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  • 301.
    Jahnke, Isa
    et al.
    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).
    Digital Didactical Designs of Learning Expeditions2014In: Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings / [ed] Cristoph Rensing, Sara de Freitas, Tobias Ley, Pedro J. Muños-Merino, 2014, p. 165-178Conference paper (Refereed)
    Abstract [en]

    Current studies on media tablets illustrated that mobile technology may improve learning when truly integrated into learning settings. The question remains what truly integrated means, how it might be operationalized. In a study of Scandinavian classrooms, the question was how teachers adopt and integrate media tablets in their teaching practices in order to provide learning opportunities for their students. Seven K-9 schools implemented media tablets for around 2,000 students aged 6-16 and ca. 170 teachers in a 1:1 programme launched in 2012 (one tablet per student). Mixed methods, interviews, classroom observations and online surveys have been applied. The findings illustrate new forms of teaching practices. Studying technology integration from the angle of a socio-technical-pedagogical practice, it reveals the interrelationship of teaching processes and quality of learning. This study shows five forms of Digital Didactical Design in practice, which affect tablet-mediated learning expeditions – most of the designs boost learning, others restrict learning.

  • 302.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Terkowsky, Claudius
    Pleul, Christian
    Wechselwirkungen hochschuldidaktischer Konzepte in fachbezogenen, Medien-integrierten Lehr-/Lernkulturen: Forschungsbasierte Gestaltung2011In: Fachübergreifende und fachbezogene Hochschuldidaktik / [ed] Isa Jahnke & Johannes Wildt, W. Bertelsmann Verlag, 2011, p. 177-192Chapter in book (Refereed)
  • 303.
    Jakobsson, Daniel
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Världskriget som fakta och som känslor: En hermeneutisk studie av skönlitterära verks potential i undervisningen om historiska händelser2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This essay aims to show how literary fiction can be combined with teaching aids in school while conducting lessons about historic events, or even outright replace teaching aids in this matter. This essay will also show how a teacher can work in an interdisciplinary way in the school subjects Swedish and History. The historic event that has been chosen for this research is the First World War. The method for this study is hermeneutic and it analyzes two literary works of fiction and a teaching aid for History at high school level. This study shows that literary fiction does not have to serve as a complementary source of knowledge when it comes to historic events because it can very well stand on its own two feet. Another conclusion from this study is that the feelings evoked from the text of literary fiction contributes to greater understanding of a historic event.

  • 304.
    Jendis, Mareike
    et al.
    Umeå University, Faculty of Arts, Modern Languages.
    Malmqvist, Anita
    Umeå University, Faculty of Arts, Modern Languages.
    Mumins in die Grundschule!2006In: Praxis Grundschule, p. 5–7-Article in journal (Other academic)
  • 305. Ješková, Zuzana
    et al.
    Kireš, Marian
    McLoughlin, Eilish
    Finlayson, Odilla
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ekborg, Margareta
    Malmö högskola.
    In-service and pre-service teacher education in IBSE: the ESTABLISH approach2015In: Nuovo cimento della societa italiana de fisica. C, Geophysics and space physics, ISSN 1124-1896, E-ISSN 1826-9885, Vol. 3, article id 99Article in journal (Refereed)
    Abstract [en]

    One of the main goals of the ESTABLISH 7fp project (available on line at http://www.establish-fp7.eu/) was the development and implementation of the professional development teacher education programmes (TEP) to support teachers in adopting inquiry-based strategies in their teaching. Within the project there was a model for in-service and pre-service teacher training in IBSE designed and implemented across 12 participating countries. The programme is based on 4 core elements and 4 additional elements that are built around the IBSE teaching units developed within the project. As accepted by ESTABLISH partners, all teacher training programmes include the minimum of the four elements, i.e. introduction to IBSE, industrial content knowledge, teacher as implementer and teacher as developer of IBSE teaching materials. There are also four additional elements designed in detail, i.e. ICT for IBSE, argumentation in the classroom, research and design projects for students, assessment of IBSE. These can be added to the programme optionally with regard to the level of teachers' IBSE skills and current situation in education and teachers' professional development within the country. This ESTABLISH model of TEP was followed in participating countries in order to change teachers' attitudes from traditional ways of teaching towards adopting inquiry strategies and their successful implementation in the classroom. Within the face-to-face workshops teachers experienced and developed their inquiry based teaching strategies using specifically developed materials. In addition, the e-platform has been developed to provide on-line support. This platform provides educators and teachers with all the necessary materials for the training and IBSE teaching units and other teaching materials for teachers' ongoing help. The teacher training programme was successfully implemented in Slovakia. There were two runs of teacher training workshops on IBSE already carried out. Moreover, the additional element ICT in IBSE was developed more deeply designing a separate teacher training course for it. The contribution discusses in more details the success and problems of implementation in the context of Slovak educational environment.

  • 306.
    Johansson, Helena
    et al.
    Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.
    Objectification of upper-secondary teachers’ verbal discourse in relation to symbolic expressions2019In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 56, article id 100722Article in journal (Refereed)
    Abstract [en]

    Research literature points to the importance of objectification when learning mathematics, and thereby in the discourse of mathematics. To increase the field’s understanding of aspects and degrees of objectification in various mathematical discourses, our study uses the combination of two sub-processes of objectification in order to analyse upper-secondary teachers’ word use in relation to any type of mathematical symbols. Our results show that the verbal discourse around symbols is very objectified. This can put high demands on students understanding of their teacher, since it might be needed that the students have reached a certain degree of objectification in their own thinking in order to be able to participate in a more objectified discourse. The results also show that there exist patterns in the variation of the degree of objectification, in particular that the discourse tends to be more objectified when more familiar symbols are used. This exploratory study also reveals several phenomena that could be the focus of more in-depth analyses in future studies.

  • 307.
    Johansson, Nils-Gunnar
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nivågruppering i praktiken: Praktiskt arbete med nivågruppering inom fordonsprogrammet2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Tänk dig att du står som yrkeslärare och ska planera och fördela arbetsuppgifter till dina elever i en verkstad. Vilka val skall du göra för att uppnå den optimala studiemiljön för dina elever med avseende på gruppering och val av arbetsuppgifter? Som lärare har du vissa ramfaktorer som du knappas kan råda över då du skall genomföra din undervisning i din klass. Dessa faktorer kan härledas till möjligheter att förändra ekonomiska ramar, lokaler, tillgång på undervisnings material och så vidare. De du som lärare dock kan påverka är, hur du lägger upp din undervisning och på vilket sätt du påverkar eleverna i klassrummet. Du har möjlighet att påverka gruppindelning, val av arbetsuppgifter, hur du använder de material som finns tillgängligt med mera. Den här studien handlar om användandet av nivågruppering i den praktiska delen av fordonsutbildningen och på vilket sätt det påverkar elevgruppen och den enskilde eleven. På vilket sätt skall läraren tänka när han grupperar elever med avseende på elevers inbördes kunskapsnivåer och möjligheter att tillgodogöra sig kunskap. Studien visar på de fördelar som nivågruppering ger för den enskilde eleven då varje elev får den utmaning och undervisning som är anpassad för den enskilde eleven, men även vilka svårigheter som kan kopplas samman med nivågruppering. Studiens empiriska grund bygger på en enkätundersökning med fordonslärare inom fyra fordonsprogram i norra Sverige.

  • 308.
    Johansson, Staffan
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Miniräknaren i gymnasieskolan: svarsleverantör eller pedagogiskt hjälpmedel?2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I detta arbete har jag studerat attityder och användning av miniräknare på gymnasieskolans A-kurs i matematik. Studiens syfte var att undersöka hur elever och lärare upplever miniräknarens roll i matematikundervisningen. Undersökningen bygger på intervjuer av tre gymnasielärare samt enkätundersökningar hos respektive lärares elevgrupp. Resultaten visar att de deltagande eleverna och lärarna generellt har en positiv inställning till miniräknaranvändande. Till skillnad från sina elever har lärarna en något mer återhållsam inställning. De lärare och elever som ingick i studien tycker att räknarens huvudsakliga uppgift är att spara tid. Lärarna anser att elevernas miniräknaranvändande präglas av slentrianmässig användning utan reflektion över hur ofta eller till vilka uppgifter den behöver användas. Medan lärarna tycker att eleverna bör minska sitt miniräknaranvändande vill eleverna använda den oftare än vad de gör idag. Studien visar också att elever och lärare har olika uppfattning av vad som styr miniräknaranvändandet.

  • 309.
    Johansson, Susanne
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Cuisenairestavar: En fallstudie om Cuisenairestavar i användning2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning är att studera det laborativa materialet vid namn Cuisenairestavar. Hur ska Cuisenairestavar användas enligt beskrivning i litteraturen? Hur används Cuisenairestavar i undervisningen? Hur förhåller sig det tänkta bruket från det faktiska bruket av dem i skolan? Jag har genomfört en fallstudie med litteraturstudier samt kvalitativa intervjuer. Data från referenskällorna har tematiserats, tolkats och jämförts. Resultatet av fallstudien har synliggjort att Cuisenairestavarna bör användas som ett relationsmaterial för att skapa förståelse för matematiska relationer och samband. I den jämförande studien framgick att lärarna till stor del använde Cuisenairestavarna enligt det tänkta bruket, men med egna tillämpningar. Anmärkningsvärda skillnader som ifrågasätts i en avslutande diskussion är samtalets betydelse, en lärares avvikelse i användandet samt användandet av materialet som ett relationsmaterial. Slutsatsen av studien är att de intervjuade lärarna inte använder materialet till sin fulla potential.

  • 310.
    Johansson, Thushara
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Invandrarelevers matematikinlärning: En studie av hur invandrarelever integreras i den svenska matematikundervisningen2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 311.
    Jonsson, Bert
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Karlsson, Linnea
    Umeå University, Faculty of Medicine, Department of Integrative Medical Biology (IMB). Umeå University, Faculty of Medicine, Umeå Centre for Functional Brain Imaging (UFBI).
    Lithner, Johan
    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.
    Liljekvist, Yvonne
    Karlstad University.
    Norqvist, Mathias
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Nyberg, Lars
    Umeå University, Faculty of Medicine, Department of Integrative Medical Biology (IMB), Physiology. Umeå University, Faculty of Medicine, Umeå Centre for Functional Brain Imaging (UFBI). Umeå University, Faculty of Medicine, Department of Radiation Sciences, Diagnostic Radiology.
    Mathematical Teaching Method affects Performance and Brain Activity2012Conference paper (Refereed)
  • 312.
    Jonsson, Bert
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Norqvist, Mathias
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Liljekvist, Yvonne
    Department of Mathematics and Computer Science, Karlstad University, Sweden ; The Centre of Science, Mathematics and Engineering Education Research, Karlstad University, Sweden.
    Lithner, Johan
    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.
    Learning mathematics through algorithmic and creative reasoning2014In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, no 36, p. 20-32Article in journal (Refereed)
    Abstract [en]

    There are extensive concerns pertaining to the idea that students do not develop sufficient mathematical competence. This problem is at least partially related to the teaching of procedure-based learning. Although better teaching methods are proposed, there are very limited research insights as to why some methods work better than others, and the conditions under which these methods are applied. The present paper evaluates a model based on students’ own creation of knowledge, denoted creative mathematically founded reasoning (CMR), and compare this to a procedure-based model of teaching that is similar to what is commonly found in schools, denoted algorithmic reasoning (AR). In the present study, CMR was found to outperform AR. It was also found cognitive proficiency was significantly associated to test task performance. However the analysis also showed that the effect was more pronounced for the AR group.

  • 313.
    Jonsson, Carin
    Umeå University, Faculty of Arts, Department of language studies.
    Närhet, anpassning och rörlighet: en nationell satsning på språkutvecklande lärmiljöer2010Other (Other academic)
    Abstract [sv]

    Artikeln tar sin utgångspunkt i ett antal skolutvecklingsprojekt som redovisats av åtta kommunala språk- läs- och skrivutvecklare. Med hänvising till skolutvecklarnas tolkningar och tillämpningar av begreppen elevnära, anpassning och rörlighet i text diskuteras aspekter på kunskapsinnehåll och undervisningshandlingar i samband med elevers skriftspråksutveckling och lärande.

  • 314.
    Jonsson, Carin
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lundgren, Berit
    Umeå University, Faculty of Arts, Department of language studies.
    A glimpse through the keyhole into two primary literacy classrooms2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Umeå universitet , 2015, p. 157-169Chapter in book (Other academic)
  • 315.
    Jonsson, Stefan
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Ämnesintegrering: gymnasielärares syn på ämnesintegrering gällande matematik och yrkesprogram2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt Skolverket (2003) så har yrkeselever låg motivation och dålig förståelse för matematikstudier. Jag vill med detta arbete undersöka hur ett ämnesintegrerat arbete kan påverka denna låga motivation och den dåliga förståelsen som finns för ämnet. I flertalet styrdokument så påpekas vikten av samverkan på skolorna för att uppnå alla mål. Trots detta så förekommer det sällan någon samverkan och jag vill därför se närmare på orsaker till detta. Syftet med arbetet är att undersöka några lärares syn på ämnesintegrering gällande matematik och yrkesförberedande linjer. Jag vill se om lärarnas uppfattningar skiljer sig åt. Studien syftar också till att se hur de lärare som ämnesintegrerar arbetar. Den metod som har använts i undersökningen är kvalitativa intervjuer. Urvalet består av åtta lärare på en medelstor norrländsk gymnasieskola. Resultatet visar på att inställningen till ett ämnesintegrerande arbete är positivt men att det går tungt att införa arbetssättet. Lärarna säger att arbetet försvåras på grund av organisatoriska och ekonomiska skäl. Det behövs mer tid för att kunna samverka. Det ämnesintegrerande arbete som förekommer handlar mest om ett utbyte av räkneuppgifter, att samtala med eleverna om vikten av matematik samt att hämta in fysiska föremål till matematiksalen. Resultatet tyder på att de olika lärarkategorierna har olika definitioner av ordet ämnesintegrering och detta kan påverka arbetet med integrering. Dessutom finns tendenser till att yrkeslärarna vill påverka matematikundervisningens innehåll utan att vara insatt i matematikämnets styrdokument och matematiklärarens arbete. Matematiklärarna anser att yrkeslärarna måste legitimera matematikämnet inför eleverna men förståelsen för detta är sämre hos yrkeslärarna. Yrkeselever har enligt lärarna en nyttoinriktad kunskapssyn där de vill se den praktiska användningen av den matematik de läser. Ett problem här är den akademiska tradition som matematiklärare oftast har och som kan missgynna elevernas inlärning. Matematiklärarna menade att eleverna blir mer motiverade av ett ämnesintegrerat arbetssätt. Yrkeslärarna har däremot svårare att se om det har någon effekt. De flesta lärare ser ingen fysisk separation mellan matematikundervisningen och karaktärsämnesundervisningen, dvs. undervisningen sker i samma lokaler. Däremot finns en större separation vad gällande arbetsrum.

  • 316.
    Junghagen Öberg, Lena
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Norkvist, Tove
    Umeå University, Faculty of Arts, Department of language studies.
    Vad hende sedan?: En studie om hen i gymnasieskolans svenskundervisning2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study focuses on the Swedish gender-neutral pronoun hen in upper-secondary Swedish teaching. Teachers were asked to participate in a survey with questions regarding hen to reveal if and how hen was included in their teaching in one way or another. It was also of interest to see what the teachers thought of hen in general and whether or not they used the word in their language. At the same time, certain parts were analysed in textbooks to see if hen was a part of the material that is distributed to the students. It was found that hen appears in textbooks, however, it was mostly in a meta-context and the textbooks did not have hen instead of double forms such as he/she. It was also found that most of the teachers thought of hen in a positive way, but the results show that teachers are more positive to the generic hen in comparison to the specific hen. A majority of the teachers in this study use hen but it is mostly within their work and not outside of school which indicates a moral usage rather than a natural usage. The results indicate that there is a lack of specific usage of hen in textbooks and also among teachers, but this may be due to the lack of transgender people. There is also a lack of natural usage of the generic hen in the textbooks instead of non gender-neutral pronouns.

  • 317.
    Junkala, Hannele
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    A Critical Analysis of Content in Sex- and Relationship Chapters in Biology Textbooks2019Conference paper (Refereed)
    Abstract [en]

    Shortcomings in sex- and relationship education (SRE) are expressed in a report from the Swedish School Inspectorate (Skolinspektionen 2018), concerning content related to LGBT and queer perspectives. Drawing on the report this study critically examines the content in biology textbooks. Five Swedish textbooks for 13- to 16-year-old pupils have been analysed to explore inclusions and exclusions in the chapters containing SRE. The first part of the study is a quantitative analysis where the total number of lines in each SRE chapter, and the lines including the concepts crip, LGBT, queer, homosexual, intersex and asexuality, have been counted. Then an estimated percentage of content coverage has been calculated. The results show that LGBT content is represented in all five books, however there are none or only a few representations of crip, queer, intersex or asexuality in these chapters. The second part of the study is a qualitative examination of sexuality in the perspectives of crip, queer and gender theory. Among the preliminary results there are examples that focus on sameness rather than difference, for instance regarding hormones and puberty. Differences between women and men are featured in stereotypic views of clothing, makeup and hugging. Some of the books depict the man as the norm. Hence further development of textbooks is important if gaps in knowledge about crip, queer and gender are to be filled.

  • 318.
    Jutterström, Sofia
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Högt i tak och tjocka väggar: Björnstad och Tusen gånger starkare i gymnasieskolans värdegrundsarbete2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to investigate how fiction can serve as a starting point for basic work. The purpose is realized by: How is identity constructed from an intersectional perspective within the framework of the hockey and school culture in Björnstad and Tusen gånger starkare? How can the novels be linked to and used in the Swedish Foundation's core work? The books analyzed are Björnstad (2016) by Fredrik Backman and Tusen gånger starkare (2006) by Christina Herrström. The analysis of the work is done after careful reading and in the light of theories of identity and intersectional perspective. The most important conclusions from the result are that young people are affected by strong social norms, as norm overruns risk being excluded. The text examples show that it is possible but difficult for young people to change their identity in school and hockey's discourse. In the discussion, a reasoning is taken over how the novels' content can be used in teaching to learn basic values, such as equality. Book conversations, thematic teaching and dramatization are highlighted as possible ways of working.

  • 319. Jäder, Jonas
    The anticipated challenges of students’ problem solving: Teachers’ perception of conceptual and creative challengesManuscript (preprint) (Other academic)
  • 320. Jäder, Jonas
    The challenges of mathematical problem solving: The conceptual and the creative challengeManuscript (preprint) (Other academic)
  • 321.
    Jäder, Jonas
    et al.
    Högskolan Dalarna.
    Lithner, Johan
    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.
    Sidenvall, Johan
    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.
    Mathematical problem solving in textbooks from twelve countriesManuscript (preprint) (Other academic)
    Abstract [en]

    A selection of secondary school mathematics textbooks from twelve countries on five continents was analysed to better understand the support they might be in teaching and learning mathematical problem solving. Over 5700 tasks were compared to the information provided earlier in each textbook to determine whether each task could be solved by mimicking available templates or whether a solution had to be constructed without guidance from the textbook. There were similarities between the twelve textbooks in the sense that most tasks could be solved using a template as guidance. A significantly lower proportion of the tasks required a solution to be constructed. This was especially striking in the initial sets of tasks. Textbook descriptions indicating problem solving did not guarantee that a task solution had to be constructed without the support of an available template.

  • 322.
    Jäder, Jonas
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Lithner, Johan
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Sidenvall, Johan
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Mathematical problem solving in textbooks from twelve countries2019In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Article in journal (Refereed)
    Abstract [en]

    A selection of secondary school mathematics textbooks from twelve countries on five continents was analysed to better understand the support they might be in teaching and learning mathematical problem solving. Over 5700 tasks were compared to the information provided earlier in each textbook to determine whether each task could be solved by mimicking available templates or whether a solution had to be constructed without guidance from the textbook. There were similarities between the twelve textbooks in the sense that most tasks could be solved using a template as guidance. A significantly lower proportion of the tasks required a solution to be constructed. This was especially striking in the initial sets of tasks. Textbook descriptions indicating problem solving did not guarantee that a task solution had to be constructed without the support of an available template.

  • 323. Jäder, Jonas
    et al.
    Sidenvall, Johan
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Mathematical Reasoning and Beliefs2014In: Proceedings of the Joint Meeting of PME 38 and PME-NA 36 / [ed] Oesterle, S., Nicol, C., Liljedahl, P., & Allan, D., Vancouver, 2014, Vol. 6, p. 114-Conference paper (Refereed)
    Abstract [en]

    We present a research project on students’ mathematical reasoning and how beliefs are indicated in their arguments. Preliminary results show that students express beliefs that task solving does not include reflection or much struggle. The results underpin earlier studies stressing expectations as a theme of belief.

  • 324. Jägerskog, Ann-Sofie
    et al.
    Jonsson, Fredrik U.
    Selander, Staffan
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Multimedia learning trumps retrieval practice in psychology teaching2019In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 60, no 3, p. 222-230Article in journal (Refereed)
    Abstract [en]

    It is well established that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning, but on which strategy should one put the efforts, or should they be combined for best learning? Eighty-eight upper secondary school students were given a brief lecture presented verbally (6 classes) or with the aid of a visual illustration (visuoverbal, 6 classes). The information was processed again by taking a memory test or by restudying. Recall and transfer tests were conducted after some few minutes and again after one week. The visuoverbal lecture resulted in better learning than verbal presentation only. A significant study strategy by retention interval interaction was found. However, this interaction was not qualified by a testing effect. Hence, taking tests (retrieval practice) did not lead to better learning than restudying. It was concluded that it is worthwhile to use visual illustrations in teaching. However, the present study did not reveal any synergistic effects from the combination of visuoverbal presentation and retrieval practice.

  • 325.
    Jönsson, Maria
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Bilderboksläsning på högstadiet och gymnasiet: hur bilderboken kan utveckla litteraturundervisningen2019In: För berättelsens skull: modeller för litteraturundervisningen / [ed] Ingrid Lindell och Anders Öhman, Stockholm: Natur och kultur, 2019, p. 41-63Chapter in book (Other academic)
    Abstract [en]

    The article discusses how picture books can be useful in the teaching of literature in secondary school and upper secondary school. Through analysis of three picture books the article argues that picture books among other things can stimulate booktalks, develop knowledge about narratology and multimodality and support students ability to "read for the plot". 

  • 326.
    Karakok, Gulden
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Edwards, B
    Ko, C
    Addressing the college algebra problem at Oregon State University2011In: Partner discipline recommendations for introductory college mathematics and the implications for college algebra / [ed] Susan L. Ganther and William E. Haver, Washington D.C.: Mathematical Association of America Publications , 2011, p. 93-98Chapter in book (Refereed)
  • 327.
    Karimi, Saadat
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Dyskalkyli och andra matematiksvårigheter2003Independent thesis Basic level (professional degree), 5 credits / 7,5 HE creditsStudent thesis
  • 328.
    Karlberg, Jesper
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Motivation vid distansstudier i matematik2011Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med arbetet är att undersöka  distanselevers motivation till distanskurser ochom det finns några samband mellan elevernas motivation och deras prestationer. Detta görs för att förhoppningsvis kunna anpassa framtida utbildning efter de elever som läser. Tidigare forskning har visat att det finns ett problem inom distansundervisningen då det kommer till elever som hoppar av sina kurser. Forskning inom området har visat att det inte finns någon enkel förklaring till varför fler hoppar av vid distansundervisning än vid vanliga studier.Detta var även ett problem vid den undersökta skolan då det var en stor andel elever som antingen hoppade av sin kurs eller gick ut utan ett godkänt betyg. En enkätstudie användes för att få en bred bild av elevernas motivation och sedan användes intervjuer bland de elever som ej fullföljt vald kurs. Intervjuerna användas för att få en mer detaljerad bild av vad som motiverade eller inte motiverade de elever som ej fullföljde kursen med ett godkänt betyg. Resultatet från enkäten tyder på att de flesta som läser Matematik A och B på distans gör det för att de behöver kursen för att komma in på en utbildning. Man kunde även se att matematiken ej ansågs vara särskilt rolig även om den ansågs vara viktig. Från enkäten framkom även att de elever som ej fullföljt kursen med ett godkänt betyg har ett sämre förhållande till matematik de som fullföljt kursen med godkänt eller högre,  och att detta främst beror på deras tidigare möten med matematiken.  Från intervjustudien framkom det att yttre faktorer  som t.ex. hög arbetsbelastning på jobbet eller personliga bekymmer,  var en vanlig anledning till att elever hoppar av kursen. Resultaten från intervjuerna var även att de som fullföljt kursen utan ett godkänt betyg ofta tyckte att matematik var tråkigt och att när de fastnade på uppgifter så tappade de ofta motivationen.

  • 329.
    Karlefors, Inger
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att samverka eller..?: Om idrottslärare och idrottsämnet i den svenska grundskolan2002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The subject of physical education is viewed as being in a crisis, since the pace given for it in the schedule of classes for the compulsary school has been reduced with introduction of the most recent curriculum, Lpo 94. Researchers believe that collaboration would strengthen the position of the subject and of the in the physical education teachers in school and lead to a solution of the crisis.

    The purpose of this dissertation is to describe, analyze, and understand against this background experiences reported by physical education teachers of collaboration between the subject of physical education and other subjects in the compulsary school in order to be able to discuss the question as to whether collaboration can strengthen the position of the subject of physical education in the school and be asolution to what is called a crisis of the subject of physical education.

    The approach to the research includes a number of constituent studies, where an interview study of 30 teachers in the subject of physical education constitutes the main body of the dissertation. Basil Bernstein's concept of classification defines whether collaboration between subjects and teachers occurs or not. The concept of integrated code has defined the prevailing development in the school that includes collaboration among both subjects and teachers.

    The result shows that collaboration is not a general solution to the crisis in the subject of physical education. One type of collaboration can make more difficult another type of collaboration. Six different categories of collaboration in working groups involving physical education teachers have been defined. The different categories emerge as a result of the culture of the school, and the professional identity of the physical education teacher at the individual schools. Most teachers in the study work under the collection code. A group of teachers of several subjects are on their way toward integrated code but the subject of physical education is not part of the collaboration in any of the categories.

    Collaboration in itself has no great significance according to the results for the position of the subject of physical education in the schools as the subject mainly works under collection code. And even if the physical education teachers who collaborate in working groups have a strong position, it is rather an expression of the fact that they participate in the prevailing development in the school, where collaboration is one part, than collaboration by itself. The question is also whether there is a crisis during development in the schools toward integrated code. The physical education teachers need to discuss the content of the integrated code and its application to teaching in order to avoid future crises.

  • 330.
    Karlsson, Maria
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Omvänt klassrum i en statistikkurs2018In: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, p. 153-156Chapter in book (Other academic)
  • 331.
    Karlsson, Maria
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Populärvetenskaplig sammanfattning i studentuppsatser: ett sätt att (del-)examineranationellt examensmål nr 4.2015In: Universitetspedagogiska konferensen 2015, Umeå, Umeå universitet, 8-9 okt 2015: Gränslös kunskap, 2015, p. 80-80Conference paper (Other academic)
  • 332.
    Karlsson, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Lundquist, Anders
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Lundin, Mathias
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Student active learning online and in the classroom by combining the best of Flipped Classroom and MOOCs when teaching statistics2017In: Royal Statistical Society 2017 International Conference, Glasgow, 4-7 september 2017, 2017Conference paper (Other academic)
  • 333.
    Karlsson, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Lundquist, Anders
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Lundin, Mathias
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Student active learning online and in the classroom by combining the best ofFlipped Classroom and MOOCs2017In: Universitetspedagogiska konferensen 2017.: Undervisning i praktiken – föreläsning, flexibelt eller mitt emellan?, 2017, p. 37-37Conference paper (Other academic)
  • 334.
    Karlsson, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    Schelin, Lina
    Umeå University, Faculty of Social Sciences, Umeå School of Business and Economics (USBE), Statistics.
    En kurs i kommunikation2019In: Universitetspedagogiska konferensen 2019: Helhetssyn på undervisning - kropp, känsla och kognition i akademin, 2019, p. 24-24Conference paper (Other academic)
  • 335.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stenmark, Henric
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning to be a police officer: tradition and change in the training and professional lives of police officers2011In: Police Practice & Research, ISSN 1561-4263, E-ISSN 1477-271X, Vol. 12, no 1, p. 4-15Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to demonstrate the usefulness of a model for empirical studies of conservative and innovative forces in police training and the professional lives of police officers. The model is based on frame factor theory and is demonstrated against Swedish police research and the authors' own observations and experiences of the Swedish police organization and police training. The authors conclude that the model can be used to describe and understand the everyday practice that police students and new police officers encounter and adopt. In particular, the model can help to identify and describe the tension fields that individual police students and police officers must learn to navigate. Thus, empirical studies using the model may contribute to a deeper understanding of police officers' individual and collective attitudes to the conservation and the development of day-to-day practice in police training and the police profession.

  • 336.
    Kautto, Fredrik
    et al.
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Sjöström, Lina
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Många vägar till motivation2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att öka kunskap om hur lärare anser sig arbeta för att motivera elever i matematikundervisningen. Kunskapen från studien kan bidra till att lärare känner sig tryggare i sin yrkesroll när den komplexa uppgiften att skapa motivation hos eleverna ska lösas. Metoden som används är kvalitativ intervju där sju lärare deltar som informanter. Samtliga lärare arbetar med elever i lågstadiet årskurs 1-3. Resultatet av studien visar att samtliga lärare anser att de använder sig av ett varierat arbetssätt för att motivera elever. Det centrala innehållet som finns i kursplanen för matematik anser majoriteten av lärarna inte påverkar hur de arbetar för att motivera utan de har inställningen att motivation alltid ska eftersträvas.

  • 337.
    Kenneman, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Progression of algebraic discourse in school years 2 to 82014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In contemporary educational settings algebra is considered to be of vital importance for student's continuation to more advanced studies in mathematics, thereby affecting their chances for future education and employment. However, a substantial number of students do not benefit from the algebra presently taught in schools and fail to use algebraic reasoning. The purpose of this study was to enhance the understanding of how classroom discourse supports the students' learning of algebra. The study rests on two basic assumptions, firstly mathematics is regarded a discourse, secondly teachers' instruction during lessons and the textbooks used in school are envisioned as potential means for supporting students' algebraic development. The issue of learning was examined through a focus on progression of algebraic discourse in mathematics textbooks, for grade levels 2, 5 and 8. Furthermore, in order to study classroom discourse more broadly, the algebraic discourse of teachers' lesson introduction talks in grade 8, were examined in relation to the algebraic discourse of textbooks. The foundation for the analyses was a discursive perspective and a communicational theory depicting algebraic development as a hierarchical structure of consecutive discursive levels. The mathematics textbooks' and teachers' discourses were analysed regarding the presence of signifiers of algebraic objects, more informally unknowns, and concerning four measures of discursive complexity. Mean value of the number of words constituting the signifier of algebraic object, signifier length equal to or exceeding two words, signifier length equal to or exceeding six words, and as amount of signifiers of algebraic objects of a higher discursive level.

    The results show that there were signifiers of algebraic objects present in all three mathematics textbooks and in teachers' lesson talks. The number of these signifiers of algebraic objects in the mathematics textbooks grew substantially between grade 2 and 5 with a moderate increase between grade 5 and 8. Also the mean value of the number of words constituting these signifiers of algebraic objects grew between grade 2 and 8, as well as the amount of signifiers of algebraic objects consisting of six or more words. Complexity measured as amount of signifiers of algebraic objects of a higher discursive level grew from grad 2, were there were no such signifiers of algebraic objects, to grade 8 were there were 17 % of the total amount. Thus, the analyses of the textbooks exhibit a progression of increasing complexity in terms of the measures focused in this study. In comparison, the complexity of teachers' discourse is lower than the discourse of any of the mathematics textbooks concerning mean value of signifier length. The amount of signifiers of algebraic objects of a signifier length equal to or exceeding two words were comparable with the amount in the grade 2 mathematics textbook. Concerning signifier length equal to or exceeding six words the amount in the teachers' lesson talks were in the same order of size as the corresponding measure in the mathematics textbook of grade 5. 

  • 338.
    Kero, Roger
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Man litar på minnet och intrycken: Lärares uppfattningar om vad som bedöms vid laborationer i naturvetenskapliga ämnen2006Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker vad och hur lärare i de naturvetenskapliga ämnena bedömer i laborationer. Studien undersöker också om det finns några alternativ till det traditionella naturvetenskapliga sättet att synliggöra elevers utveckling i det praktiska momentet vid laborationer. För att få tillgång till lärares uppfattningar genomfördes i detta arbete tre intervjuer med lärare. Resultatet visar att, det som främst bedöms vid laborationer är laborationsrapporten. De kunskapskvalitéer som bedöms i det praktiska momentet är aktivitet och grupprocesser. Laborationerna tas med i betygsunderlaget i huvudsak då eleven står och väger mellan olika betyg. De alternativa sätt som diskuteras är portfolio och matrismodellen.

  • 339.
    Keynes, Matilda
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    History Education for Transitional Justice?: Challenges, Limitations and Possibilities for Settler Colonial Australia2019In: International Journal of Transitional Justice, ISSN 1752-7716, E-ISSN 1752-7724, Vol. 13, no 1, p. 113-133Article in journal (Refereed)
    Abstract [en]

    In recent times, a conception of history education as facilitating truth, remembrance and critical thinking has been positioned as useful for transitional justice in divided societies, but this analysis has not been extended to settler states which are also characterized by prolonged division and state-administered violence. To explore this, the article draws on examples from Australia where scholars have been extending the framework of transitional justice in order to better address the structural nature of injustice in settler states. By investigating the uses of temporality and historicization in history education, it concludes that while disciplinary models might contribute to the popular theses of transitional justice by encouraging students to emulate the skills of the historian, these models would likely work to strengthen rather than challenge the legitimacy of the Australian settler state. Therefore, any attempts to align history education with reconciliation in Australia will require a rethinking of current disciplinary models.

  • 340.
    Knekta, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.
    PISA test validity from a student perspective2018Conference paper (Refereed)
  • 341.
    Knekta, Eva
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University.
    McCartney, Melissa
    "They make us involve each other - with each other": A case study of sense of belonging and involvement for students participating in a special biology program2018Conference paper (Refereed)
  • 342.
    Knekta, Eva
    et al.
    Department of Biological Sciences, Florida International University, Miami, FL, US.
    McCartney, Melissa
    Department of Biological Sciences, Florida International University, Miami, FL, US.
    What can departments do to increase students' retention?: A case study of students' sense of belonging and involvement in a biology department2018In: Journal of college student retention, ISSN 1521-0251, E-ISSN 1541-4167Article in journal (Refereed)
    Abstract [en]

    The aim of this case study was to explore the sense of belonging to and involvement in a biology department for students participating in a biology program designed to create a strong sense of belonging with high levels of involvement and higher student retention rates. The study is based on 10 semistructured interviews with biology majors. Analysis showed that the students have created a strong sense of community among peers and good relationships with specific faculty and staff. However, the positive social environment did not fully translate into sense of belonging to and involvement in the biology department. Analysis also implied a strong focus on careers related to medical school among students and that students not sharing this strong focus might feel disconnected from the group. Taken together, the interviews identify several different aspects for departments to consider as a way to enhance students’ sense of belonging and involvement.

  • 343.
    Knekta, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Sundström, Anna
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    'It was, Perhaps, the Most Important One': Students' Perceptions of National Tests in Terms of Test-Taking Motivation2019In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 26, no 2, p. 202-221Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to examine ninth-grade students' perception of a Swedish national test in science (high-stakes for the students) and a field trial (low-stakes for the students), in terms of test-taking motivation. The study is based on semi-structured interviews with 12 students. Overall, the students had a positive perception of the national test; they were motivated to do their best, believed they did well and found the test important and good. Several students were nervous before the test and some during the test whereas others felt okay, or even enjoyed taking the national test. The students talked about less effort and test anxiety in the field trial and perceived the test as less important compared to the national test. The interviews provided a rich understanding of the different aspects of test-taking motivation as described by the expectancy-value theory. Furthermore, they indicated how the test administration could be adjusted so as to achieve higher test validity.

  • 344.
    Knospe, Yvonne
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Malmqvist, Anita
    Umeå University, Faculty of Arts, Department of language studies.
    Valfridsson, Ingela
    Umeå University, Faculty of Arts, Department of language studies.
    Successful communication despite limited linguistic resources2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Umeå universitet , 2015, p. 171-185Chapter in book (Other academic)
  • 345.
    Kobayashi, Sofie
    et al.
    University of Copenhagen.
    Berge, Maria
    Umeå University.
    Grout, Brian
    University of Copenhagen.
    Rump, Camilla
    University of Copenhagen.
    I’m just thinking: how learning opportunities are created in doctoral supervision 2013Conference paper (Refereed)
    Abstract [en]

    With this paper we aim to contribute towards an understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction. We analyse interaction between supervisors and doctoral students using the notion of experiencing variation as a key for learning. Earlier research into doctoral supervision has been rather vague on how doctoral students learn to carry out research. Empirically, we have based the study on four cases each with one doctoral student and their supervisors. The supervision sessions were captured on video and audio to provide for verbatim transcripts that were subsequently analysed. Our results illustrate how supervisors and doctoral students create learning opportunities by varying aspects of research in the discussion. Better understanding of this mechanism whereby learning opportunities are created by bringing aspects of variation into focal awareness can help supervisors develop their competences in supervisory pedagogy.

  • 346.
    Kobayashi, Sofie
    et al.
    University of Copenhagen.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Wilson Grout, Brian William
    University of Copenhagen.
    Østerberg Rump, Camilla
    University of Copenhagen.
    Experiencing variation: learning opportunities in doctoral supervision2017In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 45, no 6, p. 805-826Article in journal (Refereed)
    Abstract [en]

    This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with four different PhD students and their supervisors, all from life sciences. Our analysis revealed that learning opportunities in the supervision sessions concerned either the content matter of research (for instance, understanding soil structure), or the research methods—more specifically how to produce valid results. Our results illustrate how supervisors and PhD students create a space of learning together in their particular discipline by varying critical aspects of their research in their discussions. Situations where more open-ended research issues were discussed, created more complex patterns of variation. Both PhD students and supervisors can learn from this. Understanding of this mechanism that creates learning opportunities can help supervisors develop their competences in supervisory pedagogy.

  • 347.
    Kontro, Marianne
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lidström, Josefin
    Umeå University, Faculty of Arts, Department of language studies.
    Svenskare än Sverige?: Kulturell identitet i svenskämnet - en läroboksanalys.2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to investigate whether two textbooks for Swedish studies match the syllabus for Swedish studies and the curriculum for the non-compulsory school regarding students´ opportunity to develop and strengthen their personal and cultural identity. The research questions address whether the textbooks offer all students the opportunity to reflect on their personal and cultural identity, and how culture is presented through texts and exercises. This study also investigates which cultural heritage the textbooks represent through their choice of texts and exercises. The study has been conducted through a text analysis of two current and commonly used textbooks in Svenska A and Svenska B. The results of the study show that the textbooks do not offer texts from a variety of countries or variety of continents. The continent that is well represented is Europe, but only through a small variety of countries. The majority of texts are Swedish, which indicates that the Swedish cultural heritage is favored. The textbooks contain no texts from continents such as Africa, Oceania, Asia and South America.  The results also show that the textbooks do not offer opportunities or guidance that encourages all students to reflect on their personal and cultural identity.  The exercises that encourage students to reflect on their cultural identity only relate to students who identify themselves with a Swedish culture.

  • 348.
    Kristmansson, Per
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gymnasial lärlingsutbildning på Handels- och administrationsprogrammet: En studie av lärlingsutbildningens förutsättningar och utvecklingen av yrkeskunnande2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about the workplace-based part of the 2008-11 pilot project of upper secondary apprenticeship education (USAE) in the Business and Administration programme. The aim is to develop knowledge on the ways in which USAE is realised in the Business and Administration programme, and how students in this programme develop professional skills. A further aim is to shed light on the nature of professional skills in the retail industry in a historical as well as a contemporary perspective. The development of professional skills, and the conditions created for that process to take place is the particular focus of the thesis. Lave & Wenger´s (1991) theory of legitimate peripheral participation (LPP), Billetts (1996, 2002, 2006) theory of a workplace curriculum and Engeström´s (1987) activity theory are used for the analyses in the study. Data production was conducted mainly through interviews, observations, gathering of documents and participation in trilateral talks. Development and structural changes that have taken place on several levels in the retail sector have resulted in many professional skills becoming embedded in information technology. This, in combination with the current division of labour, means that apprentice students may have difficulties in reaching the more advanced tasks. The prevailing view among the general public on the retail industry as a low-status sector can also be traced back to its history. The steering documents did not appear to have any decisive significance for the content of the education. Instead, what may be termed the workplace curriculum, control the knowledge content that is made accessible. The conclusion must be, therefore, that the professional skills that apprentices can develop are narrow and specific for the workplace. The apprentices gain access to basic tasks related to the daily work at the workplace, but rarely have the opportunity to take part in the more advanced work-tasks. USAE students in the Business and Administration programme also experience difficulties in achieving deeper and so-called theoretical or abstract skills. This implies that instead of this more challenging work they are assigned tasks that are quantifiable and can be checked mechanically in matrices and checklists. The study shows that in the assessment work, professional skills have been downgraded and are considered as little more than social and interactive competence and employability. A crucial conclusion is that USAE does not constitute one unified activity system with a common underlying motive, but should rather be considered as two separate activity systems (school and workplace) with distinct cultural differences.

  • 349.
    Kvarnbrink, Per
    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.
    Flipped classroom resulterar i självgående ingenjörsstudenter2015Conference paper (Other academic)
    Abstract [sv]

    Denna artikel beskriver hur flipped classroom kan användas i kurser som en metod att öka ingenjörsstudenters ansvar för eget kunskapsinhämtande. Den vill också visa på de möjligheter som öppnar sig för lärare genom detta förändrade arbetssätt. Flipped classroom, eller det inverterade klassrummet som det också brukar kallas, innebär att traditionella klassrumsförlagda föreläsningar ersätts med inspelade som studenten kan se oberoende av tid och utanför klassrummet. Det innebär också att studentaktiviteten som tidigare var förlagd i studentrummet nu flyttas in i klassrummet och tvärt om [1]. Vår didaktiska metod går i korthet ut på att först presentera ett antal uppgifter som studenterna ska lösa. För att lösa dessa behöver de ökade kunskaper och då väljer många att följa de inspelade föreläsningarna men det är inte ovanligt att de själva hittar och delar med sig av ytterligare kunskapskällor, vilket vi också uppmuntrar. Längre in i våra kurser får studenterna i uppgift att formulera egna projekt som de löser i grupp och här tar de ytterligare ett steg med avseende på självständig kunskapsinhämtning. 15 års erfarenhet av inspelade föreläsningar visar på stora tidsbesparingar för lärare, tid som används till annat, exempelvis till handledning, återkoppling och kursutveckling. Inspelade föreläsningar upplevs också mer effektiva och mer tillgängliga av studenterna. De kan själva välja i vilken ordning och omfattning de deltar, upplägget passar fler lärstilar än det traditionella.

  • 350.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Kontroversiella samhällsfrågor i samhällsorienterande ämnen 1962–2017: en komparation2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 3, p. 1-23Article in journal (Refereed)
    Abstract [en]

    Teaching social studies in Swedish school involve dealing with many complex and potentially controversial issues. This implies didactical challenges. This article uses a subject comparative perspective to discuss how controversial societal issues have been presented and changed as teaching objects in the social studies subjects in Swedish school years 7 to 9 since 1962. By following curriculum changes over time, the aim is to show similarities and differences between the school subjects of geography, history, religion and civics concerning the role of controversial issues. What controversial issues can be found in the curriculum texts? How are teachers supposed to teach them? What importance for the students are they given? By comparatively answering these research questions this study offers deepened knowledge about the social studies subjects and the role of controversial issues, but also about Swedish curriculum history in general.

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  • rtf