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Visar resultat 1 - 5 av 74 avhandlingar som matchar ovanstående sökkriterier.
1. Klassrummets semiotiska resurser : en språkdidaktisk studie av skolämnena hem- och konsumentkunskap, biologi och kemi
Sammanfattning : This thesis focuses on how different semiotic resources, such as spoken and written texts, artefacts and activities interact with classroom design and classroom communication in three school subjects in Swedish secondary school: Home and Consumer Studies, Biology and Chemistry. The research process has been concerned with the affordances that are created through different semiotic resources in classroom design and in classroom communication in the three school subjects, focusing on academic language and student participation. LÄS MER
2. Exploring physics education using a social semiotic perspective : the critical role of semiotic resources
Sammanfattning : .... LÄS MER
3. Linking Programming to Representations : Understanding meaning-making in physics education through semiotic resources
Sammanfattning : Programming is investigated with a social semiotic lens to study how programming can contribute to meaning-making in physics. The analysis focuses on how new and dynamic representations can be created with the help of programming and how programming allows students to investigate and create their own models of physical phenomena. LÄS MER
4. Delaktighet och digitala resurser : Barns multimodala uttryck för delaktighet i förskolan i flerspråkiga områden
Sammanfattning : Children's different expressions of agency when using digital tablets in preschools in multilingual areas are explored in this study. Drawing on ideas problematizing the mono-lingual norm in western education (Björk-Willén, Gruber & Puskás, 2013; García, 2009; Kultti, 2012), the understanding is broadened of children's use of e.g. LÄS MER
5. Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola
Sammanfattning : In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. LÄS MER