The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.

Companies learn through their employees. In this paper I make research into how knowledge transfer and learning occur at Metso Paper Karlstad AB, which is a partly project based organization.The result is that there are many factors that affect the knowledge transfer in a company. Knowledge transfer occurs mainly between individuals within the company, but also between departments and other actors outside the company. In the gaps between these actors, there is a risk that knowledge is not transferred, which is an obstacle to learning. A great deal of the knowledge transfer and the learning is carried out through individual?s own drive and motivation.

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.

The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students.The phenomena which stand in focus for the investigation is: why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed in intercultural comparison within the years 1993, 1999, 2003 and 2007.The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most.Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics..

ABSTRACTThis paper aims to shed light to what extent a financier have learnt about sustainableorganizational change, through development projects taking part in the Swedish knowledgeFoundations program, ICT in Teacher?s training. Some questions asked were: Has theSwedish Knowledge Foundation learnt by researchers? and self evaluation?s ?stirring up? ofongoing projects? What type of learning process has been going on? Has new, mutual,knowledge been constructed or has already existing knowledge been transferred?The study consists of one participating observation and three interviews. They showhow the financed projects have been ?stirred up? so that a developmental learning process hasstarted within their organization.

The purpose of this study is to investigate the educational opportunities that exist within hip hop music, i.e. to highlight the possible strengths and opportunities in informal learning. The aim was to answer the following questions:In what way do young people acquire knowledge through music?How can hip hop music affect language learning / vocabulary?How can hip hop motivate and support young people in school?The study was based on qualitative semi-structured interviews with six youths, three hip hop directors and a well-known researcher who has investigated that Hip Hop pedagogy.The results show that there are many benefits of learning that takes place in the context of hip hop music; from my informants? statements one can accordingly see the role of hip hop music plays in the absorption of knowledge. The conclusion is that hip hop music can lead to alternative learning about politics and society, as the music often deals with various social conditions and policy issues.

Practical and theoretical learning are methods that are used in schools as a way to prepare students for the working life. Within the practical learning knowledge is not only acquired to learn in practice, but the students must also be able to apply their theoretical knowledge to what he/she does. Against this background, the aim of the study was to investigate the importance of practical learning for students in college / university level and how they are experiencing the stress that may arise out of the loss of practical learning during their education, as well as their vision for working life after completing their education. The population of the study consisted of N = 36, which 18 of these had used both practical and theoretical learning and the remainder had only used theoretical learning. The method was a questionnaire survey with a high proportion of fixed alternative answers according to likert scales.

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.

The purpose of this study has been to compare the present with the future syllabus of mathematics. With a text analytical approach has questions about how the structure is different, how the look at knowledge has changed and which learning theory that characterizes the two syllabus been answered. As a theoretical framework I adopt three different learning theories, behaviourism, cognitivism and the socio-cultural perspective. The pervious research I have looked at is the concept of knowledge an the underlying theories to previous curriculum. During the increase results in the greatest difference seen in the structure.

AbstractThe aim of this paper is to, through interviews, examine what opinions teachers connected to "Ung Företagsamhet" (Young Enterprise, UF) have on the work of UF compared to contractual and traditional learning. The reason for this is to find out if UF´s way of working is successful in a world, where the definition of knowledge constantly changes. Through qualitative interviews the views of four UF teachers are scrutinised. The results of the interviews indicate that UF works in a way, which contains both contractual and traditional learning, where both directions complement each other in different stages of the learning process.Key words: Contractual learning, pedagogical perspective, Young Enterprise, traditional learning.

Practical and theoretical learning are methods that are used in schools as a way to prepare students for the working life. Within the practical learning knowledge is not only acquired to learn in practice, but the students must also be able to apply their theoretical knowledge to what he/she does. Against this background, the aim of the study was to investigate the importance of practical learning for students in college / university level and how they are experiencing the stress that may arise out of the loss of practical learning during their education, as well as their vision for working life after completing their education. The population of the study consisted of N = 36, which 18 of these had used both practical and theoretical learning and the remainder had only used theoretical learning. The method was a questionnaire survey with a high proportion of fixed alternative answers according to likert scales.

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.

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..

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.

Education in information seeking is often traditional and focused on technology. When it comes to this sort of education, research proves it is unusual to pay attention to the interaction between students. My intention has been to examine if it is possible to pay attention to the interaction between students, in order to create more and better situations of learning. The issues in this work are about describing the students? interaction.