Sökning: "Subject Didactic Groups"

Visar resultat 1 - 5 av 9 avhandlingar innehållade orden Subject Didactic Groups.

  1. 1. Variationsteorin i praktiken : Vad en lärandeteori kan bidra med till lärares undervisning

    Författare :Henrik Hansson; Ulla Runesson Kempe; Pernilla Mårtensson; Jönköping University; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Variation theory; theory and practice; teaching and learning; Subject Didactic Groups;

    Sammanfattning : This thesis consists of two studies, described in two papers, and a re-analysis of data from these studies. The aim is to broaden the knowledge about what contributions a learning theory, variation theory (Marton, 2015), can give to teachers’ teaching practice. The studies have an action research approach (Elliot, 1991). LÄS MER

  2. 2. Samtal, klassrumsklimat och elevers delaktighet : överväganden kring en deliberativ didaktik

    Författare :Kent Larsson; Tomas Englund; Per Gerrevall; Örebro universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; citizenship education; deliberative communication; classroom climate; morality of recognition; reflexive cooperation; student participation; deliberative didactics; Dewey; pragmatism; focus groups; deliberativa samtal; klassrumsklimat; elevers delaktighet; samhällskunskap; deliberativ didaktik; pragmatism; fokusgrupper; Education; Pedagogik; Pedagogik; Education;

    Sammanfattning : The aim of this dissertation is to study learning through deliberative dialogue, the social climate of the classroom, and certain aspects of student participation in civic education in upper secondary schools, as well as aspects of deliberative didactics. It takes its theoretical point of departure in John Dewey’s texts on democracy and education. LÄS MER

  3. 3. Vonnegut's duty-dance with death-theme and structure in Slaughterhouse-five

    Författare :Monica Loeb; Umeå universitet; []
    Nyckelord :HUMANITIES; HUMANIORA; Didactic purpose; theme; structure; point of view; characterization; use of sources; imagery;

    Sammanfattning : The influence of Vonnegut’s didactic purpose of writing on the treatment of theme  and structure in Slaughterhouse-Five is investigated in this study. The following  elements of structure are studied: point of view, the treatment of time, characterization,  the use of other sources, and imagery. LÄS MER

  4. 4. Demokratins ansikte : en jämförande studie av demokratibilder i tyska och svenska samhällskunskapsböcker för gymnasiet

    Författare :Agneta Bronäs; Staffan Selander; Svein Lorentzen; Stockholms universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Images of democracy; Textbooks in Social Science; Dialogue and Monologue; Subject didactics; Ämnesdidaktik; pedagogik; Education;

    Sammanfattning : The aim of this dissertation is to compare German and Swedish textbooks in socialscience focused on how democracy takes form in the text. What kind ofrepresentations appears through texts and illustrations? What is said and how is itsaid? What is emphasized? What is excluded? How does the text present differentconcepts and relate them to democracy? The study also focuses on how knowledgeand learning is described and to whom the text is addressed. LÄS MER

  5. 5. LOOK AROUND, WHAT CAN YOU DISCOVER? The science center - a critical space for science student teachers’ development

    Författare :Alexina Thorén Williams; Göteborgs universitet; Göteborgs universitet; Gothenburg University; []
    Nyckelord :Student teachers; science teacher education; variation theory; theory of affordances; subject-specific didactics; out-of-school science environment;

    Sammanfattning : This thesis aims to examine the opportunities and constraints on student teachers’ learning of science and teaching science when they work in small groups; planning, implementing, and reflecting upon teaching at the science center. In addition to this aim, this thesis seeks to identify what becomes critical for teacher educators and science center educators when facilitating experiences that enable student teachers to learn, teach, and integrate science didactics theories into practice. LÄS MER