Search for dissertations about: "Pedagogisk"
Showing result 11 - 15 of 53 swedish dissertations containing the word Pedagogisk.
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11. Seeing the parts, understanding the whole : A technology education perspective on teaching and learning in processes of analysing and designing programmed technological solutions
Abstract : Analysing and designing Programmed Technological Solutions (PTS) has been introduced as a part of technology education in an effort to bring elements of programming into the curriculum for compulsory school, in order to develop pupils’ understanding of how PTS work and are controlled by programming. However, what an appropriate understanding entails at this level remains to be articulated, particularly how this understanding looks from a pupil’s perspective. READ MORE
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12. Epistemic beliefs among upper-secondary students in education for sustainable development
Abstract : This research project explores an educational context through two approaches. The first analyses the interpretability and role of the concept of sustainable development according to the writings of four syllabuses in the curriculum for Swedish compulsory school. READ MORE
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13. Epistemic beliefs and conceptions of competence in education for sustainable development
Abstract : Education for sustainable development (ESD) raises critical questions regarding what knowledge should be taught and what the learning outcomes should be. The aim of this thesis is to explore epistemological, ethical and critical dimensions of ESD. There are two empirical sites. READ MORE
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14. What is going on out there? - What does it mean for children's experiences when the kindergarten is moving their everyday activities into the nature - landscapes and its places
Abstract : How we understand the practice of learning in nature-landscapes and places is relevant to contemporary environmental arenas, both in the context of international agendas and as an agenda for Nordic kindergartens where spending most of their day outdoors is a common practice? In this study, I question the deterministic models for environmental learning and examine what it means for children to be in nature. To do so I made an empirical study focusing on the children’s own experiences by asking the questions: What is going on out there? What does it mean for the children’s experiences when the kindergarten is moving their everyday activities into the nature-landscapes and places? In exploring these questions a critical approach on the educational ideas of this practice is implicated. READ MORE
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15. Making Sense of Negative Numbers
Abstract : Numbers are abstract objects that we conceptualize and make sense of through metaphors. When negative numbers appear in school mathematics, some properties of number sense related to natural numbers become contradictory. The metaphors seem to break down, making a transition from intuitive to formal mathematics necessary. READ MORE