Sökning: "Educational science"
Visar resultat 21 - 25 av 710 avhandlingar innehållade orden Educational science.
21. Instructional technologies in science education : Students’ scientific reasoning in collaborative classroom activities
Sammanfattning : This study originates from an interest in how students interpret scientific concepts demonstrated with animated instructional technologies. Currently, science education makes use of diverse kinds of instructional methods. For the advancement of instruction, new technologies have continuously been employed. LÄS MER
22. Students’ participation in the realization of school science activities
Sammanfattning : I denna avhandling visar jag hur elever och lärare genomför NO-verksamhet i grundskolan. Avhandlingen illustrerar hur elevers frågor och uttryckta erfarenheter blir en del av ett etablerat ämnesinnehåll. LÄS MER
23. Design för lärande : barns meningsskapande i naturvetenskap
Sammanfattning : The aim of the study was to describe and analyse the design of learning environments and how children in preschool, preschool class and primary school create meaning and learn from the teaching aids offered to them in scientific activities planned by teachers.The theoretical reference frame was obtained from multimodal and design-oriented theory, with its focus on the creative dimensions of learning and detailed aspects of how learning takes place. LÄS MER
24. Science versus School-science : Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on students' understanding
Sammanfattning : In this thesis I describe a study of how the science of genetics is transformed into school science in upper secondary level textbooks and the impact that this transformation has on students’ understanding. The didactic challenge that we face is to decide which science from the academic disciplines we should bring into schools. LÄS MER
25. Reasoning in a Science Classroom
Sammanfattning : In research on science education, there is a need to further understand the relation between longer and shorter processes of teaching and learning in the classroom. With a theoretical framework based on dialogical theories of communication, this thesis investigates three aspects of the formation of a science classroom practice: the making of conceptual distinctions, classroom organisations and the making of connections between lessons. LÄS MER