| 41. |
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| 42. |
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| 43. |
- Akner Koler, Cheryl, et al.
(författare)
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Nanoformgivning genom haptiska, estetiska laborationer
- 2012
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Ingår i: Dokumentation och presentation av konstnärlig forskning. - Stockholm : Vetenskapsrådet. - 9789173072052 ; , s. 113-125
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Nano design through haptic and aestethic laboratory experiments.
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| 44. |
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| 45. |
- Anderhag, Per, et al.
(författare)
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Den praktiknära forskningens bidrag till läraryrkets kunskapsbas : en analys av kunskapsprodukter från kollaborativ didaktisk forskning
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345.
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Tidskriftsartikel (refereegranskat)abstract
- Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.
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| 46. |
- Andersson, Cecilia
(författare)
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Gatukonstpraktik : ett informellt (kun)skapande
- 2009. - 1. uppl.
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Ingår i: Estetiska lärprocesser. - Lund : Studentlitteratur AB. - 9789144054407 ; , s. 19-30
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 47. |
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| 48. |
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| 49. |
- Arnkil, Harald, et al.
(författare)
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PERCIFAL: Visual analysis of space, light and colour
- 2011
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Ingår i: AIC 2011, Interaction of Colour & Light in the Arts and Sciences, Midterm Meeting of the International Colour Association, Zurich, Switzerland, 7–10 June 2011: Conference Proceedings, CD. - Zurich : pro/colore, 2011. ; , s. 229-232
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Konferensbidrag (refereegranskat)abstract
- This paper addresses the need for better and more accurate methods of recording and analyzing the visual experience of architectural space. PERCIFAL (Perceptive Spatial Analysis of Colour and Light) is an ongoing project that aims at developing a method of analysis that can capture coherent spatial experiences of colour and light. The starting point for PERCIFAL is a method of visual evaluation of space and light, developed by Professor Anders Liljefors at the former department of architectural lighting at KTH Architecture. PERCIFAL is based on direct visual observations and the recording of these observations by verbal-semantic descriptions using a questionnaire. It has been developed primarily as an educational tool, but we see in it potential for a design tool for professionals as well as for an analytical method for research. The first test results, conducted in Sweden, Norway and Finland, show that the method has significant pedagogical merits and that it allows interesting comparisons between physical measurements and visual experiences of space, light and colour.
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| 50. |
- Bengtsson, Elias, 1976-, et al.
(författare)
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Motivation, Learning Strategies and Performance among Business Undergraduates at University Colleges in Sweden
- 2019
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Ingår i: Business, Management and Education. - Vilnius : Vilnius Gediminas Technical University Press. - 2029-7491 .- 2029-6169. ; 17:2, s. 111-133
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This paper brings new material to the understanding of interlinkages between motivation, learning and performance in academic contexts. By investigating these interlinkages in a new context – students of business and management at a Swedish university college – it seeks to answer the following research questions: How do students’ degree and type of motivation relate to their learning strategies?; how do students’ degree and type of motivation and learning strategies relate to their academic success?; and how do student characteristics in terms of experience and gender influence the nature and strength of these relationships?Research methodology – The data used in this paper is based on student surveys and a centralised system of reporting and archiving academic results. The latter contains information on the academic performance of individual students, whereas the surveys gathered information on the students’ background characteristics (experience and gender), their motivation for pursuing academic studies and their learning strategies. The difference in proportion tests and OLS regressions were then applied to investigate differences between student groups and relationships between the different variables.Findings – The findings reveal that business students are more extrinsically than intrinsically motivated; that deep learning approaches lead to higher grades for particular examination forms, and that female students are typically more intrinsically motivated, engage more in deep learning approaches and perform better than their male counterparts.Practical implications – The findings suggest that practitioners in higher education involved with the business and/or university college students have good reasons to stimulate motivation generally, and intrinsic motivation in particular. However, this must be accompanied by examination forms that promote deep learning.Originality/Value – In contrast to most research, this paper focuses on the interlinkages between motivation, learning and performance among business students in a university college setting. This contrasts most research on this topic which tends to be focused on university students, particularly in the US, in other fields of study or accounting. Moreover, this paper also takes student characteristics into account and uses a variety of measures to operationalise academic performance. Copyright © 2019 Bengtsson & Teleman. Published by VGTU Press
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