Aim of this work was to determine teachers' ideas about how to encourage lifelong learning in primary school in year 3, so that students can continue learning throughout life. To get answers to my purpose, I used the following questions: What are the teachers' perceptions of the concept of lifelong learning? What are the main aspects teachers emerged as important in education, to encourage students to lifelong learning? Is there potential barriers to teachers for the promotion by the term of lifelong learning?The method used, is qualitative interviews and as a starting point I used the hermeneutic approach. Theoretical part included Ziehes modernity theory of learning and Vygotsky socio-cultural perspective.The results revealed that lifelong learning is interpreted on the basis of active teachers in many varied ways. Teachers' perceptions of the concept of lifelong learning have been very varied.

Abstract The purpose of this study was to find out how leisure educator´s reason about children?s learning and development, and their view of their own role in the process. Four leisure educators were interviewed to answer these questions. The study is based on qualitative interviews, wich means that the interviewer must interpret and understand what the respondents want to say. This is to get a deeper knowledge of the subject. The results show that the leisure educators believe they have a large and important role in children's development and learning.

The purpose of this essay was to study what students at the upper secondary levels thought that they learned in physical education and if there were differences between girls and boys learning. The purpose was also to study different factors that could affect the learning and to show how curriculum and prior research relate to the students learning. In this essay we used the three aspects of health that are mentioned in the description of physical education: the physical, the social and the psychic. The study was based on a quantitative research where 165 students answered questionnaires about their learning. Our research showed that the students did not get the knowledge that the A-course in physical education should provide and that the goals for the course were not accomplished.

This examination paper defines how educators work with esthetic, and esthetic learning in pre-school. I have done research by interviewing four pedagogues. The result shows that the pedagogues does work with esthetic and practice esthetic Learning processes, but their work shift. Some pedagoues practice strong esthetic and some practice more modest esthetic. Some of the pedagogues are more aware than other of the esthetics influens of the childrens life long learning.

The aim of this study is to obtain a deep knowledge about identity creation of preschool child-ren at the age of four to sex with creative pictures and its aesthetic Learning processes with childrens perspective as a starting-point. The issues that I have used in this study are how childrens identity creation relates to the aesthetic Learning processes in the preschool enviro-ment, how children experience the figuration of their own identity related to other individuals and the enviroment by taking different positions in aesthetic Learning processes and how childrens identity creation becomes visible in preschool.In order to explore preschool childrens identity creation in aesthetic Learning processes the qualitative research-oriented approach has been implemented with unstructured observations and the informal interview as the methods for data acquiring.This studys theoretical points are sociocultural perspective and symbolic interactionism. Both these theoretical perspectives emphasize the significance of communication, taking different perspectives and learning in an interaction between an individual and enviroment within given sociocultural frames of referens which results in an individuals identity development.Results from the study show that childrens painting is more than an occupation with a picture as a product. Childrens painting is rather a playfull aesthetic expression form and a relation-oriented, dynamic Learning process which is related to the enriching of individual self, the consciousness and the creation of meaning within preschools frames of reference.My expectation is that my study will contribute to didactic discussions about childrens iden-tity creation while using aesthetic expression forms..

The purpose of this study is to investigate the children?s mathematics learning through play. The questions to be answered are: how can teachers facilitate children?s mathematics learning through play? How can play affect children?s math learning? Are the children aware of the role of play in their mathematics learning?My method is based on interviews and observations. My informants are three teachers who work in two different preschools.

This research paper has the aim of examining Swedish and Australian teachers? knowledge base and use of learning strategies in their language classes. After conducting qualitative interviews, the interviewees? answers are tabled to corresponding descriptions of how strategies are communicated in current curricula of the two countries. The answers confirm that teachers? understanding of learning strategies partly agree with previous research on strategies.

This essay is written about how the physical environment affects teachers? own learning. The purpose is to see how the teachers? work is affected by various factors, such as the uses and placement of the teachers? offices, common room, or any other places where a meeting may occur. The survey was conducted using both interviews and observations of the teacher?s office.

Early intervention is important on different levels and must be justified as a social and economic long-term investment. There is no doubt about the importance of early detection when helping children/students in need of support. What kind of support that is deemed suitable and who provides the support can be viewed from different perspectives and with different approaches. Seen from a relational perspective the special education process is a long-term process and affects not only the individual but the whole school culture and systems may need changing. This study intends to describe the importance of the learning environment and what efforts are initiated early for students in need of support from the special education point of view.

Syftet med detta arbete är att undersöka hur Learning study fungerar för att identifiera och lära elever kritiska aspekter inom matematiken. Learning study bygger på varitationsteori, vilken innebär att undervisning ska bygga på elevens förmåga att se skillnaden mellan en redan känd bakgrund och en förändring. När Learning study genomförs arbetar lärargrupp tillsammans för att skapa en så optimal undervisning som möjligt för ett specifikt lärandeobjekt. För att eleverna ska nå lärandeobjektet, vilket är det moment lärargruppen vill lära ut, måste elverna också förstå sina kristiska aspekter för lärandeobjektet. I detta arbete kommer ingående förklarning av begreppet Learning study göras samt exempel på tidigare studier av Learning studies presenteras: Resultat av detta arbete bygger på min undersökning med metoden Learning study som verktyg, tillsammans med analyser av elva tidigare studier.

Learning Management Systems (LMSs) hold great potential to support learning activities, for example by providing teachers and students with new and extended spaces for interaction and collaboration. However, this potential appears to be difficult to realize, and despite their perceived learning benefits, the reality is that LMSs are being used primarily for administrative purposes. Meanwhile, external pedagogical tools are successfully put into practice to improve learning outcomes, and the aim of this study is therefore to identify and discuss benefits and disadvantages associated with the LMS as a concept. By interviewing secondary school teachers, we disentangle the idea of integrating administrative and pedagogical aids into a single platform, providing detailed insight into the use of digital tools in secondary education. The study contributes to a deepened understanding of integrated learning environments, and we conclude that there is a conflict between structure and flexibility that needs to be addressed before determining the design of a digital learning space..

Earlier research has shown that combining education with entertainment can improve students motivation in school. With this study we aim to learn more about interactive digital learning resources and how they should be designed to entertain and thereby contribute to motivation. We have identified aspects of educational games that also could be considered when developing interactive digital learning resources, to make them more entertaining and motivating. We have chosen to study and evaluate an interactive digital learning resource called ?Grasp the Disaster?, a fictional online adventure created for students in the ages between 13-15.

In the school subject of the natural sciences it is imperative that the students are given opportunities to ?talk science?, since the dialogues that occur in the classroom have a significant importance for the students? abilities to engage in meaning-making in their Learning process. Hence, the student and teacher interaction in the classroom and the feedback given there play a significant role in the students? Learning process. The aim of this study is to contribute to the development of formative assessment tools that can mediate the students? meaning-making in natural sciences subjects in upper-secondary school.

Based on earlier experiences of mathematics and mathematical learning, both as a student and as a teacher, I became more and more interested in how well the publicly accepted opinions about mathematics as an uninteresting, difficult and ?geeky? subject corresponded to reality. What do Swedish pupils really think about mathematics and is it possible to identify any differences in their attitudes based on the pupils? age?From this point of view the following questions were formulated:·What are pupils? attitudes towards mathematics in grades 3, 6 and 9 and how do they conceive their learning conditions?·Is it possible to detect any differences in the attitudes and preferences depending on the pupils? age?The result of this study compares well with previous studies done in this and overlapping fields and indicates that:·Younger pupils tend to have a better liking of mathematics but with increasing age that interest fades out.·Most pupils, without regard to age, consider mathematics to be one of the most important subjects, despite the fact that many pupils also find mathematics difficult and boring.·For pupils of all ages, the teacher is the most important factor in the Learning process. Older students have more specific demands on the teacher for knowledge and pedagogical skills.·A high noise level, talking and disturbances in the classroom are the most bothering elements when it comes to learning mathematics.

The aim of this study was to explore how young students can be taught during their first year of learning English towards the A1 level according to The European Framework of Reference for Languages, and how the students understand their own learning. The study was carried out in two different classes but with the same teacher, who is qualified to teach English to young learners. The result is based on the analysis of a total of twelve observations of English lessons in two classes in school year one and eight group interviews with the students. Recurrent ingredients through all lessons were activities such as listening to teacher talk, watching films or film clips, singing songs and doing rhymes, using drama activities, talking about the meaning of learning English, practicing guessing competence and learning new vocabulary. The teacher consistently talked about and taught different strategies for language learning.