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| 32. |
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| 33. |
- Carlstedt, Berit
(författare)
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Cognitive abilities - aspects of structure, process and measurement
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of the thesis is to describe the development of the Swedish system of measuring cognitive abilities applied at enlistment of conscripts. The Enlistment Battery has been used for more than fifty years to classify 18-year old men into military positions for their compulsory service. Throughout the years the batteries have been influenced by the changes in the factor analytically derived models of cognitive abilities. Seven earlier versions of the battery are presented, as well as a review of the development of the models of the structure of intelligence from Spearman to the Scandinavian hierarchical model of Undheim and Gustafsson that equalizes general ability and Fluid intelligence. This most recent theoretical development has strongly guided the design and evaluation of the latest version (1994) of the battery. The multivariate charac¬ter of cognitive ability, of tests and of test performance was acknowledged in the way that latent variable esti¬mates of general intelligence, Crystallized intelligence and General visualization (as nested factors) comprised the test results in the first computerized version. This is reported in the second study. The first study examines the construct validity of the preceding version. A confirmatory factor analysis approach was used in which the orthogonal hierarchical structure was confirmed. The two last studies are directed towards a theoretical deepening concerning aspects of test performance and test evaluation. The impact of item sequencing on the construct vali¬di¬ty of complex problem solving tests was investigated. It was found that item sequencing that appeared to increase the opportunity to learn throughout the test produced a better Fluid intelligence test than an item sequencing that implied less opportunity to learn. From earlier empirical studies and from theories of intellectual development it was assumed that cognitive abilities are more differentiated in high ability subjects than in low ability subjects. This was studied empirically for the enlistment population through a multi-group latent variable approach and was supported by the results in that the broad ability factors Crystallized intelligence and General visualization captured more variance on higher levels of general ability than on lower levels. Implications for future advance in cognitive testing are discussed regarding aspects as the impact of item sequencing effects on adaptive testing, and the opportunity to make use of the multi¬dimen¬sionality of tests and even of test items in test construction and evaluation.
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| 34. |
- Claesson, Silwa, 1947
(författare)
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Lärares levda kunskap
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)
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| 35. |
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| 36. |
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| 37. |
- Dragemark Oscarson, Anne, 1953
(författare)
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Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of this study is to explore the role of self-assessment in EFL learning in developing lifelong language learning skills and in furthering the development of more comprehensive and thereby fairer assessment practices. The study explores how upper secondary school students perceived their own general and specific writing abilities in relation to syllabus goals and whether these perceptions are affected by self-assessment practices. It also explores students’ and teachers’ experiences of integrating self-assessment into everyday classroom practice. The study is based on the theory that metacognitive skills such as self-regulation and self-monitoring are important for the development of autonomous learning skills. Two teachers and four groups of Swedish upper secondary students participated in the study during one school year. Using grades, students self-assessed the results of two written assignments, namely a classroom writing assignment and a written test task. The classroom writing assignment was also analyzed linguistically by the researcher. The two teachers and eight student focus groups were interviewed about their experiences at the end of the study. The results of the study showed that at the group level students were well able to assess their general writing results in relation to the criterion (the teachers’ grades). At the individual level the results were more variable, partly depending on the type of writing activity assessed and on the amount of practice students had had of self-assessment. Students’ assessments of their writing ability in general showed a stronger relationship with teachers’ grades than did students’ assessments of their results in a particular classroom writing assignment. Students’ assessments tended to become more realistic with practice. The results also showed that the specific writing skills that students at upper secondary school focused on in their writing are spelling and grammar, rather than other skills such as sentence structure, vocabulary, paragraphing and punctuation skills. Students were self-critical with regard to these skills and tended to underestimate their performance in relation to the researchers’ assessment of the same. Students and teachers were positive to the incorporation of self-assessment activities in the EFL writing classroom and saw it as a transferable skill that underpins lifelong learning in other subject areas. The method used in a classroom assignment, where the writing process approach was coupled to self-assessment questions and non-corrective feedback from the teacher, was found to be a practical way of helping students become more aware of their language skills and language levels. Both teachers and students considered student self-assessments as contributing valuable additional information to ordinary tutoring and testing. The implications for EFL writing are that syllabus goals that encourage student responsibility and autonomy are viable and realistic, but students need to practice self-assessment, preferably from an early age, to become adept at employing the approach effectively on a regular basis.
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| 38. |
- Ekborg, Margareta
(författare)
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Naturvetenskaplig utbildning för hållbar utveckling? : en longitudinell studie av hur studenter på grundskollärarprogrammet utvecklar för miljöundervisning relevanta kunskaper i naturkunskap
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this study the concept of sustainable development is discussed and what contribution a science teacher can make. Some scientific concepts relevant for environmental education are defined. To understand the concepts mean to be able to explain phenomena and to be able to use the conceptions as tools when discussing complex environmental issues. The ability to discuss complex issues is discussed. The aims of study were to study how student teachers in a programme oriented towards science for the first seven years in school develop scientific understanding and ability to discuss complex issues. Another aim was to relate the students’ experience of their own learning and the teaching to what they learn. Data were collected mainly by questionnaires and interviews. The whole student group answered questionnaires three times and about 15 students were interviewed three times. In the questionnaires the students answered questions about some ecological concepts. Their knowledge about causes and consequences of two global environmental issues were tested. They drew concept maps illustrating how complex they look upon an issue. In the interviews the students were asked about the teaching and their learning. They discussed a complex issue dealing with weather or not it is ethical to use surplus heat from a crematorium in the far heating system. The teachers were asked about the courses and about the students’ learning. Several learning projects could be identified. All the students had the intention to become teachers for young pupils. Parallel to this they wanted to pass the exams and to understand. Depending on the learning projects the students interpreted both the questions they were asked and the relevance of the contents in the science courses. This could explain why a majority of the students did not develop understanding of the investigated concepts. Most students did not use much science as a tool for decision-making when discussing the complex issue. There was a discrepancy between the students' learning projects and the teachers' learning projects for the students. When the students experienced this gap they went into rote learning to pass the exams. Those students whose learning project was to understand developed a better scientific understanding.
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| 39. |
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| 40. |
- Emanuelsson, Jonas, 1962
(författare)
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En fråga om frågor : hur lärares frågor i klassrummet gör det möjligt att få reda på elevernas sätt att förstå det som undervisningen behandlar i matematik och naturvetenskap
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on how teachers can learn about their students? learning in mathematics and science. Current perspectives on learning are positioned in terms of the acquisition and participation metaphor. A third metaphor, the constitutive metaphor, is proposed and elaborated as an alternative for the current study. The theoretical framework draws upon and tries to further inform phenomenography and the ?theory of variation?. The empirical material was generated from audio-taped classroom interactions and follow-up interviews. With the aid of concrete examples, teachers were probed on their understandings of selected parts of the interaction observed. The results are described in terms of variant and invariant aspects of possible learning objects for the teacher. I pay particular attention to what the students possibly focus upon, and how they deal with the focused content in three different zones ? the topical, the conceptual and the procedural zone. The outcome of the study is discussed in relation to teachers? knowledge. Pedagogical content knowing is scrutinised and a complementary perspective where teachers? knowledge is viewed as constituted by different contextualisations of the subject matter is used to illustrate the interdependency of content as a discipline, content as taught in school and content as understood by students. The result shows that teachers have, relatively speaking, small possibilities of making distinctions within the conceptual zone. In mathematics the topical zone dominates the interaction, in science the procedural. In other words, in mathematics the teachers mainly open for possibilities to learn, if their students remember facts and procedures; in science how they perform presentations and experiments. In both areas possibilities to make distinctions on qualities in how the students understand the content handled are rather small. The most important finding of the study is: In order to make distinctions in relations to other persons? ways of understanding something, this something must be kept invariant and acts of knowing must be allowed to vary in relation to the invariant object of knowing.
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