Sökning: "Ämnesdidaktik"
Visar resultat 31 - 35 av 202 avhandlingar innehållade ordet Ämnesdidaktik.
31. Teachers' Language of Inquiry : The Conflation Between Methods of Teaching and Scientific Inquiry in Science Education
Sammanfattning : The objective of this thesis is to describe and analyse customs of science teaching in secondary schools and teacher education programmes in Sweden in relation to the notion of “inquiry” in science education. The main focus is on customs of language use and the educational goal of learning about scientific inquiry as distinct from the related goals of learning to do inquiry and learning canonical science content. LÄS MER
32. Contingency in high-school students’ reasoning about electrochemical cells : Opportunities for learning and teaching in school science
Sammanfattning : The thesis takes its departure from the extensive literature on students’ alternative ideas in science. Although describing students’ conceptual knowledge in many science areas, the literature offers little about how this knowledge enters into the science learning process. LÄS MER
33. Historieintresse och historieundervisning : Elevers och lärares uppfattning om historieämnet
Sammanfattning : This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. LÄS MER
34. Enligt fysiken eller enligt mig själv? : Gymnasieelever, fysiken och grundantaganden om världen
Sammanfattning : I avhandlingen studeras elevers grundantaganden om världen, samt de grundantaganden som eleverna förknippar med fysiken. Det är utifrån de grundantaganden vi gör om hur världen är beskaffad som vi försöker tolka och förstå nya fenomen och företeelser vi möter, t.ex. i den naturvetenskapliga undervisningen. LÄS MER
35. Vad kommer på provet? : Gymnasielärares provpraxis i samhällskunskap
Sammanfattning : The aim of this study is to investigate the assessment practices of civics teachers in upper secondary school. The main purpose is to analyze, using Bloom’s revised taxonomy, which kind of knowledge civics teachers test in their written test examinations. The analyses show that they mainly test factual and conceptual knowledge. LÄS MER