyd

  • 265.
    Hansson, Johan
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Historieintresse och historieundervisning: Elevers och lärares uppfattning om historieämnet2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. Martin 2005) shows that the didactical question “Why?” influences the “How?” and “Why?” questions and that teachers’ thinking about their own practice is mainly influenced by their background and their experiences from teaching. Research on students’ opinions (e.g. Youth and History, 1997) shows that they enjoy history shown in films, that they appreciate museums, and that the preferred topic is 20th century history. In this thesis learning is envisaged as something individual but it is the learners’ social context that defines what is important, meaningful and interesting to learn. The research methods consist of a survey study concerning the pupils’ attitudes towards history and history education, and an interview study with their teachers about their teaching and their opinions about history in general. Nine teachers and their 217 pupils participated.

    It is mainly topics from 20th century that are described as interesting by both students and teachers. The teachers had different views on the didactical whyquestion, which they described either as student oriented or subject oriented. Their views on why history is important influenced their teaching methods. The student oriented teachers stated that their pupils’ needs and wishes affect their methods while the subject oriented teachers said that they give varying lessons, and have a more student active teaching, but decide for themselves what teaching methods are to be used. The subject matter is influenced by the teachers’ personal interest in history, in most cases a Eurocentric political history. This choice of content, and the teachers own interest, are explained by the historical culture of Swedish society rather than the curriculum. The teachers state that exciting stories and dramatic events related in books or films were, and still are, important to their interest in history. Their individual interpretation of what is important and meaningful in their historical culture influences teachers’ personal interest, their knowledge, and the content of their history teaching. The students’ attitudes to history are also influenced by various factors, of which history education at school is merely one.

  • 266.
    Hansson, Johan
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Pupils Learn About Migration, or do they?2019In: International Society for Histody Didactics (ISHD), 2019Conference paper (Refereed)
  • 267.
    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.

  • 268.
    Hansson, Jonas
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Matematisk historia i matematikundervisningen: - en jämförelse mellan förr och nu2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det här arbetet handlar om matematisk historia i matematikundervisningen. Huvudsyftet är att undersöka hur den matematiska historiens innehåll inom skolämnet matematik har utvecklats genom att jämföra läroböcker, intervjua lärare, samt att jämföra dagens läroplan och kursplaner med den förra läroplanen för gymnasiet, matematik för treårig naturvetenskaplig linje och fyraårig teknisk linje. Förutom huvudsyftet har jag även försökt ta reda på vad lärare tycker om matematisk historia och har därför medelst intervjuer försökt ta reda på vad dessa åsikter står för. Frågeställningar som besvaras i arbetet är hur historiemomentet inom matematikundervisningen har utvecklats i läroböcker och vad läro- och kursplaner säger om historiemomentet förr och nu. Eftersom betygskriterierna i nuvarande kursplaner säger att eleverna ska ha kunskap om den matematiska historien på olika sätt, har jag också valt att granska de nationella proven, för att ta reda på om de innehåller något matematikhistoriskt inslag. Metoderna som använts för att få svar på frågeställningarna är kvalitativa intervjuer av lärare med mångårig undervisningserfarenhet, samt textundersökningar av läromedel, läro- och kursplaner och nationella prov. Resultatet av textundersökningen visade sig vara att den matematiska historian får mer plats i och med inträdet av läroplanen för de frivilliga skolformerna (Lpf 94). Lärarnas svar på intervjufrågorna var väldigt olika. På frågan om historiemomentet tas upp i större utsträckning nu jämfört med förr, svarade en lärare att så var fallet, det vill säga att historian ägnas mer tid nu. En annan lärare menade att man i stället tog upp historian mer förut. I de nationella proven som jag granskat ingick ingen fråga med anknytning till den matematiska historien.

  • 269.
    Hansson, Patrik
    Umeå University, Faculty of Arts, Department of language studies.
    Värdegrunden i läromedlet: Hur läromedel i engelska 6 behandlar värdegrundsfrågor i arbetet med äldre skönlitterära texter2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study investigates how the civic values of gender equality, and social and economic equality, are represented and implemented in three different textbooks designed for the course English 6, in chapters that are centred on older literary texts. The study uses critical discourse analysis to analyse these texts based on the above-mentioned values, and Bloom’s taxonomy to categorise the associated exercises according to learning processes. The study seeks to find whether the textbooks provide means for working with the above-mentioned values, whether the exercises encourage this work, and how pupils are expected to engage with the texts. The results show that all analysed texts provide means for some value-related work, and that most analysed chapters include exercises with a potential to encourage it, but that some further adaptation is often needed to reach this potential. The results also show that the majority exercises are centred around reading comprehension, and that further adaptation is generally needed to engage pupils in additional ways.

  • 270.
    Hansson Theolin, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Lärares och rektorers förhållningssätt till digitala verktyg i svenskundervisningen2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine teachers’ and principals’ attitudes towards the use of digital tools in school and how such tools are incorporated in their teaching practice. The study looks into the details of what teaching methods are used by the teachers when using digital tools. It also examines the resources available for teachers in order for them to develop their pedagogical skills in the field of digital tools. In this study, qualitative interviews were used as a method. The study shows that the interviewed teachers are both positive and negative to using different kinds of digital tools in their teaching but to different degrees. The interviews with the principals show that their knowledge of digital tools in school is limited. They do not agree whether the municipality has a policy for digital tools in schools. Moreover, and in line with this uncertainty, the interviews reveal that the principles think teachers use digital tools in their teaching, but they have no idea of how much or how teachers use them.

  • 271.
    Haukås, Åsta
    et al.
    Institutt for fremmedspråk, Universitetet i Bergen.
    Malmqvist, Anita
    Umeå University, Faculty of Arts, Department of language studies.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Department of language studies.
    Sprachbewusstheit und Fremdsprachenlernen: Inwiefern fördert die Grammatik in skandinavischen DaF-Lehrwerken die Sprachbewusstheit der Lernenden?2016In: Zeitschrift für Interkulturellen Fremdsprachenunterricht, ISSN 1205-6545, E-ISSN 1205-6545, Vol. 21, no 2, p. 13-26Article in journal (Refereed)
    Abstract [en]

    This article studies to what extent a sample of Scandinavian textbooks for young learners of German as a foreign language have the potential to promote language awareness. Using a short overview of relevant aspects of research on foreign language learning as well as descriptions of national curricula for compulsory school as background, grammar descriptions and exercises are analysed. Even though there are many similarities between the Norwegian and Swedish curricula, the number of explicit grammar descriptions and exercises is extensively higher in the Norwegian textbooks. However, in all textbooks the learners are only rarely asked to observe language, talk about language and draw their own conclusions. The main result is therefore that the textbooks contribute to promoting language awareness to a very limited extent.

  • 272.
    Hedlund, Linnea
    Umeå University, Faculty of Arts, Department of language studies.
    Ska vi inte lära oss svenska på svenskan?: En studie av hur språklagar och minoritetsspråk framställs i fyra läroböcker i kursen svenska 22018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study has aimed to display the kind of information and the values regarding the Swedish national minority languages that can be found in four textbooks for the course Swedish 2 in the Swedish upper secondary school. Two analyses have been made: one which determines the representation type of each paragraph and one which evaluates the words and expressions of the textbooks. The results have been compared with the Swedish curriculum as well as to the European charter for regional or minority languages and the Framework convention for the protection of national minorities. The conclusion is that none of the textbooks fully correspond to what is requested in the two European documents, nor what is demanded in the Swedish curriculum, although one of the textbooks gets fairly close. However, all the books in this study do fulfill the demands for the course Swedish 2. Therefore, it is argued that the enunciation for this course is not satisfactory to ensure an equivalent countrywide education.

  • 273.
    Hedlund, Samuel
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Lyriksamtalet i gymnasieundervisningen: Elevers attityder till lyrik och lyriksamtalets attitydförändringskraft.2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study examines Swedish high school pupils and their attitudes towards lyric poetry. Further more it is also a study to test if a lyric poetry conversation session can change already existing attitudes towards lyric poetry among Swedish high school pupils. The results showed that the pupuls didn’t have much of expiriences of lyric poetry. Therefore a determination of their attitudes is very hard to state. Their main picture of lyric poetry was that it consists with poems that were shorter than other text forms and contained rhyme. The lyric poetry conversation session worked although very well as a learning instrument for high school kids, but as an attitude changer it will remain hard evaluated because of the pupils minor experiences, and also because of the short time this study continued.

  • 274.
    Heith, Anne
    Umeå University, Faculty of Arts, Comparative Literature and Scandinavian Languages.
    Gömda. En sann historia: romantik, spänning, melodram och populärorientalism2006In: Svenskläraren: Tidskrift för svenskundervisning, ISSN 0346-2412, no 4, p. 20-26Article in journal (Other (popular science, discussion, etc.))
  • 275. Helenius, Ola
    et al.
    Engström, ArneMeaney, TamsinNilsson, PerNorén, EvaSayers, JudyÖsterholm, MagnusUmeå 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.
    Development of Mathematics Teaching: Design, Scale, Effects: Proceedings from Madif9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 20142015Conference proceedings (editor) (Refereed)
  • 276. Helldén, Gustav
    et al.
    Högström, Per
    Jonsson, Gunnar
    Karlefors, Inger
    Umeå University, Faculty of Social Sciences, Department of Education. Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och ämnesdidaktik..
    Vikström, Anna
    Vägar till naturvetenskapens värld: ämneskunskaper i didaktisk belysning2015 (ed. 2)Book (Other academic)
    Abstract [sv]

    Bokens författare börjar med att behandla de små atomerna, därefter cellen och villkoren för några olika livsformers liv och växande, och avslutar i ekosystemen och våra mänskliga samhällen. Deras utgångspunkt är övertygelsen om att det naturvetenskapliga ämnesinnehållet ska behandlas tillsammans med de ämnesdidaktiska frågorna. Den didaktiska belysningen är inspirerad av variationsteorin, en teori om lärande som utgår från att variationen är en viktig förutsättning för att vi ska kunna urskilja saker i vår omvärld. Fokus ligger här på ”lärandets objekt”, det vill säga det som eleverna förväntas lära sig, hur detta lärande görs möjligt och vad eleverna sedan faktiskt lär sig. Boken är främst tänkt som kurslitteratur inom lärarutbildningen och grundläggande fortbildningar för förskollärare och lärare. Den kan också användas i olika barnledarutbildningar inom natur- och fritidssektorn. Intresserade lärare som vill bredda sina kunskaper i ämnet kan också ha stor glädje av boken. Denna nya upplaga har kompletterats med två nya kapitel: ett grundläggande från fysikens område och ett om rymden.

  • 277.
    Hermansson, Carina
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Levlin, Maria
    Umeå University, Faculty of Arts, Department of language studies.
    Lindhé, Anna
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Lundgren, Berit
    Umeå University, Faculty of Arts, Department of language studies.
    Norlund Shaswar, Annika
    Umeå University, Faculty of Arts, Department of language studies.
    The (non)effect of Joint Construction in a genre-based approach to teaching writing2019In: The Journal of educational research (Washington, D.C.), ISSN 0022-0671, E-ISSN 1940-0675, Vol. 112, no 4, p. 483-494Article in journal (Refereed)
    Abstract [en]

    This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students’ narrative writing achievements and is a result of six teachers’ action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students’ narrative writing or increase the text length of their writings.

  • 278.
    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.

  • 279.
    Hipkiss, Anna Maria
    Umeå University, Faculty of Arts, Department of language studies.
    Klassrummets semiotiska resurser: en språkdidaktisk studie av skolämnena hem- och konsumentkunskap, biologi och kemi2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on how different semiotic resources, such as spoken and written texts, artefacts and activities interact with classroom design and classroom communication in three school subjects in Swedish secondary school: Home and Consumer Studies, Biology and Chemistry. The research process has been concerned with the affordances that are created through different semiotic resources in classroom design and in classroom communication in the three school subjects, focusing on academic language and student participation.

    The study used an ethnographic approach, employing multiple methods for material production and analysis. Video and audio recordings formed the foundation for analysis. Material production also includes field notes, photographs and interviews with teachers and students.

    The research draws on sociocultural theory using a three-legged theoretical framework based in sociocultural theory. Basil Bernstein’s sociological theories were used as an overarching theory for understanding the results. The sociosemiotic theories of Systemic Functional Linguistics (SFL) and Social Semiotic Multimodality were adopted for analyzing classroom design and classroom communication.

    This study shows that classroom design and classroom communication are tied together. Classroom design presents affordances for a subject’s ideational and interpersonal meaning. These affordances are reproduced in classroom communication. In classrooms with subject-focused design, classroom communication is school-focused. Learning is segmented without connection between school subjects or other contexts. In one classroom, designed to create relevance for both school and everyday knowledge, communication is both school-focused and also creates relevance for students’ use of the contents in other contexts. Learning in this classroom is cumulative and students’ participation and meaning-making is integrated in teaching and design.

    This study also shows how different semiotic resources influence teacher’s and students’ linguistic choices. Vertical discourse, i.e. abstract and distant academic language, is realised in written texts such as text books and whiteboard texts. Few other artefacts introduce and encourage participants’ vertical discourse. Teacher and student communication realises mainly horizontal discourse, i.e. context embedded everyday language. Classroom communication provides few opportunities for students to appropriate academic language through semantic waves, as academic language is only unpacked into everyday language and not repacked into academic language.

  • 280.
    Hofverberg, Anders
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Relationships between achievement goals and epistemic beliefs: developmental trends over Grades 5–112017In: Education in the Crossroads of Economy and Politics: Role of Research in the Advancement of Public Good. Book of abstracts, 2017, p. 385-385Conference paper (Refereed)
    Abstract [en]

    The aims of the study are to describe how students’ epistemic beliefs and achievement goals develop over grades 5–11, to describe the correlations between epistemic beliefs and achievement goals, and how these correlations develop over grades 5–11. Furthermore, we will explore the data for indications of causal relationships between students’ goals and epistemic beliefs, and the directionality of these relationships. The analyses builds on data from a cross-sectional survey distributed to all students in grades 5–11 in two municipalities in Sweden in 2014. Confirmatory factor analysis (CFA) of students’ responses revealed four valid constructs concerning students’ epistemic beliefs: Development, Justification, Certainty, and Source. Regarding students’ achievement goals, two constructs were identified: Mastery approach goals and Performance goals (including both approach and avoidance goals). Students’ factor scores on the constructs were used for calculating zero order Spearman correlations between constructs. Overall, students’ epistemic beliefs were stable over the grades, while performance goals increased at the transition between primary and secondary school. Mastery goals showed a mainly decreasing trend over the grades. Development and Justification of knowledge showed positive significant correlations with Mastery goals over grades 5–11, while naïve beliefs about Certainty and Source of knowledge were moderately and positively correlated with Performance goals in grades 5–7, weakly correlated in grade 8–9, and insignificant in grades 10 and 11. For the conference, results will be complemented with longitudinal data, focusing on causal relations between epistemic beliefs and achievement goals.

  • 281.
    Hofverberg, Anders
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Winberg, Mikael T.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Challenging the Universality of Achievement Goal Models: a Comparison of Two Culturally Distinct Countries2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Achievement goal theory is one of the most widespread motivation models within education research. Strong empirical support exists for the trichotomous model, comprising mastery-approach, performance-approach, and performance-avoidance goals. However, research also indicate problems with model transferability between contexts. In this study, based on questionnaire data from 4201 students, we use confirmatory factor analysis to compare the factor structures of students’ achievement goals in two culturally distinct countries. Factor structures for Grades 5–11 within the two countries were also compared. Results show that the separation between performance-approach and performance-avoidance goals differs between the two countries, and that this difference is consistent over the grades. Hence, results indicate that the model is not freely transferable between countries. The results are discussed in relation to differences in national culture and other proposed explanations such as age, perceived competence, and questionnaire characteristics.

  • 282.
    Holmberg, Karin
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Matematiklärarens syn på arbetet med elever i sociala och emotionella svårigheter2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete skrivs i syftet att beskriva hur verksamma matematiklärare och specialpedagoger i grundskolans senare år ser på arbetet med elever i sociala och emotionella svårigheter. Examensarbetet kommer med hjälp av kvalitativa intervjuer med semistrukturerade frågor att söka svar på mina forskningsfrågor: Hur definierar matematikläraren och specialpedagogen elever i sociala och emotionella svårigheter och vad tycker de är viktigt att tänka på i arbetet med dessa elever? På vilket sätt ger sig elevernas svårigheter i uttryck i matematiken och hur arbetar lärarna för att hjälpa dessa elever vidare? Intervjupersonerna är matematiklärare och en specialpedagog verksamma i grundskolans senare år. Intervjuerna visade på att det lärarna tyckte var viktigast i arbetet med elever i sociala och emotionella svårigheter var att se dem, lyssna på dem och att ge dem tid. Dessa elever känner sig oftast misslyckade och att få dem att lyckas i matematiken var något som lärarna därför kunde leva på en hel vecka. Inom matematiken lyfte lärarna upp vikten av att de inte är ensam om en elev. Vidare förklarades matematiken som byggstenar där lärarna måste hjälpa eleverna att plocka upp luckor för att kunna bygga vidare. 

  • 283.
    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
  • 284.
    Hudson, Brian
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Learning mathematically as social practice in a workplace setting2008In: New Directions for Situated Cognition in  Mathematics Education / [ed] Ann Watson, Peter Winbourne, New York: Springer, 2008, p. 287-301Chapter in book (Other academic)
    Abstract [en]

    This chapter reports on a small-scale case study involving 15 -16 year old secondary school students participating in a vocational module under the General National Vocational Qualification (GNVQ) scheme that operated in England during the late 1990s. The development was a pilot study involving experience in the workplace in a small-scale light engineering context. An initial aim of the study was to explore the potential of the setting for the development of numeracy practices. The theoretical framework adopted is based on a social perspective on learning and a view of learning mathematically as social practice. Of particular interest were the differences between everyday and school mathematical practices. The analysis focuses on differences in the practices between the settings of workplace and school in particular. Finally issues to emerge from this study are discussed in relation to the wider context of policy and practice. These include issues of relevance, questions of purpose, learner confidence and approaches to assessment in mathematics.

  • 285.
    Hudson, Brian
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Teaching-studying-learning mathematics: approaches to research for holding complexity2005In: Researching the teaching and learning of mathematics: proceedings of MATHED intensive programme 2003, Linz: Trauner Verlag , 2005, p. 111-125Chapter in book (Other academic)
    Abstract [en]

    This paper explores differences between traditions in relation to teaching and learning. Taking the Anglo/American curriculum tradition as my starting point, I seek to highlight the ways in which the Central and Northern European tradition of Didaktik has offered a new dimension and fresh insights to the notion of reflective practice. In particular the paper highlights the way in which the tradition of Didaktik offers tools for recognising and holding the complexity associated with teaching-studying learning processes. Furthermore it explores the potential of these tools for the analysis and evaluation of the teaching-studying-learning of mathematics by seeking to make connections with other frameworks for analysis in the field.

  • 286.
    Hudson, Brian
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Enser, KlausPädagogische Hochschule, Linz.
    Researching the teaching and learning of mathematics: Proceedings of MATHED Intensive Programme 20032005Collection (editor) (Other (popular science, discussion, etc.))
  • 287.
    Hudson, Brian
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Fragner, JosefPädagogische Hochschule, Linz.
    Researching the teaching and learning of mathematics II2005Collection (editor) (Other (popular science, discussion, etc.))
  • 288.
    Häggblad, Kristina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lärande för hållbarhet: En aktionsstudie kring arbetet med en hållbar stad2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning var att genom aktionsforskning undersöka hur elever i en geografiklass lärde sig om hållbar utveckling genom att arbeta med projektet "Hållbar stad". Jag använde mig av sociokulturell teori då jag planerade projektet och analyserade resultaten. Jag ville undersöka och analysera hur effektiva artefakterna och arbetssätten var. Genom självreflektion och samtal med min lokala lärarutbildare, LLU, kunde jag även analysera min egen insats och skapa en förståelse som kan hjälpa mig som lärare. Metoden jag använde mig av var aktionsforskning som realiserades med följande faser: planering, aktion, observation och reflektion som följde varandra. Aktionsfasen bestod av sex lektionstillfällen som genomfördes i en gymnasieklass i ämnet geografi. Observation och reflektion skedde från tre olika synpunkter: min egen, min handledares och eleverna som utvärderade momentet. Resultatet från aktionsstudien visade att eleverna fick fördjupade kunskaper om hållbar utveckling genom att arbeta med projektet och att de förstod sambanden mellan deras konstruerade stad och städer i verkligheten. Resultaten visade också att elevernas intresse och engagemang väcktes när de rent praktiskt fick arbeta med projektet. Slutsatsen man kunde dra av resultaten var att eleverna uppskattade praktiskt arbete och undersökande arbetsmetoder där de fick möjlighet att utmana sig själva och ta hjälp av varandra i grupp för att nå kunskap.

  • 289.
    Håkansson, Max
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Problemlösning i matematikundervisning: En studie om lärares tankar kring sin egna matematikundervisning2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att jag vill få en fördjupad kunskap när det gäller problemlösning i matematikundervisning. Jag vill ta reda på hur olika pedagoger tänker och arbetar kring problemlösning i matematik i årskurserna 1-3. Genom intervjuer med fem lärare i årskurserna 1-3 med olika yrkeserfarenhet och utbildning har jag samlat in min data. Min studie har fokus på hur lärarna uppfattar begreppet problemlösning. Jag har också undersökt hur de anpassar sin undervisning efter kursplanens avsikter när det gäller just problemlösning samt hur de förklarar att problemlösning tar form i deras undervisning. Resultatet visar att lärarnas definition av problemlösning i matematik liknar den som finns i kursplanen för matematik samt den som finns i Ahlberg(1992). Alla lärare förklarar att deras undervisning bygger på kursplanens avsikter. När det gäller hur arbetet med problemlösning tar form i klassrummet så jobbar alla lärare med matematikboken och andra undervisningsmaterial som till exempel kluringar och stenciler. Ingen av mina informanter arbetar endast med matematikboken.

  • 290.
    Höft, Lars
    et al.
    Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
    Bernholt, Sascha
    Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
    Blankenburg, Janet S.
    Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Knowing more about things you care less about: cross-sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry2019In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 56, no 2, p. 184-210Article in journal (Refereed)
    Abstract [en]

    The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.

  • 291.
    Höglund, Helene
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Religiösa bilder i läromedel: En analys av hur människor porträtteras i läromedel och hur mottagaren upplever dessa bilder2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har utgått ifrån syftet att beskriva och skapa förståelse för hur individer tillhörande en specifik religion eller livsåskådning och elever upplever bilder i ett läromedel för religion i högstadiet. Med en ökad förståelse som grund har jag velat utveckla en modell för bildanalys i högstadiet. De metoder som använts är kvalitativa intervjuer: där intervjuerna utgått ifrån en lärobok för högstadiet. Gestaltningsprocess: där en handbok för bildanalys i högstadiet har framställts och utprovats i en pilotstudie. Bildanalyser: där två klasser med högstadieelever har analyserat bilder i sin egen lärobok i religion. De huvudresultat som framkommit är dels att uppfattningen om hur religioner har och bör avbildas varierar mellan individer. De slutsatser som dragits utifrån denna studie är att uppfattningar om hur religioner och livsåskådningar avbildas och hur de bör avbildas varierar beroende på vilken förförståelse individen har om ämnet. Bilder överför värden och ideal till åskådaren och olika individer tolkar samma bild på olika sätt. Läraren är en auktoritetsfigur och därför är det betydelsefullt att hen aktivt reflekterar över de bilder som används i undervisningen oavsett skolämne för att inte värden och värderingar som strider mot styrdokumenten ska överföras till eleverna via bilder i läromedel. 

  • 292.
    Ingerman, Åke
    et al.
    Göteborgs universitet.
    Berge, Maria
    Chalmers, Göteborg, Sweden.
    Booth, Shirley
    University of the Witswatersrand.
    Physics group work in a phenomenographic perspective: learning dynamics as the experience of variation and relevance2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, no 4, p. 349-358Article in journal (Refereed)
    Abstract [en]

    In this paper, we analyse learning dynamics in the context of physics group work of the kind increasinglyfound in engineering education.We apply a phenomenographic perspective on learning, seeing the notionof variation as the basic mechanism of learning. Empirically, we base our analysis on data from first yearengineering students discussing physics problems concerning force and friction while working in smallgroups of three or four. The discussions were captured on video and audio, and the subsequent analysisprimarily relies on detailed transcriptions and the students’ notes. The results illustrate how students relatedifferent parts of the whole learning object (Newtonian mechanics) to one another and create a variationwith respect to the parts and/or the whole; how the presence and experience of variation complementedby an experience of relevance may result in identifiable learning; and how tutor interventions may have afavourable impact on the learning dynamics.

  • 293.
    Isaksson, Rebecca
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Digital kompetens: Om elevers ordbehandlingsfärdigheter i grundskolan2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning var att undersöka den digitala kompetensen hos en grupp elever i årskurs nio på en skola i Stockholmsområdet. Utöver detta undersöktes några utvalda variabler för att avgöra deras eventuella inverkan på den digitala kompetens eleven tillägnat sig. Begreppet digital kompetens utnyttjas bland andra av EU-parlamentet och organisationen OECD vilka publicerat varsin skrift rörande nyckelkompetenser för livslångt lärande. Dessa två ger, tillsammans med en norsk undersökningsgrupps publikation, en gemensam definition av begreppet digital kompetens. Denna undersökning fokuserade dock enbart på ordbehandling, ett område inom den digitala kompetensen.

    Den empiriska undersökningen genomfördes med hjälp av en provliknande enkät där eleverna fick besvara frågor rörande ordbehandling. Det visade sig här att det fanns elever med bristande ordbehandlingsfärdigheter inom alla de grupper som urskiljdes, men det tydligaste sambandet som kunde påvisas var att de elever som främst talade svenska i hemmet i genomsnitt presterade betydligt bättre resultat än övriga elever. Bland tjejerna var skillnaden stor beroende på språk, medan skillnaderna mellan killarna var något mindre. Även den tid som eleverna spenderade framför datorn varje dag visade sig ha betydelse för resultatet.

  • 294.
    Ivanov, Sergej
    Umeå University, Faculty of Arts, Department of language studies.
    A Transnational Study of Criticality in the History Learning Environment2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study examines conceptions of criticality and its instruction in the History learning environ- ment in Sweden, Russia, and Australia as evidenced in one sample upper secondary class in each country. To achieve this, data were collected at macro, micro and meso levels. At the macro level, elements of curriculum theory were used to analyse the policy framework provided to develop students’ criticality in the upper secondary History classroom and to identify the conceptions of criticality as manifested in the policy documents. At the micro level, a content-based, thematic analysis was used to examine how the teachers and student focus groups conceptualise criticality and the ways of its teaching and learning. At the meso level, the conceptions of criticality and its instruction modes identified in the policy documents and interviews were used to analyse the class- room data collected in the selected classes.

    The combined findings from the three levels of analysis provide a transnational account of criticality and its instruction. They suggest that criticality is conceptualised as a generic skill of questioning at the overarching curriculum level, whereas it is reconceptualised as a discipline- specific skill at the subject level. Discipline-specific conceptions include criticality as source criti- cism, as meaning making from historical evidence, as questioning historical narratives, and as educating for citizenship. The findings indicate that the visionary criticality objectives of the curricula might be obstructed at other policy levels and by the interviewees’ conceptions of criticality as well as the classroom practicalities.

    Based on the transnational findings, it is proposed that harmonisation between the curriculum contents and time allocation might contribute to the promotion of narrative diversity. As argued in the study, narrative diversity is a prerequisite for criticality as questioning historical narratives. To nurture this form of criticality, the policy makers might consider a shift of attention towards the lower stages of schooling that could equip upper secondary students with necessary background knowledge. Further, harmonisation between the teaching objectives and learning outcomes of basic History courses might help avoid excluding certain groups of students from receiving criticality instruction on unclear grounds. This might ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia. 

  • 295.
    Ivanov, Sergej
    Umeå University, Faculty of Arts, Department of language studies.
    Обучение дискурсному чтению на иностранном языке студентов социально-политических специальностей2010In: Вестник Тверского государственного университета, ISSN 1999-4133, Vol. 3, no 23, p. 150-156Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to introduce the term 'discourse reading' identifying its niche in teaching a foreign language to sociopolitical students. The article also aims at describing the taxonomy of discourse reading skills and provides some instructions to conduct its teaching.

  • 296.
    Ivanov, Sergej
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Deutschmann, Mats
    Umeå University, Faculty of Arts, Department of language studies.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Researching language-in-education policies: evidence from the Seychelles, Russia and the European Union2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Department of Language Studies, Umeå University , 2015, p. 85-101Chapter in book (Refereed)
  • 297.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). Information Science and Learning Technologies at the University of Missouri, USA.
    Digital didactical designs: teaching and learning in CrossActionSpaces2016Book (Refereed)
    Abstract [en]

    As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences—learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

  • 298.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). School of Information Science and Learning Technologies (SISLT, iSchool), University of Missouri, USA.
    Digitales Didaktisches Design: Jongleure und Prozess-Designer2015In: Epistemic and Learning Cultures at the University of the 21 Century: Wohin sich Universitäten entwickeln / [ed] I. Langemeyer, M. Fischer & M. Pfadenhauer, Juventa Verlag, 2015, p. 167-188Chapter in book (Refereed)
  • 299.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Liebscher, Julia
    Duisburg-Essen University, Centre for Higher Education and Quality Development (ZFH), Germany.
    Towards a Didactical Design Using Mobile Devices to Encourage Creativity2013In: Enhancing Learning in the Social Sciences, ISSN 1756-848X, Vol. 5, no 1, p. 51-64Article in journal (Refereed)
    Abstract [en]

    Mobile devices (iPods) were used to investigate whether technical devices can support students in terms of group co-ordination and work organisation. The investigation involved a postgraduate course in industrial design at a German university. During one phase of the project, spread over some weeks, the student task required collaborative work connected to the corporate practice of an industrial firm. However, the implementation of the iPod project was deemed a failure. In this article we outline the study and give explanations as to why the mobile device usage did not seem to support learning. The project failure arose from limited ‘anywhere–anytime didactics’ and an apparently incorrect interpretation of the students’ needs. This has led to the formulation of a new ‘creativity-supported didactic’ to enhance learning with mobile devices which can be usedin further work.

  • 300.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Norqvist, Lars
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Tablettien Käytön Digitaalis-Didaktist Mallit Kouluissa: TVT on enemmäm kuin pelkkä työkalu2015In: Digitaalinen oppiminen ja oppimisympäristöt / [ed] Marki Kuuskorpi, Tampere: Juvenes Print – Suomen Yliopistopaino Oy , 2015, p. 65-85Chapter in book (Other academic)
    Abstract [fi]

    Vuonna 2012 seitsemään kouluun Odderin kunnassa Tanskassa hankittiin tabletit. Noin 2000 iältään 6–16 vuotiasta oppilasta sekä noin 170 opettajaa saivat käyttöönsä henkilökohtaiset tabletit niin sanotun 1:1 ohjelman puitteissa (yksi tabletti per oppilas). Tutkija-ryhmämme aloitti työn koulujen parissa. Ensimmäinen tavoite oli ymmärtää opettajien didaktisia malleja. Miten opettajat käyttävät tabletteja, mihin tarkoituksiin ja miksi? Näihin kysymyksiin etsittiin vastauksia eri menetelmillä, joita olivat mm. syvähaastattelu, luo-kan observointi, ryhmätapaamiset opettajien ja oppilaiden kans-sa sekä verkkokysely. Olemme tehneet töitä kyseisten koulujen kanssa yli kolme vuotta. Kerromme yksityiskohtaisesti viiden eri oppitunnin opetuskäytännöistä ja -kokemuksista. Teknologian in-tegrointi määritellään digitaalis-didaktisen mallin kautta joka poh-jautuu sosio-teknis-pedagogiseen näkemykseen opetuskäytänteis-tä. Tutkimuksemme osoitti, että TVT on enemmäin kuin pelkkä työkalu ja että TVT ja luokkahuoneet ovat yhdistymässä joksikin uudeksi kokonaisuudeksi – uudeksi kommunikointi- ja viestintä-ympäristöksi.

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