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  • 1.
    Aspgren, Peter
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för humaniora.
    Svenssons vilja att söka kunskap: En studie om ABF-Sandviken mellan 1939-19682012Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Uppsatsen syftar till att skapa en bild om hur folkbildningsarbetet har pågått i Sandviken samt hur kvinnorna tar större plats i samhället. Det är ABF-Sandviken som folkbildare som står i centrum för undersökningen under perioden 1939-1968. Källmaterialet är studieprogram tryckta av ABF-Sandviken samt deras avrapporteringskort under tidsperioden.

    Frågeställningar som besvaras i uppsatsen är:

    • Vilket folkbildningsarbete gjorde ABF-Sandviken?

      • Fanns det någon ökning i antalet studiecirklar mellan åren 1939-1968?

        • Hur står sig resultatet i förhållande till den skedda invånarökning i Sandviken vid samma tidsperiod?

      • Hur såg könsfördelningen ut vid val av studiecirklar?

        • Vid ett eventuellt överslag åt ett av könen, är det då nya studiecirkelämnen som har gjort överslaget möjligt?

      • Hade studiecirklarna vid ABF-Sandviken någon koppling till samtiden?

    För att besvara dessa frågeställningar har jag använt mig av samtliga studieprogram och närvarolistor från ABF-Sandviken mellan 1939-1968. Jag har genom detta kommit fram till resultatet att det skedde en ökning av antalet studerande vid ABF-Sandviken på slutet av 1940-talet. Med ökningen av studerande så är en logisk förklaring att det även ökade antalet studiecirklar kopplade till ABF-Sandviken. Fördelningen mellan de olika könens val av studieämnen skiftar även under tidsperioden 1939-1968. Det börjar med ett överslag åt det manliga könet för att sedan under 1950- och 1960-talet göra en växling mot ett mer jämställt sökande.

    Dessa resultat har en grund i folkbildningsreformen år 1947 samt en jämställdhetsdebatt som blossade upp på 1950-talet. Folkbildningsreformen gjorde det möjligt att lättare få bidrag för studiecirklar och det gjorde en ökning in på 1950-talet och toppar på 1960-talet möjliga. Sedan med att fler kvinnor tog sig från den fasta positionen i hemmet och deltog mer i samhället blev deltagandet mellan könen mer jämställt.

    Studiecirkelämnen var påverkade av händelser i samtiden. Till exempel diskuterades andra världskriget och på en mer lokalnivå hur kommunen fungerade, och vart skulle man vända sig?

    Fulltekst (pdf)
    fulltext
  • 2.
    Attorps, Iiris
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.
    Nordlander, Edvard
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Nordström, Göran
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Fysik.
    MST education in Swedish preschool2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The present study is part of the EU-Fp7 project SECURE. The research question in the present study is: How is the current Swedish MST curriculum for preschool implemented by the teachers, and perceived by the 5-year old learners?

    The introduction of a revised preschool curriculum in 2011 has given MST a prominent place in Swedish preschool, and may be intended by the authorities to change the weak positions and declining trends in the PISA and TIMSS surveys for Swedish school children. The new teaching task seems to be highly appreciated by the preschool teachers. However, the curriculum is quite ambitious, and a major concern is how the implementation will be done. The concept of ”emergent science” is discussed in order to induce positive attitudes towards MST.

    In this study, semi-structured interviews with teachers in 15 Swedish preschools are the main source of information combined with some interviews with learners and photographic materials. The method for the analysis uses a category system of which results from some of the categories are reported.

    The preschool teachers are aware of the new role as teachers rather than just child minders. The revised curriculum seems to increase the self-confidence for MST of the learners as well as the teachers. The teachers say that the learners are interested in MST and that it is a case of catching opportunities, which may lead to emergent science. The 5-year old learners confirm that they like the activities related to MST.

    Working with hypotheses and storyline activities is shown as an example how emergent science can be promoted in 5-year old children. Activities connected to ”emerging science” have been common in Swedish preschools for some time, but after the implementation of the revised curriculum teachers also verbalize this for themselves and the learners.

  • 3.
    Attorps, Iiris
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.
    Nordlander, Edvard
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Nordström, Göran
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Fysik.
    MST-utbildning i den svenska förskolan2013Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Svenska elever hamnar efter i PISA- och TIMSS-undersökningarna. I matematik har matningarna visat på sjunkande kunskaper sedan början av 2000-talet och i naturvetenskap ligger de svenska eleverna ständigt under det internationella genomsnittet. Detta är alarmerande för landet och skälen bör utredas.Som en del i EU-projektet SECURE inom ramprogrammet Fp7 presenteras resultat från lokal forskning om genomförandet av MST-kursplanerna och attityder till ämnena bland lärare och elever. Med MST avser vi matematik, naturvetenskap och teknik. Intervjuer och enkäter har utförts bland lärare och elever i 47 klasser i 15 skolenheter i några mellansvenska kommuner. De åldersgrupper som studerats är elever från åldersgrupperna 5, 8, 11 resp. 13 år. Vi fokuserar här på förskolans verksamhet, d.v.s. arbetet med 5-åringar.Som en följd av införandet 2011 av en reviderad läroplan för förskolan, kan vi se att MST har fått en framträdande plats i den svenska förskolan som verkar vara mycket uppskattad av förskollärarna. I den reviderade läroplanen framgår att förskollärare ska ansvara för att arbetet i barngruppen genomförs så att barnen stimuleras och utmanas i sin matematiska utveckling, samt stimuleras och utmanas i sitt intresse för naturvetenskap och teknik. Exempel på hur de skall gå tillväga finns också i läroplanen. Detta kan i praktiken uppfattas som en informell tidigareläggning av den obligatoriska skolan i Sverige, eftersom förskolan inte är obligatorisk men utnyttjas av de allra flesta. Det skulle därmed kunna innebära en vändpunkt för resultaten i grundskolan och förhoppningsvis ge avtryck i kommande PISA- och TIMSS-undersökningar.De förskollärare som intervjuats är medvetna om vikten av att undervisa MST i förskolan. Detta tydliggörs av några uttalanden från intervjuade förskollärare. 'Det som är nytt nu är att man pratar om lärare och att vi utbildar barnen.' 'Det här lärandet är för livet. Det är inte bara för individen. Verksamheten på förskolan bidrar till hela samhällsutvecklingen.' Även föräldrarnas förväntningar på förskolan har förändrats. 'Föräldrarna uppskattar resultaten i matematik och ser förskolan som en skolform snarare än förvaring av barn.'I denna presentation ges exempel på hur MST-ämnena undervisas på ett integrerat sätt i förhållande till den praxis som råder i svenska förskolan, samt i förhållande till ålder och mognad hos barnen.

  • 4.
    Barreiro-Gen, Maria
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för industriell ekonomi, industridesign och maskinteknik, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Evaluating the effects of mobile applications on course assessment: A quasi-experiment on a macroeconomics course2020Inngår i: International Review of Economic Education, ISSN 1477-3880, Vol. 34, artikkel-id 100184Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Universities are facing the need to rethink their educational strategies, especially due to the emergence of new technologies, such as mobile applications, which have had great expectations. Previous studies have been focused on changes in student engagement from using mobile applications in the classroom, whereas there has been little research on the impact of mobile applications on student assessment. This research uses a quasi-experimental study to examine the relationship between student assessment and the use of a mobile application. Two groups of students (a control and an experimental group) were tested in the same academic semester with the same lecturer. Two analyses were carried out (t-test and difference-in-differences) to evaluate this relationship. Contrary to the general expectations, the results showed that there is no significant difference on assessment when comparing the two groups’ scores. However, students showed a positive attitude in engaging with the mobile application. Although there has been an increase on the use of mobile applications in classrooms, they do not directly affect student scores. This research shows that mobile applications should be used as a complement to traditional education, and not as a substitute to it.

  • 5.
    Bendroth Karlsson, Marie
    et al.
    Högskolan i Gävle, Institutionen för humaniora och samhällsvetenskap, Ämnesavdelningen för kultur- och religionsvetenskap.
    Mårtensson, Åsa
    Pringle, Emily
    Parczewska, Maria
    Kan små barn ha glädje av konst?/Do small children benefit from art?2008Inngår i: Konst och konstpedagogik / [ed] Mårtensson, Åsa, Gävle: Gävle Konstcentrum , 2008, s. 38-75Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 6.
    Berglund, Shashi-Rekha
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Enable Emergent Literacy by Including ICT in Preschool class: A socio cultural approach to ensure a positive learning atmosphere2011Independent thesis Advanced level (degree of Master (One Year)), 20 poäng / 30 hpOppgave
    Abstract [en]

    A comparative study between old school which is considered to be boring and out of context by (many student) to new school of teaching where divers IT and ICT gadgets are used and their implications in creating a positive teacher student relationship from the very start to promote emergent literacy within preschool class.

    This ethnographic study examines how two preschool class teachers incorporate both old and new methods to create interest for learning and meaningfulness among their students in accordance with the national goals for education and lifelong learning. How does IT and ICT promote teaching and learning in preschool class? In what ways do teachers incorporate into classroom experiences? What are the group dynamics between teacher- student, and student- and their peers during a classroom scenario with the conventional paper and pen and technological aid?  With these central questions the study was conducted as an participant observation which resulted in preschool class children find it lot easier to communicate not only with teachers but also with their classmates during classroom activities where IT and ICT is incorporated than when teachers take on the role what they call old school which tends to become one-sided. 

    The results show that creating meaningfulness among ones students is largely based upon the teachers own interest in the focus group. From a socio-cultural perspective, it is evident that terms such as interaction, meaningfulness, symbols and artifacts become central. Results from the study shows even though many in-service teachers and principals are very much for including IT and ICT as teaching resource. Ambiguity of national norms and goals when we talk of preschool classes in the nation could be one the many reasons why they fail to meet their students expectations and demands. This in turn could be one of the considerable reasons for the depression in high school students failing to meet the national educational standards.

    Fulltekst (pdf)
    fulltext
  • 7.
    Cananau, Iulian
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för humaniora, Engelska.
    The Conversational Framework, Democratic Education, and Pedagogic Design in the American Literature Survey: A Case Study2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This presentation attempts to probe the applicability of Diana Laurillard’s “conversational” model of collaborative learning to the teaching of the American Literature Survey at the University of Gävle. For the purpose of exemplification, I have selected a unit on race and gender representations in late nineteenth-century fiction, with a focus on Mark Twain’s Pudd’nhead Wilson and Charlotte Perkins Gilman’s “The Yellow Wallpaper”, respectively. Given that the vast majority of students who take up this course are enrolled in the teacher training program, an important research question is how this pedagogic framework might contribute to developing and consolidating democratic values and practices in their future roles as high school teachers of English in Sweden. This aim converges with the curricular objective that civic values and attitudes should underpin the teaching of all subjects in the Swedish school system. The study is part of a project entitled “Democratic Vistas in the Classroom: Teaching American Literature in Swedish Higher Education”.

  • 8.
    Cananau, Iulian
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för humaniora, Engelska.
    Toward a Methodology of Intuitive Critical Thinking in Literature Teaching2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Literature has a special relation with truth. It often purports to reveal that there are many ways of conceiving truth, that indeed there is no absolute truth. Yet there are, in literature, notions of truth like the truth of the slave narratives and all of the so-called protest literature that resist relativization. In a sense, much of our work and expertise as literary scholars is to distinguish between claims to truth and to advance one claim against others through persuasive and valid arguments. To do that, we employ an ability to think critically that we have developed and trained as part of our professional identity. So embedded is this ability in the practice of literary studies that it might be considered exemplary for what theorists of critical thinking tentatively call “a way of being” and “a habit of the mind”. After a brief discussion of a few conceptualizations of truth in literature and literary studies, I present the notion of “intuitive critical thinking” and its possibilities for teaching literature in higher education, with a focus on the syllabi of some of my literature courses at the University of Gävle.

  • 9.
    Cortas Nordlander, Maria
    et al.
    Vasaskolan, Gävle.
    Nordlander, Edvard
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    On the concept image of complex numbers2012Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 43, nr 5, s. 627-641Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A study of how Swedish students understand the concept of complex numbers was performed. A questionnaire was issued reflecting the student view of own perception. Obtained answers show a variety of concept images describing how students adopt the concept of complex numbers.

    These concept images are classified into four categories in order to clarify the learning situation. Furthermore, this study also revealed a variety of misconceptions regarding this concept, and most of the misconceptions were also possible to refer to the classification system. In addition, results from an identification test show that students have difficulties discerning the basic property of complex numbers, i.e. that any number is a complex number.

    Fulltekst (pdf)
    fulltext
  • 10.
    Eriksson, Mattias
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap.
    Matematikspel för att se och träna på sina kunskaper2012Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Sammanfattning:

     

    Mina syften med uppsatsen är att med hjälp av ett test se om eleverna, i årskurs 1 på gymnasiet besitter de kunskaper inom matematik som står beskrivet i Lgr11 för skolår 9 samt att se om ett matematikspel kan öka elevers kunskaper och motivation.

     

    Genom att på 50 elever göra 2 tester med ett intervall på 2 veckor, där 24 av de 50 eleverna fått använda ett matematikspel för att se om kunskapsförbättring uppnåtts. Det första testet har även använts för att få en inblick i hur elevernas matematikkunskaper är. En enkätundersökning om matematikspelet gjordes av de eleverna som använt spelet.

     

    Resultatet visade att eleverna som använt spelet gjorde en större progression än de elever som inte haft tillgång till spelet. Eleverna hade inte kunskaper som det krävs att de ska besitta enligt Lgr11 för skolår 9. De flesta elever var positivt inställda till matematikspelet.

     

    Resultatet av studien stöds av litteratur då flertalet författare menar att om man som pedagog kan hitta andra former än läroböckerna kan detta öka motivationen till lärande.

     

    Fulltekst (pdf)
    fulltext
  • 11.
    Fransson, Göran
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Mentoring Policies: Possibilities, Challenges and Future Directions2020Inngår i: International Handbook of mentoring: Paradigms, Practices, Programs, and Possibilities / [ed] N. J. Irby, J. Boswell, L. Searby, F. Kochan, R. Garcia & N. Abdelrahman, Hoboken: Wiley-Blackwell, 2020, s. 435-452Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Although many mentoring programs are mandated and initiated as part of a policy direction or mandate, and policy is an important element in the development, implementation, and evaluation of mentoring, investigations into the impact of policy upon mentoring initiatives and outcomes, has not been explicitly highlighted in the mentoring research (Fransson & McMahan, 2013).  Although the literature on policies and mentoring programs and practices is scarce, there is limited evidence to suggest that policies impact mentoring endeavors in a variety of ways and can have both positive and negative effects (Carver & Feiman-Nemser, 2009; Polikoff, Desimone & Hochberg, 2015).  Yet, policy development and implementation can have an extensive impact on mentoring programs and relationships.  As these programs continue to grow, it is imperative that the field become more cognizant of the role and impact of policies upon the personal, professional and organizational aspects of mentoring.  Against this background, expanding our understanding of how policy is designed, implemented and influences mentoring program development, practice and success is important. 

                The purpose of the chapter is to outline, discuss and problematize policy issues related to mentoring and to offer recommendations for future action.  Most of the examples on policy issues are related to adult situations in the educational field.  This field offers a policy landscape that illustrates the complexity and multi-layering of mentoring policy.  Thus, it is believed that many of the findings can be transferred to other mentoring contexts.

    The chapter begins with a theoretical overview of how policy and the processes of policy development and policy enactment are conceptualized.  Issues such as international policy flows and policy learning are discussed and evaluations as part of policy formation are problematized.  This theoretical overview facilitates an understanding of mentoring policy and how it is enacted or played out in mentoring practices.  The overview is followed by a discussion about the challenges involved in identifying the field of mentoring policy.  As outlined in the overview, different dimensions of policy are emphasized depending on which theoretical perspective is used.  This in turn influences which theoretical binoculars are used to identify the field of mentoring policy.  Searching databases for the various terms and the challenges associated with this are also discussed.  Thereafter, ‘policies for policy development’ are examined.  One policy in particular is analyzed more closely in order to highlight the most important aspects of policy analysis.  The chapter closes with a concluding discussion about the challenges and possibilities for policy research.  A possible new direction in mentoring policy in also discussed.

  • 12.
    Frölunde, Lisbeth
    et al.
    Danish School of Education, Aarhus University.
    Gilje, Oystein
    Institute for Educational Research, University of Oslo.
    Lindstrand, Fredrik
    Stockholms universitet.
    Öhman-Gullberg, Lisa
    University College of Arts Crafts and Design.
    Methodologies for tracking learning paths: designing the on-line research study Making a Filmmaker2009Inngår i: Mediekultur, ISSN 0900-9671, E-ISSN 1901-9726, Vol. 25, nr 46, s. 73-85Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    The article concerns the design of a collaborative research project (2008-09) entitled Making a Filmmaker, which examines how young Scandinavian filmmakers create their own learning paths in formal and/or informal contexts. Our interest is in how learning experiences and contexts motivate the young filmmakers: what furthers their interest and/or hinders it, and what learning patterns emerge. The aim of this article is to present and discuss issues regarding the methodology and methods of the study, such as developing a relationship with interviewees when conducting interviews online (using MSN). We suggest two considerations about using online interviews: how the interviewees value the given subject of conversation and their familiarity with being online. The benefit of getting online communication with the young filmmakers is the ease it offers, because it is both practical and appropriates a meeting platform that is familiar to our participants.

  • 13.
    Grenholm, Jan
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Nordlander, Edvard
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Girls and technology: Effects from a 6-year experiment2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Technology has been a mandatory subject in Swedish compulsory school the last 30 years. The last 18 years it has been a subject of its own, with specific syllabus and grading of the students. Nevertheless, the schools did not really get hold on how to teach the subject. Moreover, there are very few of the teachers with training in Technology. Most of the teachers giving Technology in the later years of compulsory school are traditional Science teachers and in earlier years they are not even trained in Science.

    Municipalities have found that girls are not stimulated by the Technology subject. This is seen in gender-sensitive statistics of the transition from compulsory school to the upper secondary school. As a result, some municipalities offer 14-year old girls a voluntary summer school between 8th and 9th grade. The summer school is a cooperation between the municipality and the nearest university. Examples of activities in the summer school project are Geomatics, GPS measurements, CAD construction, Graphic design, Automatic control, Image processing, Energy conversion, and Electronics.

    In this presentation, the summer school of a Swedish small-sized town was selected. The activity has been followed during 6 years between 2005 and 2010. Statistics of how the participants have chosen upper-secondary school education was gathered for each year, compared to the statistics for all girls of the same age in this municipality. The results vary between years for different educational programs in upper secondary school, but the general trend is that the participants of the summer school are more inclined to select a technical (theoretical or practical) or Science education (theoretical) than the other girls in the same age group.

  • 14.
    Grenholm, Jan
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Nordlander, Edvard
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Om att använda fokusgrupper i forskningen2013Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Forskningsfråga: Hur påverkas intresset för teknisk utbildning hos grundskoleelever av kön och etnicitet?Att hitta orsaker till elevers val, eller bortval, av utbildningar inom teknik och naturvetenskap är en fråga som är viktig för såväl individen som samhället i stort. Elevernas attityder är ofta resultat av påverkan från lärare, föräldrar och kamrater. Elstad och Turmo (2010) genomförde en studie i Norge med 16-17 år gamla elever på gymnasiet av bl.a. föräldraengagemanget för pojkar och flickor i etniska minoritetsgrupper.Attitydundersökningar kan behandlas via enkäter (Robson, 2011). Å andra sidan ger en kvantitativ enkätundersökning mindre utrymme att observera motiv och känslor jämfört med flexibelt designade kvalitativa intervjuer (Bell, 2006). En mindre kommun i Mellansverige är positivt inställd till att medverka i projektet och grundskoleelever från denna kommun kommer att vara forskningsobjekt. Med detta som bakgrund är avsikten att göra en inledande kvantitativ enkätundersökning i den aktuella kommunen som skall ge svar på om det finns skäl att tro att elevernas kön och etnicitet påverkar deras intresse för teknisk utbildning. Det innebär 375 enkäter till samtliga elever i årskurs 9 från nio skolor i den samverkande kommunen som skall distribueras och sammanställas. Enkätsvaren ges i en likertskala och skall ge grund för en fördjupad studie i form av fokusgrupper samt utformande av intervjuguide. Valet av fokusgrupper som metod ger möjlighet att utnyttja gruppdynamiken samt interaktionen mellan deltagarna för att observera känslor som inte framkommer vid andra undersökningsmetoder (Wibeck, 2010).En pilotundersökning med fokusgruppintervjuer som metod genomförs för att bekanta sig med metoden och för att ge en fingervisning om utformandet av intervjuguiden (Robson, 2011). Pilotundersökningen kommer att genomföras med en grupp bestående av 5 elever (varav några har invandrarbakgrund), som har deltagit i ett projekt som kallas 'Tjejer och teknik' och nu går åk 2 i olika gymnasieprogram. Frågorna53behandlar vilka faktorer som låg bakom deltagarnas val av gymnasieprogram. Pilotundersökningen utvärderas med avseende på gruppsammansättning, längd och innehåll.Följande frågor kommer att diskuteras vid presentationen:- Storlek på fokusgruppen, Wibeck (2010), Dunbar (2007), Robson (2011), Morgan (1998), Stewart och Shamdasani (1990)- Sammansättning av fokusgruppen (homogen eller inhomogen), Wibeck (2010), Jarret (2003)- Antal fokusgrupper för teoretisk mättnad, (Wibeck, 2010), Helander (1998)- Längd på intervjuer- Intervjuguide- Typ av dokumentation (noteringar, ljudupptagning, videoinspelning)- Etiska överväganden- Styrkor och svagheter

  • 15.
    Grenholm, Jan
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Nordlander, Edvard
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Talking about the future : What makes secondary-school students choose or avoid a technology career?2014Inngår i: Technology Education: Learning for Life / [ed] Howard Middleton, Sydney, Australia: Griffith University , 2014, Vol. 1, s. 87-95Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In Sweden most students make their most crucial educational decision in the transition from compulsory school to upper-secondary school. Swedish upper-secondary school provides a number of educational programs, both theoretical and vocational, including Design and Technology. Sweden, as well as most of the countries in the industrialized world, has a problem with decreasing interest for Science and Technology amongst youngsters. The future demand for manpower in the technological sector, however, is much greater than the supply.     

    This study identifies factors of importance when secondary-school students think about their future study options. A special focus is on reasons why they choose or avoid educational paths including Technology. A paper-based questionnaire was given to 320 students who already had made their choices to upper-secondary school. The questions deal with their reflections on e.g. the situation in school, relationship with Science and Technology, influences from parents and classmates, as well as future career expectations. The answers were stored in a database making it possible to compare combinations of themes, e.g., gender vs. interest in school subjects. Amongst several observations, the results show that boys find the subject Technology more fun and less difficult than girls do.

  • 16.
    Insulander, Eva
    et al.
    Mälardalen University, School of Education, Culture & Communication, Västerås, Sweden.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Towards a social and ethical view of semiosis: Examples from the museum2013Inngår i: Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress / [ed] Margit Böck, Norbert Pachler, New York: Routledge, 2013, s. 225-236Kapittel i bok, del av antologi (Fagfellevurdert)
  • 17.
    Jerlinder, Kajsa
    et al.
    Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för hälso- och vårdvetenskap, Idrottsvetenskap.
    Klavina, Aija
    Latvian Academy of Sport Education, Latvia.
    Kristén, Lars
    Högskolan i Halmstad.
    Hammar, Lena
    National Agency for Special Needs Education and Schools (SPSM) Specialpedagogiska skolmyndigheten, Stockholm, Sweden.
    Soulie, Tine
    Danish Disability Sport Information Centre, Denmark.
    Cooperation directed learning in inclusive physical education2013Inngår i: NNDR – 12th Research Conference, May 30–31, 2013 in Turku, Finland : Abstact book, 2013, s. 97-97Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviors between students with and without disabilities in GPE. A design of multiple case study with elementary school age students with moderate disabilities (n=4) was used. Peer tutors (n=37) were students without disabilities who voluntary participated in peer tutor training program. The program included the collaborative learning values, teaching instructions and communication skills served as the independent measure. Dependent measures were multiple interactions between students with and without disabilities.

    Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analyzed using the Computerized Evaluation Protocol of Interactions in Physical Education (CEPI-PE). In addition, interviews with school personnel and children served as a complementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2% to 11.8 % respectively, p<.05) during peer tutor intervention. This study indicated that peer tutor arrangements can contribute the successful cooperation between students with and without disabilities in inclusive GPE in Swedish elementary school. All four students with moderate disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5% and 57.6%, accordingly). Interviews confirmed a positive class climate change and improvement in peer relation culture.

  • 18.
    Karlsson, Sandra
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Pedagogers erfarenheter av drama och yngre barns självförtroende: En intervjuundersökning med tre pedagoger2013Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Självförtroende har alltid varit ett problem för många människor vilket kan påverka deras yrkesmässiga och sociala liv. Drama kan fungera som en metod för att stärka barn som har dåligt självförtroende genom att arbeta med exempelvis rollspel, kroppsspråk och ansiktsuttryck. Därför är det viktigt att jobba utifrån dramapedagogiken i skola och förskola för att tidigt hjälpa barn att bygga upp sig själva och stärka deras självförtroende.

    Syftet med min studie är att utifrån 3 pedagogernas egna erfarenheter undersöka sambandet mellan drama och barns självförtroende. Genom att använda mig av kvalitativ intervjumetod har jag haft möjlighet att komma djupare in på de erfarenheter som pedagogerna bär med sig, vilket kommer ge en tydligare bild av kopplingen mellan drama och barns självförtroende.

    Genom intervjuerna med pedagogerna framkommer att drama är av stor hjälp för barn rent generellt men framförallt för barn med dåligt självförtroende. Alla utrycker att de vill se en förbättring av drama i vardagligt lärande, med det menas att jobba tematiskt och aktivt utifrån drama. Några av pedagogerna utrycker även att de vill se drama som eget skolämne.

    Fulltekst (pdf)
    fulltext
  • 19.
    Klavina, Aija
    et al.
    Latvian Academy of Sport Education, Latvia.
    Kristén, Lars
    Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS).
    Hammar, Lena
    The National Agency for Special Needs Education and Schools, Sweden.
    Jerlinder, Kajsa
    Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för hälso- och vårdvetenskap, Idrottsvetenskap.
    Soulie, Tine
    Danish Disability Sport Information Centre, Denmark.
    Cooperation Directed Learning in Inclusive Physical Education2013Inngår i: 6th Baltic Scientific Conference Sport Science for Sustainable Society Riga, LATVIA, April 2013., 2013, s. 79-79Konferansepaper (Fagfellevurdert)
  • 20.
    Land, Kristin
    et al.
    Swedish mapping, cadastral and land registration authority, Gävle, Sweden.
    Paasch, Jesper M.
    Swedish mapping, cadastral and land registration authority, Gävle, Sweden.
    Human Resource Provision and Capacity Development: Recent Initiatives at Lantmäteriet in Sweden2015Inngår i: Proceedings of the FIG Working Week 2015, Copenhagen: International Federation of Surveyors (FIG) , 2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Securing human resources (HR), building capacity, and implementing the potential of existingstaff are vital for the development of any organisation or company, including the landsurveying, cadastral and land management sectors. This raises questions concerning how tocompete with others and what is the necessary level of capacity among current and futureemployees. Let us ask ourselves: who wants to become a surveyor today, and what makes himor her stay within the business? These issues seem to be familiar to many of the authoritiesand companies in our professional field around the world. There is likely a range of differentanswers depending on country-specific aspects.Lantmäteriet (the Swedish mapping, cadastral and land registration authority) alone estimatesa need for a hundred new employees annually over the next years in order to manage theongoing change of generations and the increasing demand for services within certain areas. Inaddition, most municipalities and various regional and national authorities having landsurveyors in their workforce are looking for new staff to their organisations. Besides thisdemand from the public sector, private companies within the property business are also inneed of new staff. A major challenge is hence finding efficient ways to recruit new cadastralsurveyors, geodesists, geodata specialists, lawyers, etc., and to keep them for a significantperiod of time. Lantmäteriet has therefore taken various initiatives during the last few years.Some activities target the whole organisation, while others are tailor-made to fit particularbranches.This paper presents several current and recent initiatives regarding HR provision and capacitydevelopment affecting Lantmäteriet’s personnel. Examples are promotion activities atschools, teaching support to universities, internal training for new staff, continuous learningfor experienced staff, mentorships, talent development programmes, and networking withother authorities. The paper also touches upon impacts so far and what is anticipated for thecoming years.

  • 21.
    Leijon, Marie
    et al.
    Malmö Högskola.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Socialsemiotik och design för lärande: två multimodala teorier om lärande, representation och teckenskapande2013Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, nr 3-4, s. 171-192Artikkel i tidsskrift (Fagfellevurdert)
  • 22.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    A design oriented approach to learning in multimodal text production practices2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper presents results from a Swedish research project about filmmaking as a site for transformative processes (Lindstrand, 2006; 2009). The scope of the paper is twofold, as it both presents results regarding multimodal learning in the production of moving images and aims at contributing more generally to the development of multimodal, design oriented approaches to the analysis of learning. The text is anchored in examples from collaborative filmmaking processes which serve as a background for elaborating on questions of various kinds: How can learning be grasped analytically and methodologically in processes of multimodal semiotic production? What is learnt and what characterizes the learning process in this type of semiotic work? How – and why – does the multimodal nature of these endeavours contribute to the learning process?

    Filmmaking consists of a number of processes characterized by different objectives and the production of different kinds of texts, within different genres, with different tools, in different media and different modes. All of these differences contribute to changes – related to issues of transformation and transduction – in the overall process and present the filmmakers with new challenges, new perspectives and new sets of meaning potentials. The paper brings attention to how the filmmakers reflect upon various aspects of the films during their work, and shows how they gradually become aware of aspects of their films that relate to the ideational, interpersonal and textual metafunctions of texts. Their widened attention affects the process itself, since it guides them towards new choices. A cyclic motion is thereby implied, since the new choices will lead to new reflections and so on.

    The presented results are summed up in the form of an additional version of the Learning Design Sequence model presented by Staffan Selander (2008), aimed at mapping learning processes in creative multimodal text production and emphasizing the role of design in the learning process.

    References

    Lindstrand, F (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers’ work and communication with film] Doctoral thesis. Stockholm: HLS Förlag.

    Lindstrand, F (2009) ”Lärprocesser i den rörliga bildens gränsland” [”Learning processes at the crossroads of filmmaking”]. In Lindstrand, F & Selander, S (eds)Estetiska lärprocesser [Aesthetic learning processes]. Lund: Studentlitteratur.

    Selander, S (2008) “Designs for learning – a theoretical perspective”. In Designs for Learning,  vol 1, no 1.

  • 23.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Att erkänna och urskilja: Ett designorienterat multimodalt fokus på barns meningsskapande2011Inngår i: Teks og tegn: Lesing, skriving og multimodalitet i skole og samfunn / [ed] Smidt, J.; Tønnessen, E. S. & Aamotsbakken, B., Trondheim: Tapir Akademisk Forlag, 2011, 1, s. 51-62Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 24.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Att urskilja och erkänna: Om betydelsen av att se och synliggöra barns kompetens2013Annet (Annet (populærvitenskap, debatt, mm))
  • 25.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Competent Toddlers: A Study of Engagement, Social Interaction and Meaning Making In Front Of The TV Screen2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Based on the results from a Swedish research project, this paper investigates young children's meaning-making in relation to moving images in a preschool context. The specific focus of the paper is to look at if – and how – two year-old children can be said to make meaning during the screening of a series of short animated films at their preschools. What kind of meanings are made and how are they communicated by the children? How do the films become resources for childrens meaning making and to what extent can social interaction with peers and preschool teachers be said to influence childrens meaning making during the screening of the films? The results presented are based on analyses of both interaction in front of the TV screen and of the animated films.

    The theoretical framework is based on a social semiotic (Hodge & Kress, 1988; Kress, 2003; van Leeuwen, 2005) and multimodal (Kress & van Leeuwen, 2001; Jewitt, 2009) approach, which implies a view of communication and representation as a social process of signmaking. Both theories are united in a common interest in understanding how people communicate and make meanings with a wide range of resources, or modes. Semiotic resources are used both to produce and interpret texts, in the same way as signs are made both externally and internally. The analyses of both interaction and of the animated films were guided by the theoretical assumptiom that all texts simultaneously construct different types of meanings through three metafunctions (Jewitt & Oyama, 2001; Iedema, 2001; van Leeuwen, 2005). They represent some aspect of the world (the ideational metafunction); represent and construct relations between represented and interactive participants (the interpersonal metafunction); and are organised as coherent texts (the textual metafunction). Meanings are made through the use of various modes in relation to these different aspects.

    The project included studies at eight preschools spread over three Swedish municipalities. Approximately 150 children in the ages from two to four participated in the project. They watched the films in groups of four to six children. Nine screenings were recorded with video camera and mp3 recorders. All video material was transcribed multimodally and analysed by means of the social semiotic and multimodal framework presented above. Aspects that were attended to specifically in the transcriptions included verbal interaction, gaze/eye movements, gestures, posture, mimics and motions. Apart from the filmed material, interviews were made with children, parents and preschool teachers. The role of the interviews was to construct a background in terms of how moving images were used in the preschools and how familiar the children were with different kinds of media etc. Accordingly, interviews were transcribed more thematically than the video material.

    The paper shows that the children indeed make meaning in relation to the fillms and that they make a number of forms of meaning during the screenings. The meanings are made in different modes and are influenced by a number of factors, such as the social interaction with peers and preschool teachers, whether or not the stories are familiar to the children from before, and the childrens previous experiences of moving images . The paper also shows that the young children are highly competent in practicing literacy skills during the screenings, exemplified by their expertise in interpreting various aspects related to film language

    References

    Banks, Marcus (2001): Visual Methods in Social Research. London: SAGE Publications.Hodge, Robert & Kress, Gunther (1988): Social semiotics. Ithaca, New York: Cornell University Press.Iedema, Rick (2001): “Analysing film and television: a social semiotic account of Hospital: an Unhealthy Business”. In Van Leeuwen, Theo & Jewitt, Carey (red): Handbook of Visual Analysis. London: SAGE Publications. P 183-206.Jewitt, Carey (ed.)(2009): The Routledge Handbook of Multimodal Analysis. London & New York: Routledge.Jewitt, Carey & Kress, Gunther (eds)(2003): Multimodal literacy. London: Routledge. Jewitt, Carey & Oyama, Rumiko (2001): “Visual meaning: a social semiotic approach”. In van Leeuwen, Theo & Jewitt, Carey (eds): Handbook of Visual Analysis. London: SAGE Publications. P 134-156Kress, Gunther (1993): “Against arbitrariness: the social production of the sign as a foundational issue in critical discourse analysis”. In Discourse & society, vol 4(2). P 169-191.Kress, Gunther (1997). Before writing. Rethinking the paths to literacy. London: Routledge.Kress, Gunther (2003): Literacy in the New Media Age. London: Routledge.Kress, Gunther; Jewitt, Carey; Ogborn, Jon; Tsatsarelis, Charalampos (2001): Multimodal Teaching and Learning. The Rhetorics of the Science Classroom. London: Continuum.Kress, Gunther & van Leeuwen, Theo (2001): Multimodal Discourse. The modes and media of contemporary communication. London: Arnold.Lindstrand, Fredrik (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film. Doctoral thesis. Stockholm: HLS Förlag.Lindstrand, Fredrik (1998) "Snuttefilm i förskolan - en studie av engagemang och meningsskapande". In Rönnberg, M. (ed.): Blöjbarnsteve. Uppsala: Filmförlaget.Van Leeuwen, T. (2005) Introducing social semiotics. London & New York: Routledge.

  • 26.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Film i  förskolan: om de yngre barnens meningsskapande kring rörlig bild2010Konferansepaper (Annet vitenskapelig)
  • 27.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    I ständig förändring - text, mening och lärande sett från ett designorienterat perspektiv2010Konferansepaper (Annet vitenskapelig)
  • 28.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Interests in motion: Young Scandinavian filmmakers’ representations of film making as a knowledge domain2010Konferansepaper (Fagfellevurdert)
  • 29.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Christof Wulf2008Inngår i: Designs for Learning, ISSN 1654-7608, Vol. 1, nr 1, s. 68-72Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Interview with professor Christof Wulf, who gives an account of his anthropological work within the field of learning.

  • 30.
    Lindstrand, Fredrik
    Stockholms universitet.
    Länkar över tid och rum: Elevarbetet ur ett designperspektiv2009Inngår i: Didaktisk design i digital miljö: nya möjligheter för lärande / [ed] Staffan Selander & Eva Svärdemo Åberg, Liber: Stockholm , 2009Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 31.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Lärande och meningsskapande i filmens värld2011Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 32.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Pusselbitar, metod och estetiska lärprocesser - att lära med samtidskonst: Dokumentation kring ett SKISS-projekt i skolmiljö2010Rapport (Annet vitenskapelig)
    Abstract [sv]

    Rapport från projekt kring lärande med samtidskonst i skolmiljö.

  • 33.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Snuttefilmsprojektet i Gävleborg – en studie kring rörlig bild i förskolan2011Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 34.
    Lindstrand, Fredrik
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Språkutveckling genom estetiska uttrycksformer: vad kan barnen lära oss?2013Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Populärvetenskaplig föreläsning vid konferensen Konstarter i Pedagogiken - Art in Education, Edsbyn 7-8 januari 2013.

  • 35.
    Lindstrand, Fredrik
    Stockholms universitet.
    Transformations in progress: multimodal meaning-making at the museum2009Konferansepaper (Annet vitenskapelig)
  • 36.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Carlsson, Camilla
    Lärande och meningsskapande i gestaltande arbete2011Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 37.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Frölunde, Lisbeth
    Roskilde Universitet.
    Gilje, Oystein
    Universitetet i Oslo.
    Öhman-Gullberg, Lisa
    Konstfack.
    Interests in motion: The film medium through the eyes and lenses of young Scandinavian filmmakers2011Inngår i: International Perspectives on Youth Media: Cultures of Production and Education / [ed] JoEllen Fisherkeller, New York: Peter Lang Publishing , 2011Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This chapter examines youth media from a Scandinavian perspective, based on the results of a recent study about learning paths among young filmmakers in Denmark, Norway and Sweden. We deal specifically with how the film medium as a knowledge domain, or a field of practice, is represented through the discourses of young Scandinavian filmmakers. The chapter introduces three filmmakers and their submitted films. The analysis – which uses a social semiotic approach to communication and meaning making – is focused on their enclosed descriptions of a scene they felt satisfied with and their motivations for highlighting that specific scene. The aspects of the scene they point out are seen as representations of the film medium as a knowledge domain, based on certain assumptions about how the medium works and what can be regarded as marks of quality within the different aspects of filmmaking they focus on. As a background, a Scandinavian context for youth filmmaking is presented briefly.

  • 38.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Frölunde, Lisbeth
    Gilje, Oystein
    Öhman-Gullberg, Lisa
    Scandinavian filmmakers across contexts of learning2010Inngår i: Media Literacy and Education: Nordic Perspectives / [ed] Arnolds-Granlund, Britt; Erstad, Ola; Högberg, Lasse; Kotilainen, Sirkku; Lundgren, Per & Tufte, Birgitte, Helsingfors: Nordicom & the Finnish Society on Media Education , 2010Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 39.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Insulander, Eva
    Stockholms universitet.
    Design för lärande på museer2010Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 40.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Selander, Staffan
    Stockholms Universitet.
    Pusselbitar, metod och estetiska lärprocesser: att lära med samtidskonst2011Inngår i: SKISS: konst, arbetsliv, forskning: Nio rapporter / [ed] Anders Widoff, Stockholm: Konstfrämjandet , 2011, s. 158-195Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 41.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Seleander, Staffan
    Stockholms universitet.
    Insulander, Eva
    Stockholms universitet.
    Museet, utställningen, besökaren: Meningsskapande på en ny arena för lärande och kommunikation2010Konferansepaper (Annet vitenskapelig)
  • 42.
    Lindstrand, Fredrik
    et al.
    Stockholms universitet.
    Åkerfeldt, Anna
    Stockholms universitet.
    En förändring av lärandets kontext: aspekter på lärande i gestaltningsarbete med digitala resurser2009Inngår i: Individ, teknik och lärande / [ed] Jonas Linderoth, Stocholm: Carlsson bokförlag , 2009Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 43.
    Lozano, Rodrigo
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för industriell ekonomi, industridesign och maskinteknik, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Bridging aims and delivery of higher education for sustainable development: Using pedagogical approaches to fulfil competences2019Konferansepaper (Fagfellevurdert)
  • 44.
    Lozano, Rodrigo
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Reinforcing the holistic perspective of sustainability: Analysis of the importance of sustainability drivers in organisations2017Konferansepaper (Annet vitenskapelig)
  • 45.
    Lozano, Rodrigo
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för industriell ekonomi, industridesign och maskinteknik, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion. Organisational Sustainability Ltd, Cardiff, UK.
    Barreiro-Gen, Maria
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för industriell ekonomi, industridesign och maskinteknik, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Analysing the factors affecting the incorporation of sustainable development into European Higher Education Institutions' curricula2019Inngår i: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, nr 5, s. 965-975Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There has been an increase in sustainable development (SD) integration into Higher Education Institutions' (HEIs) curricula. Several tools have been developed to assess SD in HEIs; however, only a few have focussed on curricula assessment, such as the “Sustainability Tool for Assessing UNiversities' Curricula Holistically.” Curricula assessment can provide an overview on how courses and programmes incorporate SD. This paper analyses the factors affecting the incorporation of SD in curricula using a survey sent to a database of 4,099 European contacts, with a response rate of 9.85%. The responses were analysed using descriptive statistics, t test, ANOVA, and correlations. The analyses showed that (a) teaching in European courses covers many issues of sustainability in a fairly good balance, with the exception of social issues that are the least addressed; (b) there are correlations between the economic, environmental, social, and cross‐cutting themes; (c) females tend to teach SD in a more balanced way than men; (d) the HEIs types have no influence on how SD is being taught, but the education level has; and (e) some countries, in the case of this research, Italy and Spain, may show more interest, yet the average results tended to be lower than those others, in this research, Sweden, the United Kingdom, and the Netherlands. Curricula assessment provides a diagnostic of SD incorporation and the factors that affect it. This can help educators improve their courses and provide students with better SD skills and insights

  • 46.
    Lozano, Rodrigo
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för industriell ekonomi, industridesign och maskinteknik, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Barreiro-Gen, Maria
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för industriell ekonomi, industridesign och maskinteknik, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Lozano, Francisco J.
    ITESM, Mexico.
    Sammalisto, Kaisu
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för industriell ekonomi, industridesign och maskinteknik, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    There has been considerable progress in the incorporation of SD into the curricula of Higher Education Institutions (HEIs), where European HEIs have been leaders. This has included research on competences for sustainable development, and how to deliver such competences through pedagogical approaches; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. A survey was developed to investigate sustainability being taught, sustainability competences delivered, and pedagogical approaches used in European Higher Education Institutions. The survey was sent to a database of more than 4,000 contacts of teachers and professors in Europe from which 390 complete responses (9.80%) were obtained. The social dimension of sustainability was the least addressed at 18%, while the other dimensions (economic, environmental, and cross-cutting) were addressed almost equally at between 27% and 28%. A correlation analysis was done between a) the Contribution to sustainability, b) Strength of competences, and c) Strength of pedagogical approaches, which show a stronger correlation between Strength of competences to Contribution and Strength of pedagogical approaches to Strength of competences than between the Strength of pedagogical approaches and Contribution was lower. A correlation analysis was then carried out between the sustainability STAUNCH® dimensions (economic, environmental, social, and cross-cutting themes) and the competences. The analysis showed that the correlations are stronger in the cross-cutting themes, followed by the social, the environmental, and the economic ones. Finally, a correlation analysis was carried out between the competences and the pedagogical approaches. The results obtained were between 0.0426 and 0.5555. A comparison of the survey results and the theoretical framework (see Lozano et al., 2017) was carried out to detect the differences. Three pedagogical approaches deliver the most competences (Eco-justice and community, Project and/or problem-based learning, and Community service learning). The updated framework shows that there is a general perception that the pedagogical approaches may deliver the sustainability competences, with some particular exceptions, such as Case studies, Supply chain/Life cycle analysis, and Lecturing. The updated framework provides a more precise perspective on how sustainability competences can be better delivered in class, and how to better deliver the ‘Full Monty’ of sustainability competences.

    Fulltekst (pdf)
    fulltext
  • 47.
    Lozano, Rodrigo
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Merrill, Michelle
    Lozano, Francisco
    Ceulemans, Kim
    Sammalisto, Kaisu
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, Industriell ekonomi. Högskolan i Gävle, Centrum för logistik och innovativ produktion.
    Bridging aims and delivery of higher education for sustainable development: Using pedagogical approaches to fulfil competences2018Konferansepaper (Fagfellevurdert)
  • 48.
    McCartney, Robert
    et al.
    Computer Science and Engineering, University of Connecticut, Storrs, CT, United States.
    Boustedt, Jonas
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, Datavetenskap. Department of Information Technology, Uppsala University, Uppsala, Sweden.
    Eckerdal, Anna
    Department of Information Technology, Uppsala University, Uppsala, Sweden.
    Sanders, Kate
    Mathematics and Computer Science, Rhode Island College, Providence, RI, United States.
    Zander, Carol
    Computing and Software Systems, University of Washington Bothell, Bothell, WA, United States.
    Folk pedagogy and the geek gene: geekiness quotient2017Inngår i: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, NY, USA: ACM Digital Library, 2017, s. 405-410Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In a survey of the CS-education community, we find a range of beliefs about the "geek gene" theory. We suggest an alternative term, the "geekiness quotient (GQ)". The GQ, grounded in Gardner's work on multiple intelligences, is a hypothetical measure of the student's current CS ability. The GQ supports a moderate view of the geek gene: that students arrive in our classrooms with a range of CS abilities, whether acquired through background or innate talent, and can improve their abilities through effort.

  • 49.
    Mutvei, Ann
    et al.
    Södertörns högskola, Biologi.
    Lönn, Mikael
    Södertörns högskola, Biologi.
    Mattsson, Jan-Eric
    Södertörns högskola, Biologi.
    Observation not only perception but also cognition2016Inngår i: Conference proceedings: New perspectives in science education : 5th conference edition : Florence, Italy, 17-18 March 2016, Padova: Libreria Universitaria , 2016, s. 365-369Konferansepaper (Fagfellevurdert)
    Abstract [en]

    According to the Swedish curriculum for primary school it is important in science subjects to develop skills to observe, to describe the observations and to put them into a theoretical framework already starting year 1–3.

    Thus, it may be important for the teacher not only to be accustomed to the methods of observing but also to be an expert on using these observations in order to design teaching situations where these skills may be developed.

    Here we present a study where 25 pre-service primary school teacher students at the beginning of a 20 weeks course established a relation to a study site focused on ecological questions. The task during the first week of that course was to observe and describe two habitats in the field and suggest what abiotic and biotic factors that had shaped the variation focussing at competition as an important ecological factor. In order to connect those ecological aspects with evolutionary aspects, specimen of the common species in the two habitats were collected and brought to the lab where the students constructed phenetic trees based on morphology but also on ecologically relevant properties like roots/no roots, expecting the set-up to awake evolutionary reflection. A main goal with this week was to give the students tools to investigate nature – to observe and describe patterns and to explain them by observing abiotic and biotic variation and evolutionary features and limitations.

    Later during the course we created other, often not obviously similar, situations where the students had the opportunity to use the experiences of this first training week. We used open questions for reflections and examinations in order to get written material to assess the development of the skills.

    We found notable personal development in most students and a greater awareness about the importance of personal cognitive activities in order to create better understanding and ability to use achieved knowledge in different situations.

  • 50.
    Nordlander, Edvard
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Elektronik.
    Cortas Nordlander, Maria
    Vasaskolan, Gävle.
    The Noble Art of Problem Solving: A Critical View on a Swedish National Test2013Inngår i: Technology Teachers as Researchers: Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School / [ed] Inga-Britt Skogh & Marc J De Vries, Rotterdam: Sense Publishers, 2013, 1, s. 101-117Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Problem solving is compared to telling a good story. The example given is taken from a high-school (upper secondary) national test in Mathematics, but the idea proposed in the article can be applied to any subject in Science or Technology/Engineering concerning problem solving. The authors are critical reviewing the assessment method suggested by the Swedish authorities. A modified way of setting up the solution in steps is given. The steps are logically built referring to the way of telling a good story of any kind.

    Storytelling in problem solving is divided into six steps:

     • The Prologue: Recite the task literally.

     • The Preamble: The storyteller’s own description of the task. Discussion of what information given in the task is relevant for the solution process.

     • The plot: The mathematical solution, with all assumptions, statements, and disposition, is presented.

     • The building of tension: Numeric values ​​are processed according to the preamble and the plot.

     • The Resolution: The answer to the problem is presented and clarified.

     • The Epilogue: The answer is checked to be reasonable and representative for the problem. A check if everything is taken into account that should be considered.

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