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- Damber, Ulla, et al.
(författare)
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Litteraturläsning i förskolan
- 2013
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Tidiga textmöten hjälper barn att utveckla strategier i sin senare läsning och ger dem en inre motivation att söka läsupplevelser och kunskap om omvärlden. Den tidiga läsningen sätter på så vis spår i den fortsatta litteratur- och språkutvecklingen, men också i kunskapsutvecklingen i stort. Men hur arbetar förskolepersonal med uppdraget att grundmura nyfikenhet och lust till läsning? Och hur kan litteraturläsningens potential som kunskapskälla tas tillvara? I bokens första del undersöker författarna vilka förutsättningar barnen ges vid ett antal förskolor i Sverige att utveckla kunskap med litteraturens hjälp. I den andra delen resonerar de kring tematiskt arbete i förskolan och vilken funktion läsning av skönlitteratur kan ha i sådana sammanhang. Men de ger även konkreta planeringsförslag på teman – teman om familjekonstellationer och om natur, djur och miljö – där ett uttalat syfte med litteraturläsningen är just att stödja barnens kunskapsutveckling. Litteraturläsning i förskolan vänder sig främst till blivande och yrkesverksamma förskollärare. Den erbjuder också värdefull läsning för bibliotekarier som samarbetar med förskolan.
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| 2. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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“Let’s Keep it Informal, Guys” : a Study of the Effects of Teacher Communicative Strategies on Student Activity and Collaborative Learning in Internet-based English Courses
- 2008
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Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : The faculty board for teacher education. - 1404-7659. ; 15:2, s. 36-58
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Tidskriftsartikel (refereegranskat)abstract
- The paper explores the quantity and quality of communication produced by teachers in Internet courses of academic English, particularly during the initial stages of course activity. The courses are entirely conducted in virtual learning environments without physical meetings, and are part of the Bachelor programme (A–C level) of English at Mid Sweden University. The pedagogic design of the courses is based on collaborative learning, which presupposes a communicative environment with positive interdependence and interaction, where knowledge is shared by students questioning and challenging each other. Consequently, the teacher’s role in setting communicative norms which encourage an environment of high acceptance, where students feel that they can express their opinions freely, is of utmost importance. The results suggest that there are two important factors that affect student activity in the initial stages of an online course: how much the teacher communicates with the class and the manner in which he or she does so.
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| 5. |
- Wendin, Karin, 1963-, et al.
(författare)
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Food and Meal Science – a part of academic life : The Research Group MEAL – Food and Meal for Everyday Life, Food and Meal Science, Kristianstad University, Sweden
- 2015
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Food and Meal Science is an interdisciplinary research and education field at Kristianstad University with a vision to create a sustainable and healthy society. Here gastronomists (BSc in Food and Meal Science) and teachers in home and consumer studies (MSc in Subject Education) are educated. The field include the areas “Nutrition and Health”, “Food Science” and “Food Culture and Communication”. The BSC-programme comprise science, craftsmanship and creativity. Theory is turned into practice through laborative exercises and working life placements. In 2014, the programme was evaluated to be of “Very high quality” by the Swedish educational authority. Approximately 25 gastronomists graduate yearly and find work opportunities within industry, eg innovations and product development and within the public meal sector.Currently, efforts are made to develop a Masters degree programme for students interested in higher education. The research group MEAL was founded 2013. One of the aims is to reach a holistic understanding of food and meals. Research projects include sensory, consumer and nutritional aspects in relation to age, culture and health. Food habits and behavior are of interest as well as sociological aspects. Further key concepts, such as “cooking” and “meal“, are explored from different angles of the field. The research is a key factor in the academisation of the field and will lay a stable ground for education at MSc-level. Food and meal science has a great opportunity to combine and use aspects from the different areas in order to form a holistic understanding within research and education.
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| 6. |
- Johansson Falck, Marlene, et al.
(författare)
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Bridging, tunneling, and towering : How human interaction with artifacts influences the meanings of converted verbs
- 2020
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Ingår i: Cognitive Semantics. - Umeå : Brill Academic Publishers. - 2352-6408 .- 2352-6416. ; 6:1, s. 29-55
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Tidskriftsartikel (refereegranskat)abstract
- What determines the meaning of a converted verb? Why do some verbs that have been converted from nouns that refer to artifacts have the meaning of making the artifact, and others not? How come some of them, but not others, are connected with motion? And how do speakers’ experiences of the artifacts involved influence the meanings of the verbs? Noun-to-verb conversion has been dealt with at phonological, grammatical and word semantic levels, and explained in terms of metonymic processes and event schema. Yet few studies, if any, have looked into why and how converted verbs acquire the meanings that they do. This article is a corpus linguistic investigation of the converted verbs bridge, tunnel, and tower. Our aim is to find out how speakers’ experiences of the artifacts that the corresponding nouns refer to influence the meanings of the converted verbs.
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