Sökning: "video undervisning"
Visar resultat 11 - 15 av
59 avhandlingar innehållade orden video undervisning.
-
Författare :Joakim Andersson; Göteborgs universitet; []
Nyckelord :HUMANIORA; HUMANITIES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; sloyd; handicraft; communication; forms of communication; communicative resources; instruction; teaching; action-based knowledge;
Sammanfattning :
This thesis aims to explore and analyse the different ways in which handicraft [sloyd] teachers communicate when teaching action-based knowledge, and the consequences for communication of different forms of communication between teacher and student. This dissertation has studied how teachers communicate using video documentation, MP3 recordings, interviews, stimulated recall and focus group interviews. LÄS MER
-
-
Författare :Elin Eriksson; Monika Vinterek; Annie-Maj Johansson; Sven Persson; Högskolan Dalarna; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; teaching; learning; pre-produced teaching materials; preschool; early childhood education; natural science; “Science and Technology for All”;
Sammanfattning :
This thesis aims to develop an understanding of the possibilities and challenges pre-produced teaching materials present to teachers and the learning opportunities children are offered in teaching that uses such materials. To do this a study of preschool teachers and children from three preschool departments in Sweden was carried out. LÄS MER
-
Författare :Fredrik Thornberg; Gudrun Erickson; Pernilla Nilsson; Lisbeth Åberg-Bengtsson; Högskolan i Halmstad; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Classroom assessment; assessment literacy; teachers; asset perspective; video stimulated reflections; thematic analysis;
Sammanfattning :
There is a tendency to view teachers´ assessment literacy from a deficit perspective, and teachers existing practices are rarely used as a source of knowledge about assessment. Instead of treating teachers as being to some extent experts on assessment, the domain of assessment literacy is primarily represented by viewing researchers as “experts”. LÄS MER
-
Författare :Anna-Maija Norberg; Kristina Danielsson; Viveca Lindberg; Maria Westin; Stockholms universitet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; classroom assessment; formative assessment; summative assessment; assessment event; literacy event; writing discourse; literacy practice; assessment practice; feedback; writing instruction; lower secondary schoolThe present study aims to investigate instruction and assessment in Swedish during two writing units; a fairytale and a book review; in lower secondary school; year seven. The research questions that guide the study deal with aspects such as what subject content appears to be important in the classroom instruction; how this con-tent is highlighted; and what appears to be the purpose of the assessment. The an-swers to the research questions contribute in giving a description of the predomi-nant writing discourse and they provide a basis for an overall comparison of what is emphasized in instruction and in assessment respectively; thus shedding light on the alignment between classroom instruction and assessment. Data were collected from multiple sources: video and audio recordings of twen-ty lessons; material based “observiews” observations of the teacher while as-sessing students’ final texts aloud ; assessment rubrics; and the teacher’s lesson materials. The classroom practice is explored as a literacy practice; based on the idea that reading and writing are always situated within specific social practices; and as an assessment practice; based on the idea that classroom assessment is an important part of the classroom atmosphere and helps students to form concepts of them-selves as learners as well as of what is important to learn. In the data; literacy events and assessment events are analyzed through a framework of writing dis-courses. With the analytical focus on literacy events and assessment events; the study also contributes to the research field as to if and how these concepts are re-lated. The main findings suggest that there is an overall agreement between instruc-tion; formative assessment and summative assessment in the studied practice. However; a contradiction between tradition and change can be seen in assessment of texts. During the fairytale unit; a contradiction can be seen between a genre discourse and a creativity discourse. During the book review unit; a contradiction can be seen between a genre discourse and a skills discourse. Assessment events tend to occur in literacy events when important content comes up. Eleven assess-ment events have been identified according to the purpose they seem to have in relation to the subject contents and requested ways of knowing.; språkdidaktik;
Sammanfattning :
The present study aims to investigate instruction and assessment in Swedish during two writing units, a fairytale and a book review, in lower secondary school, year seven. The research questions that guide the study deal with aspects such as what subject content appears to be important in the classroom instruction, how this content is highlighted, and what appears to be the purpose of the assessment. LÄS MER
-
-
Författare :Malena Lidar; Leif Östman; Ulla Riis; Jonas Almqvist; Anders Jakobsson; Uppsala universitet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; learning; meaning making; pragmatism; epistemology; science education; laboratory work; teaching; Subject didactics; Ämnesdidaktik; Education; Pedagogik; Pedagogik; Education;
Sammanfattning :
This thesis contributes to the knowledge about the role of sociocultural resources in students’ learning in Science Education. In the analyses, both individual experiences and situation are taken into account. LÄS MER
-
