Sökning: "kunskapsbildning."

Visar resultat 1 - 5 av 24 avhandlingar innehållade ordet kunskapsbildning..

  1. 1. Kunskapsbildning mellan träindustri och akademi : en studie av dess förutsättningar och möjligheter

    Författare :Johan Palm; Thomas Thörnqvist; Lena Fritzén; Leif Jonsson; Växjö universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Research collaboration; Joint research; Knowledge development; Theory and practice; Participatory observation; Wood timber industry.; Forskningssamverkan; Kunskapsbildning; Teori och praktik; Deltagande observation; Träindustri. Tekniköverföring; Samverkan industri och akademi.; INTERDISCIPLINARY RESEARCH AREAS; TVÄRVETENSKAPLIGA FORSKNINGSOMRÅDEN;

    Sammanfattning : Small and medium-sized enterprises badly need new knowledge. Their need is constantly increasing due to the market demand for custom-designed products, which means companies must be more flexible. Wood processing companies are having difficulty establishing contact with academia in order to meet this need. LÄS MER

  3. 2. Tidig aritmetisk kunskapsbildning : Ett radikalkonstruktivistiskt perspektiv

    Författare :Göta Eriksson; Siv Fischbein; Olof Magne; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Radical Constructivism; model building; ontogenesis of arithmetic; counting scheme; cognitive system of self-regulation and self-organising; conceptual progression; longitudinal approach; special education.; Education; Pedagogik;

    Sammanfattning : From a Radical Constructivist (RC) perspective this thesis deals with children’s construction of early arithmetic learning as an evolving process through the cognitive system of self-regulation and self-organising. Thus the child’s learning must guide teaching. RC views early arithmetic as verbal and preceding the system of written arithmetic. LÄS MER

  4. 3. Svensklärares skrivdidaktiska kunskapsbildning : Blivande och tidigt verksamma gymnasielärare i svenska talar om skrivundervisning

    Författare :Helen Winzell; Bengt-Göran Martinsson; Suzanne Parmenius Swärd; Anna Malmbjer; Linköpings universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; HUMANIORA; HUMANITIES; HUMANIORA; HUMANITIES; PCK; subject matter knowledge; writing; Swedish teacher; prospective teacher; upper secondary school; didactics; local and global; writing instruction; the teaching of writing;

    Sammanfattning : The teaching of writing is a central task for teachers of Swedish and it is a complex activity which requires knowledge of different areas such as language, communication, and text. The aim of this licentiate’s dissertation is to investigate when and how the knowledge needed for the teaching of writing is developed in teacher education as well as during the first years of teaching. LÄS MER

  5. 4. Kunskapsbildning i samverkan mellan forskning och praktik : en studie av interaktiv kunskapsbildning avseende kommunchefers chefskap

    Författare :Leif Jonsson; Linköpings universitet; []
    Nyckelord :Action Learning; Action Research; Action Science; Knowledge building; Participating Action Research; Tacit Knowledge; Learning in practice; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP;

    Sammanfattning : There is an increasing interest in 'knowledge-building in co-operation between research and practise'. Practitioners as well as researchers seek opportunities to co-operate in order to develop and utilise knowledge. This growing interest seems to depend on several circumstances; e.g. LÄS MER

  7. 5. Lärares arbete och kunskapsbildning : Utmaningar och inviter i den vardagliga praktiken

    Författare :Ann-Sofi Wedin; Glenn Hultman; Ingrid Carlgren; Linköpings universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; context; ethnography; knowledge creation; learning; teachers´knowledge; teachers´work; teaching; Education; Pedagogik;

    Sammanfattning : The aim of this study is to enlarge knowledge concerning teachers´ knowledge creation in their everyday practices. Of central importance are questions concerned with what a teacher’s daily work looks like, to what areas does the knowledge a teacher develops in her/his daily work belong and what is their content. LÄS MER