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Sökning: L4X0:0436 1121 > Högskolan Kristianstad

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1.
  • Eklöf, Anders, 1956- (författare)
  • Project work, independence and critical thinking
  • 2014
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.
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2.
  • Lindahl, Britt (författare)
  • Lust att lära naturvetenskap och teknik? : en longitudinell studie om vägen till gymnasiet
  • 2003
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of the study was to follow a group of pupils from the age of twelve until they leave lower secondary school at the age of sixteen to describe and analyse how their attitudes towards and interest in science and technology develop and change but also how this and other factors such as ability, understanding of scientific concepts, gender and home background influenced their choice for upper secondary school. The sample consists of 80 pupils, the whole age group in a school. Data was collected using observations, interviews and questionnaires. The analysis built on the theory of planned behaviour and conceptions research. Many pupils have a positive attitude towards science but often a more positive attitude towards other subjects. They have duties to their parents but these are not strongly expressed. Their self-efficacy for science follows the same pattern as their attitude; they think they are good in science but not as good as in other subjects. For most pupils it seems as if attitude together with self-efficacy are the strongest determinant for their choice. These determinants are influenced by different factors. Girls and boys perceive science teaching differently but it seems as if the boys are on their way to developing the same critical attitude as the girls have had since long ago. The social background is important as many of the pupils who choose science are from well educated homes but even this group is loosing interest. Good ability is a necessary factor but does not guarantee science will be chosen. Neither has good conceptual understanding a crucial importance but on the other hand there are many pupils who say that they would not choose science as they do not understand science in the way it is taught. Another finding is that many pupils even at Grade 5 have an idea of their future career which later on is the same as their choice for upper secondary. If science shall have a chance in their lives the pupils must have a positive experience of science from the beginning of primary school through all years. Once they have lost their interest it is very difficult to get them back. The competition for their attention is intensive and the older they get the more difficult it will be to catch their interest and allegiance.
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3.
  • Eklöf, Anders (författare)
  • Project work, independence and critical thinking
  • 2014
  • Doktorsavhandling (populärvet., debatt m.m.)abstract
    • This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.
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4.
  • Jonsson, Agneta, 1958- (författare)
  • Att skapa läroplan för de yngsta barnen i förskolan : barns perspektiv och nuets didaktik
  • 2013
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis takes as one point of departure the concept of the expanded curriculum where curricula encompass both the formal steering documents, as well as that which goes on within the framework of preschool education and through the actors in preschools. The overarching purpose is therefore to generate knowledge about what conditions for learning the work of teachers make possible when curricula are created in preschool settings for children aged between 1 and 3. The purpose is also to contribute with knowledge about what these created curricula would mean for children’s agency, and the importance they can have for children’s opportunities for learning and development. The three empirical studies consist of digitally recorded interviews with teachers and video observations with a focus on teachers’ communication with children in preschool. The discussion in the overarching text is constructed around three aspects that emerge in the overall results of the studies. First, the studies reveal how teachers’ work can be likened to a limiting curriculum which, on the one hand, is entirely child-centered, with the children as seen actors, but, on the other, can be interpreted as entirely teacher-centered. Secondly, there is the discussion about the affirmative curriculum, where children are presented as affirmed actors. In other words, content becomes those things that children are interested in, and their modes of expression are seen, affirmed and often repeated. Finally there is the discussion about the possibilities and dilemmas related to an expanding curriculum where children are regarded and treated as real actors in the sense that their intentions and expressions are taken seriously as relevant challenges. The current curriculum text for Swedish preschool can, in this sense, be seen as an obstacle in that its formulations are extremely broad-based, as discussed related to the results of this thesis.
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5.
  • Nilsson, Lars-Erik, 1949- (författare)
  • "But can't you see they are lying" : student moral positions and ethical practices in the wake of technological change
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Today it is considered important that modern digital technology be implemented and that all citizens learn to use it. Students already use mobile phones, personal digital assistants, computers, and their applications to do much of their work. This includes searching for and retrieving information, and collaborating on assignments and writing. Recently, claims have been made in both the media and academic research that student technology use is an important factor underlying an increase in student attempts to deceive on exams and other graded work. For example, it is assumed that students sometimes use the Internet to download other people’s essays, then handing them in as their own, and to make patchwork compositions of other people’s texts using the copy and paste functions. Such claims, however, risk not considering other changes that have occurred, for example, changing forms of exams/assessed assignments.   Accordingly, one aim of this thesis has been to go beyond the categorization of students as cheaters and their use of digital technology as the use of unauthorized aids when discussing student use of technology in exams/graded assignments, and consider what rights and duties and what other subject positions are being made available for them. Four studies have been conducted, the first into the work of high-school students on research reports and the other three into interaction in disciplinary inquiries. These studies illustrate how exams/graded assignments and assessment in general introduce dilemmas for students and how it is important to consider how these dilemmas are solved in practice before making assumptions about technology use as cheating.   As a contribution to the debate about students’ moral values and their use of technology, this work has demonstrated the importance of distinguishing between actions and the meaning ascribed to them as acts. A general observation is that student use of technology is generally met with suspicion. Cheating functions as a device for making good texts appear as possible downloads, texts with uneven quality as possible patchwork, inadvertent textual overlaps (i.e., unintentional near reproduction of the wording of a source) as intentional plagiarism, and student references to technical problems as probable rationalizations. From a methodological perspective, the utility of investigating cheating as an interactional accomplishment is demonstrated. This approach has made it possible to investigate how students reason about using existing texts and asking others for help. As well, the application of a dynamic perspective on subjectivity has made a theoretical contribution. Through this perspective, it is possible to criticize the normalization of students as cheaters based on how they use technology. That their actions could as easily make other positions available to them is shown.
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6.
  • Nilsson, Lars-Erik (författare)
  • "But Can't You See They are Lying?" Student Moral Positions and Ethical Practices in the Wake of Technological Change
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Today it is considered important that modern digital technology be implemented and that all citizens learn to use it. Students already use mobile phones, personal digital assistants, computers, and their applications to do much of their work. This includes searching for and retrieving information, and collaborating on assignments and writing. Recently, claims have been made in both the media and academic research that student technology use is an important factor underlying an increase in student attempts to deceive on exams and other graded work. For example, it is assumed that students sometimes use the Internet to download other people’s essays, then handing them in as their own, and to make patchwork compositions of other people’s texts using the copy and paste functions. Such claims, however, risk not considering other changes that have occurred, for example, changing forms of exams/assessed assignments. Accordingly, one aim of this thesis has been to go beyond the categorization of students as cheaters and their use of digital technology as the use of unauthorized aids when discussing student use of technology in exams/graded assignments, and consider what rights and duties and what other subject positions are being made available for them. Four studies have been conducted, the first into the work of high-school students on research reports and the other three into interaction in disciplinary inquiries. These studies illustrate how exams/graded assignments and assessment in general introduce dilemmas for students and how it is important to consider how these dilemmas are solved in practice before making assumptions about technology use as cheating. As a contribution to the debate about students’ moral values and their use of technology, this work has demonstrated the importance of distinguishing between actions and the meaning ascribed to them as acts. A general observation is that student use of technology is generally met with suspicion. Cheating functions as a device for making good texts appear as possible downloads, texts with uneven quality as possible patchwork, inadvertent textual overlaps (i.e., unintentional near reproduction of the wording of a source) as intentional plagiarism, and student references to technical problems as probable rationalizations. From a methodological perspective, the utility of investigating cheating as an interactional accomplishment is demonstrated. This approach has made it possible to investigate how students reason about using existing texts and asking others for help. As well, the application of a dynamic perspective on subjectivity has made a theoretical contribution. Through this perspective, it is possible to criticize the normalization of students as cheaters based on how they use technology. That their actions could as easily make other positions available to them is shown.
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7.
  • Ottosson, Torgny, 1954- (författare)
  • Map-reading and wayfinding
  • 1987
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of the study is to make an analysis of map-reading as a cognitive phenomenon, with the use of a map for finding one's way as the specific focus. As a point of departure, the nature of human beings' knowledge of spatial relationships in their physical environment (here termed macro-spatial relations) is discussed. On this basis a conceptualization of cognitive functions as relational (human–world) phenomena is introduced. It is concluded that macrospatial cognition should be studied as conceptions of topographies. Some basic and general characteristics of maps are discussed. Two different aspects of maps, a referential and a structural, are distinguished and a view of map-reading as a harmonization of different versions of reality is developed. One main conclusion is that an analysis of map-reading should be based on an analysis of the map-reader's conception of the task. The research approach adopted is qualitative-descriptive and four studies of map-reading-for-wayfinding are reported. The first concerns children's map understanding. A total of 37 children, aged 5 to 12 years were individually interviewed and then observed while performing some wayfinding tasks. A result of that study is the identification of three different conceptions of the relation between map and reality: the map as a representation of presence, sequence, or structure. The remaining three studies concern map-reading by performers of the sport of orienteering. Among other things, three different wayfinding approaches are identified. On the basis of the theoretical view developed in the thesis, some implications for teaching map-reading and map understanding are discussed. It is argued that the "view-from-above" metaphor common in introductory map teaching is inadequate and that viewing the map as a miniature provides a better basis. It is recommended that introductory teaching of maps should not take symbolization and projection as its starting-point but, instead, the pupils' conceptions of topographies, as already present.
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10.
  • Borgfeldt, Eva, 1961 (författare)
  • ”Det kan vara svårt att förklara på rader”. Perspektiv på analys och bedömning av multimodal textproduktion i årskurs 3.
  • 2017
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Drawing and coloring have been part of young students text making as long as the writing system has been used, but with the increased use of digital tools and an enlarged focus on accountability of today there is a reinforced educational interest to understand what constitutes multimodal student texts in the context of classroom practice. This thesis project overall aim is to highlight and discuss the opportunities and difficulties in the assessment of language and knowledge-developing multimodal text work in a multilingual educational context. Conceptually the study is grounded in sociocultural theories, in sociosemiotic theory and in multiliteracies research. The methods used consist of qualitative multimodal text analysis and semi-structured interviews with students and their teacher. The three empirical studies were carried out, each having a different perspective. The first study looks at the text production of students in an integrated work of drawing, coloring and writing. The second study focuses how students reason when they choose to draw, write or both draw and write when they report to their teacher what they have learned. The third study discusses what the teacher highlights when assessing her students’ multimodal text productions. Overall, the results show that the semiotic resources, images and color, dominate students’ text productions and that the teacher attaches great importance to the illustrations, but that she, despite the best intentions, has trouble using multimodal criteria when assessing the students’ different ways of expressions and semiotic resources into a whole. It seems to be problematic for the teacher to allow students to freely interpret and independently design the task while she at the same time intends to make an overall assessment of how the content is presented. The results also indicate that it is difficult for the students to verbalize their thoughts on the assessment and in practice; the teacher more often is focused on assessing abilities relating to how thoroughly the students carry out the process of documenting rather than encouraging the students to develop and express their knowledge. Finally, the thesis concludes with discussing the content of an ongoing need for research, especially regarding the consequences it may have for younger students, whatever language background they have.
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