Search for dissertations about: "Subject didactics"

Showing result 21 - 25 of 88 swedish dissertations containing the words Subject didactics.

  2. 21. Sharing lived experience : How upper secondary school chemistry teachers and students use narratives to make chemistry more meaningful

    Author : Agneta Boström; Per Olof Wickman; Russell Tytler; Stockholms universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Chemistry; cognition; Dewey; knowledge emphases; learning; meaning-making; narrative; narrative inquiry; pedagogical content knowledge; post-modernity; pragmatism; science education; teaching; the content of science; Subject didactics; Ämnesdidaktik;

    Abstract : This dissertation concerns the place of teachers’ and students’ narratives in making school chemistry more meaningful to students. The material was collected at upper secondary school courses and consists of interviews with six experienced chemistry teachers, five adult students attending evening classes and six younger students. READ MORE

  4. 22. Teachers' Language of Inquiry : The Conflation Between Methods of Teaching and Scientific Inquiry in Science Education

    Author : Jakob Gyllenpalm; Per-Olof Wickman; Sven-Olof Holmgren; Fouad Abd El Khalick; Stockholms universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; inquiry; secondary school; teacher education; laboratory work; hypothesis; experiment; language; sociocultural; pragmatism; customs; cultural institutions; pivot term; nature of science; focus groups; Subject didactics; Ämnesdidaktik; naturvetenskapsämnenas didaktik; Science Education;

    Abstract : The objective of this thesis is to describe and analyse customs of science teaching in secondary schools and teacher education programmes in Sweden in relation to the notion of “inquiry” in science education. The main focus is on customs of language use and the educational goal of learning about scientific inquiry as distinct from the related goals of learning to do inquiry and learning canonical science content. READ MORE

  5. 23. Contingency in high-school students’ reasoning about electrochemical cells : Opportunities for learning and teaching in school science

    Author : Karim Hamza; Per-Olof Wickman; Gregory J. Kelly; Stockholms universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; electrochemistry; laboratory work; concept mapping; high-school; learning; teaching; pragmatism; practical epistemology analysis; contingency; discourse; misconceptions; alternative ideas; curricular materials; Subject didactics; Ämnesdidaktik; naturvetenskapsämnenas didaktik; Science Education;

    Abstract : The thesis takes its departure from the extensive literature on students’ alternative ideas in science. Although describing students’ conceptual knowledge in many science areas, the literature offers little about how this knowledge enters into the science learning process. READ MORE

  6. 24. Students’ participation in the realization of school science activities

    Author : Mattias Lundin; Mats Lindahl; Kerstin Bergqvist; Jan Schoultz; Linköpings universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Science education; School science; NOS; NOSS; Nature of science; Nature of school science; Naturvetenskapernas didaktik; NO-undervising; NOS; NOSS; Subject didactics; Ämnesdidaktik;

    Abstract : I denna avhandling visar jag hur elever och lärare genomför NO-verksamhet i grundskolan. Avhandlingen illustrerar hur elevers frågor och uttryckta erfarenheter blir en del av ett etablerat ämnesinnehåll. READ MORE

  7. 25. Contextualising studies in higher education : First-year experiences of studying and learning in engineering

    Author : Max Scheja; Noel Entwistle; Stockholms universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Contextualisation of studies; Engineering education; First-year experiences; Intentional analysis; Learning in higher education; Education; Pedagogik; Subject didactics; Ämnesdidaktik;

    Abstract : The study aims at investigating students’ first-year experiences of studying and learning in tertiary engineering education. At the end of their first year 86 Swedish undergraduates of electrical engineering and computer science at the Royal Institute of Technology in Stockholm were asked to reflect in writing on the conditions for studying and learning as they perceived them. READ MORE