Sökning: "viktiga faktorer för elevers lärande"

Visar resultat 1 - 5 av 9 avhandlingar innehållade orden viktiga faktorer för elevers lärande.

1. 1. Socialt lärande - arbetet i fritidshemmet

   Författare :Kristina Jonsson; Anette Sandberg; Anne Lillvist; Björn Haglund; Mälardalens högskola; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; fritidshem; fritidshemspersonal; personalens perspektiv; socialt lärande; bioekologisk systemteori; gruppintervju; Didactics; didaktik;

   Sammanfattning : The aim of this thesis is to contribute with knowledge about the leisure time centre staff’s perspectives on their work, specifically focusing on pupils’ social learning. The interest is directed at the Swedish leisure time centre for the public school’s early years. Two research questions were used to reach the aim. LÄS MER

3. 2. Traces of Mathematical Facts and Students’ Understanding of the Concept `Quadrilateral´ : An enquiry into young students’ communication

   Författare :Eva Juhlin; Maria Johansson; Ewa Bergqvist; Luleå tekniska universitet; []
   Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Mathematics Education; Matematik och lärande;

   Sammanfattning : Mathematics could be described as a special kind of language, a discourse in which participants communicate abstract concepts. Communication and language are known to be important factors in teaching and learning but little is known about neither communication between students in relation to geometrical concepts, nor what traces of mathematical facts and understanding is incorporated into their communication. LÄS MER

4. 3. Making science come alive : Student-generated stop-motion animations in science education

   Författare :Daniel Orraryd; Lena Tibell; Jesper Haglund; Jörg Zabel; Linköpings universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Stop-motion animation; Student generated representations; Evolution; Alternative conceptions; Redox chemistry;

   Sammanfattning : The availability of digital technology in classrooms does not only increase the possibility for teachers to present content in new visual and dynamic ways. This technology also offers students the opportunity to become cocreators of content in science classrooms. LÄS MER

5. 4. Motiverande grundskolemiljö med fokus på klassrummet

   Författare :Therese Vincenti Malmgren; Utbildningsvetenskap; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; compulsory school; lärarkompetens; Lpo 94; grundskola; attityder; lärarrelationer; Attitudes; medinflytande-påverkan; motiverande miljö; teacher relationships Ansvar; självförtroende; self-confidence; responsibility; motivating environment; teacher competence; influence-effect;

   Sammanfattning : The prime purpose of the work in hand is to present factors/concepts important in generating a motivating environment in our compulsory school system, with a focus on the classroom, the analysis being based on the goals stated in the national curriculum. Expressed in greater and more explicit detail, the purpose of this study was initially to a)investigate how pupils and school principals perceive that schools have achieved the goals of the curriculum for the compulsory school system (Swedish Ministry of Education, 1994), and b), with reference to Lpo 94 identify and analyse important concepts in the school environment and then study these in a correlation analysis. LÄS MER

7. 5. The meaning(s) of inclusion in mathematics in student talk : Inclusion as a topic when students talk about learning and teaching in mathematics

   Författare :Helena Roos; Despina Potari; Hanna Palmér; Nùria Planas; Linnéuniversitetet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; inclusion in mathematics; discourse analysis; students meaning s ; Matematikens didaktik; Mathematics education; Mathematical Education;

   Sammanfattning : This thesis contributes to research and practice within the field of special education in mathematics with more knowledge about, and an understanding of, students´ meaning(s) of inclusion in mathematics education. Three research questions guide the study: What meaning(s) is/are ascribed, and how is inclusion used, in mathematics education research? What meaning(s) do the students ascribe to inclusion in mathematics learning and teaching? And what frames students´ meaning(s) of inclusion in mathematics learning and teaching?The first part of this study began with a systematic literature review on the notion of inclusion in mathematics education research, and the search resulted in 1,296 research studies. LÄS MER