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Sökning: swepub > Övrigt vetenskapligt/konstnärligt > Umeå universitet > Linköpings universitet > Licentiatavhandling

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1.
  • Sidenvall, Johan, 1974- (författare)
  • Att lära sig resonera : om elevers möjligheter att lära sig matematiska resonemang
  • 2015
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Students only learn what they get the opportunity to learn. This means, for example, that students do not develop their reasoning- and problem solving competence unless teaching especially focuses on developing these competencies. Despite the fact that it has for the last 20 years been pointed out the need for a reform-oriented mathematics education, research still shows that in Sweden, as well as internationally, an over-emphasis are placed on rote learning and procedures, at the cost of promoting conceptual understanding. Mathematical understanding can be separated into procedural and conceptual understanding, where conceptual understanding can be connected to a reform oriented mathematics education. By developing a reasoning competence conceptual understanding can also be developed. This thesis, which deals with students’ opportunities to learn to reason mathematically, includes three studies (with data from Swedish upper secondary school, year ten and mathematics textbooks from twelve countries). These opportunities have been studied based on a textbook analysis and by studying students' work with textbook tasks during normal classroom work. Students’ opportunities to learn to reason mathematically have also been studied by examining the relationship between students' reasoning and their beliefs. An analytical framework (Lithner, 2008) has been used to categorise and analyse reasoning used in solving tasks and required to solve tasks.Results support previous research in that teaching and mathematics textbooks are not necessarily in harmony with reform-oriented mathematics teaching. And that students indicated beliefs of insecurity, personal- and subject expectations as well as intrinsic- and extrinsic motivation connects to not using mathematical reasoning when solving non-routine tasks. Most commonly students used other strategies than mathematical reasoning when solving textbook tasks. One common way to solve tasks was to be guided, in particular by another student. The results also showed that the students primarily worked with the simpler tasks in the textbook. These simpler tasks required mathematical reasoning more rarely than the more difficult tasks. The results also showed a negative relationship between a belief of insecurity and the use of mathematical reasoning. Furthermore, the results show that the distributions of tasks that require mathematical reasoning are relatively similar in the examined textbooks across five continents.Based on the results it is argued for a teaching based on sociomathematical norms that leads to an inquiry based teaching and textbooks that are more in harmony with a reform-oriented mathematics education. 
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2.
  • Bohman, Anna, 1975- (författare)
  • Framing the Water Challenge : Multilateral donor policies for water supply and sanitation 1960-2005
  • 2006
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Opinions on what is best way to provide more people in low income countries with adequate water and sanitation services have changed over time. A recent policy paradigm suggests that private companies should be involved in WSS service provision to improve the situation for those in need. This study looks at how issues of water supply and sanitation (WSS) have been confronted by the international donor community and how strategies to improve performance in this sector have changed from the early 1970’s up until today. The evolution of ideas and strategies are linked to overall development policies in order to better understand the forces that have shaped policy redirections in the sector. In addition, the case study of Ghana gives a preliminary picture of how donor policies have been played out in a national context. The concept of problem frames is used as an analytical tool in order to highlight how ideas change and replace each other but also to illustrate how problem frames are becoming more inclusive as new knowledge and experiences are gained. The study finds that while hardware knowledge such as engineering skills were put at the forefront to begin with, software matters such as capacity building and appropriate management of the sector gained increased attention with time. As the water challenge becomes increasingly framed as a matter of managing scarcity, the economic value of water is emphasized and private sector participation is promoted on a larger scale. With time the cross sectoral nature of the WSS issue gains increased attention as its overall impact on poverty reduction and environmental sustainability is emphasized. This holistic approach also contributes to an increased emphasis on sanitation as important to sustainable WSS systems and services. The case study of Ghana shows that all in all, institutional change within the Ghanaian WSS sector during the post independence era, mirror international policy trends. Power is moving out from the state in different directions and responsibilities are gradually hived off from the central organization to local authorities or other agencies working on specific issues. Subsidies on water tariffs are abolished and at the end of the period the private sector is also invited to act in the sector. However, recent trends indicate that as democracy deepens and civil society is growing stronger this also effects policy development in the Ghanaian WSS sector.
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3.
  • Åström, I. Maria, 1965- (författare)
  • Integrated and Subject-specific : An empirical exploration of Science education in Swedish compulsory school
  • 2007
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation. The introduction describes the nature of integrated curriculum, what integrated learning is, issues about integrated Science education, in what way integration is carried out, between subjects or within subjects, what the opposite to integrated Science is (here named as subjectspecific science education) in the Swedish context and what the Swedish curriculum has to say about integrated Science. Previous studies in integrated curriculum looking at students’ results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument in this study. The thesis consists of two studies, one quantitative and one qualitative, within the above framework. The quantitative study is an attempt to find differences in scores on students’ written results on a large-scale assessment in scientific literacy between students studying in different organisations of Science education. The qualitative study is an attempt to describe differences at classroom level between integrated Science and subject-specific Science. This gives a quite rich description of four schools (cases) in a small town and how they organise their teaching integrated or subject-specific. No differences in students’ results between different Science organisations were found in the quantitative study in this thesis. Possible explanations for the lack of differences in students’ results are discussed in the article. An additional investigation that attempts to test the variable used in the quantitative study is carried out in the thesis, with an attempt to sharpen the teacher organisation variable. This is done to find out if it is possible that there can be found differences with the sharpened variable. The qualitative study gives a glimpse of some differences in the implemented curriculum between schools working with integrated Science education and a school that works subjectspecifically. The teachers do the overall lesson plans in different ways according to which organisation according to integrated or subject-specific Science they work with. When asked in a survey what kind of Science organisation they have, students from the four schools studied answered differently between schools and also, sometimes, within the same school. A further analysis of this second study is carried out by defining a conceptual framework used as structure and a possible explanation for differences between students’ views and teachers’ views on the organisation of Science education. This latter analysis tries to give an enriched description in mainly the two levels of the implemented and attained curricula, and tries to discuss the difference in students’ attained curriculum. A final discussion concludes the thesis and concerns an elaboration of the results of the thesis, problems with the main variable involved in the two studies and the possibility that the teacher actions effects also the magnitude of students’ achievement on tests.
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