This study is based on an interest in trying to understand what is needed to ensure that students actually learn in a learning object, in this study equations. Algebra is an area of mathematics in several studies proved to be a stumbling block for many students. Using letters in mathematis is difficult for most students according to research reports and it is also consistent with my own experince as a teacher. The purpose of this study was to seek answers to what in the lesson content and also during the interview that allowed the students to learn more about the learning object. Based on students' prior knowledge and the difficulties students might have with the learning object and the offer of learning, I try to get an answer to what might have contribut the students to developed knowledge of the learning object.

This study investigates how performance management in primary schools can facilitate learning, relating to theories of efficient schools. This is done through a qualitative study of the performance management systems in two public primary schools in Sweden. The schools selected were similar in all major aspects, except pupil grades, where there was a clear difference between the schools. The analysis revealed differences in how the schools handled the process of management by objectives, the professional development of teachers as well as routines, rules, and policies. We conclude that having a rooted process for management by objectives, professional development of teachers, and clearly formalized values, gives a school a good foundation to support a pupil's learning and development..

This work is about how teachers describe their work with mathematics in a traditional nursery school and a Montessori preschool. Another aim is to study how children mathematise on the two different preschools and to see if there are any differences between the various educational theories and practices mathematising. I have used two methods wich is interviews with preschool teachers, and observation of the children. The results of my study was that differences exist but the biggest difference is the material that Montessori uses. The difference between the teachers' way of teaching mathematics is to Montessori preschool places great emphasis on the material and how it is used, while in the traditional preschool puts the emphasis on learning through interaction with others.

The purpose of this article was to examine how students learn to use the Individual Development Plan (IUP) with written assessments as a tool for learning. The study is conducted according to an ethnographic approach. A total of 20 students, aged 13-14 years, participated. The production of data took place through participating observations, field notes and conversations. A qualitative content analysis was used for data analysis.

Information technology inflicts upon us in our everyday life. It is a natural part of our work and of our spare time. The education system is not excluded from this development, IT is becoming an important part of education at all levels. In university, learning platforms is one of these new ways of using IT in education. Learning platforms becomes a valuable tool for teachers and students.

The purpose of this master?s thesis is to examine how librarians perceive the importance of staff reading groups in helping to make fiction more accessible to adult users of public libraries. The study also examines how librarians perceive the learning processes in such groups, and what these learning processes involve and how they appear. The empirical data was acquired via observations of four staff reading groups and interviews with seven public librarians who took part in the groups. In part, the empirical data is interpreted by means of Lena Wilhelmsson?s analytical tool, which deals with changes of perspective within an organised group.

The purpose of this study is to determine which approach preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children?s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were:What view on children, learning and knowledge does the preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool?Which role does the teacher believe that they should take regarding children?s learning?What differences and similarities can be identified in the teachers' perceptions?To carry out this study, I used a qualitative research method.

The purpose of this essay is to explore how educators are supposed to prioritize their work at the preschool so that all children are listened to and the conditions necessary for kids to dare to express their feelings and thoughts are in place. How is the relationship important for the child's learning? How do I become a committed educator who knows how to interpret and prioritize my work so it benefits children's learning? I am developing these questions in two parts in my following text. Firstly I am writing about why it is important that we who work as pedagogues meet the child on the child?s own terms.

The purpose of this study is to examine the importance of a working laboratory in mathematics education, how it influences students? learning and the confidence the teacher has in the laboratory component. Focus has been placed upon the advantages and disadvantages that could follow in the working method.The method used in this essay is qualitative in order to answer all the questions that arise along the way, and in order to use this method in interviews. The interviews that has taken place has been with five class teachers that are currently teaching at a elementary school between the years of 1-5. The purpose of this study has been answered by using its literature and the qualitative method with the class teachers.The results of the research show that teachers express gratitude towards the method in use for mathematics studies.

Encouragement to develope an individual pictorial and figuratve language in combination with theoretical learning simplifies the process of learning.

Vi har valt att testa It?s Learning - ett informationssystem som tillhandahålls studenter vid Karlstads universitet för informationshantering. Från början var det tänkt som ett redskap vid distansutbildningar men det används mer och mer av campuskurser. Men hur användbart är det? Ställer användarna andra krav på ett användbart informationssystem än vad de teoretiska reglerna och normerna säger och på vilket sätt uppfyller It?s Learning de teoretiska respektive de användarbaserade kraven? Det är det vi har försökt ta reda på i denna uppsats.

The purpose of this master thesis is to investigate how librarians working in academic libraries are experiencing the reference situation from a pedagogical point of view, by applying a theoretical framework consisting of learning strategies and their different characteristics, to qualitative interviews. Other goals are to elucidate the fact that learning takes place every day at libraries during the reference situation and that this work must be seen as ?one of the most important activities that takes place at the library?, using the words from one of the interviewed librarians, but also to make place for more discussions regarding pedagogic and library work. This is done by posing questions about knowledge, learning, information literacy, communication, the reference encounter, the roles of the librarian, policy and also architectural aspects of the reference situation. The interviews were taped, transcribed and categorized according to the earlier mentioned areas of interest.

This essay examines the possibilities for the use of ICT for learning in the subject of history. By interviewing history teachers in upper secondary school about their experiences and thoughts regarding the subjects of learning, history and ICT, as well as the relations there between, based on Mishra and Koehlers TPACK model, I come to the conclusion that ICT may enhance learning in history. I also conclude that ICT may create new learning environments in history, where knowledge may or may not grow.The more unique ways of using ICT in history, compared to other school subjects, appears to be the possibility of using a variety of new sources, for example digitized primary sources from archives, that perhaps will motivate students, and make it possible to work from a con- structivistic point of view in history.Other unique possibilities are to satisfy the need of concretizing and visualizing the history being taught, by using a broad range of different media when presenting it. .

This paper aims to provide a description of how knowledge can occur in Apoteket AB, anorganization that is operating on the Swedish pharmacy market. The purpose of this paper isalso to describe how the organizational learning occurs in the organization, and how theoutcome of this learning can be stored in the organizational memory. This subject is ofinterest since Apoteket AB experience changes in their external environment in that they nolonger have monopoly to sell pharmaceuticals on the Swedish pharmacy market. Earlierresearch claims that organizations need to develop new knowledge in order to take action, andthis development needs to be supported by the management within the organization.The collection of primary data was done by two qualitative interviews with employees withinthe organization of Apoteket AB.Our conclusions are that knowledge can occur in many forms, such as tacit and explicitknowledge. The vast majority of the knowledge within the organization is the information thatcan be found in the electronic database Aponet within Apoteket AB, and that is useful for theemployees in their daily work, and therefore is known as explicit knowledge.

The main purpose of this study is to view the aims of the local authority of Botkyrka for their prehistoric village, and to compare those with the actual activities in the village.Because of no official formulated aims, the study were laboured through interviews, observations, analysis of evaluations and a parallell literature study.For the visiting pupils today, the village has an introduction, but not a follow-up. Pedagogically the follow-up is the most important part, seeing that it?s there the knowledge is created in relation to the experience.Through experience-pedagogy, based on learning by doing, try to attain an experience intended to generate knowledge. But in this case, the focus lands on doing, and the reflection fails to occur. This is a learning based on the situation, rather than on the reflection, situated learning..