Sökning: "pedagogical content knowledge"

Visar resultat 1 - 5 av 97 avhandlingar innehållade orden pedagogical content knowledge.

  1. 1. Knowledge Dissemination in Multinational Corporations

    Författare :Dan Paulin; [2013]
    Nyckelord :TEKNIK OCH TEKNOLOGIER; ENGINEERING AND TECHNOLOGY; TEKNIK OCH TEKNOLOGIER; ENGINEERING AND TECHNOLOGY; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; obstacles; knowledge sharing; influencing factors; inhibitors; knowledge transfer; MNCs; product realization; facilitators; Knowledge dissemination;

    Sammanfattning : Today’s globalization trend in industry is of major importance for world economy. One effect of the globalization trend is that international companies are exposed to a broadened knowledge base. A major competitive advantage for a multinational corporation (MNC) is its ability to utilize knowledge that is situated at the different locations. LÄS MER

  2. 2. Mathematics textbooks for teaching An analysis of content knowledge and pedagogical content knowledge concerning algebra in Swedish upper secondary education

    Detta är en avhandling från Göteborg : Institutionen för pedagogik, kommunikation och lärande

    Författare :Wang Wei Sönnerhed; [2011]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; mathematics textbooks; school algebra; solving methods; factorization; solving quadratic equations; mathematics teaching; content knowledge; pedagogical content knowledge; geometrical models; algebra history; embedded teaching trajectories;

    Sammanfattning : In school algebra, using different methods including factorization to solve quadratic equations is one common teaching and learning topic at upper secondary school level. This study is about analyzing the algebra content related to solving quadratic equations and the method of factorization as presented in Swedish mathematics textbooks with subject matter content knowledge (CK) and pedagogical content knowledge (PCK) as analytical tools. LÄS MER

  3. 3. Towards Pedagogical Content Knowledge in Logistics

    Detta är en avhandling från Linköping : Linköping University Electronic Press

    Författare :Björn Oskarsson; Linköpings universitet.; Linköpings universitet.; [2014]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES;

    Sammanfattning : Logistics is regarded as an area of high importance in business, contributing to profitability and competitiveness. Logistics is crucial also from a societal perspective, since logistical activities count for a big proportion of a country’s GNP, and since effective logistics systems can help reducing some of the environmental problems we face today. LÄS MER

  4. 4. Historielärares ämnesförståelse Centrala begrepp i historielärares förståelse av skolämnet historia

    Detta är en avhandling från Karlstad : Karlstads universitet

    Författare :Mikael Berg; Karlstads universitet.; Högskolan Dalarna.; [2014]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; HUMANIORA; HUMANITIES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; History; Historia; History; teaching and learning in history; history didactics; biography; life history; concepts; pedagogical content knowledge; content knowledge; curriculum knowledge; representations; transformation.; Utbildning och lärande;

    Sammanfattning : Baksidestex:Vad är syftet med skolämnet historia? Vad ska skolämnet historia innehålla? Det här är en doktorsavhandling där fokus sätts på lärares förståelse av skolämnet historia. Mer precist avgränsas syftet till att undersöka ämnesförståelsen hos nu verksamma historielärare. LÄS MER

  5. 5. Formative assessment teacher knowledge and skills to make it happen

    Detta är en avhandling från Umeå : Umeå universitet

    Författare :Charlotta Vingsle; Umeå universitet.; Umeå universitet.; [2014]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; formative assessment; teacher knowledge; mathematics; interactive dialouges; compulsory school; didactics of mathematics; matematikdidaktik;

    Sammanfattning : Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. LÄS MER