Dissertations / Theses on the topic 'Map reading'
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Ottosson, Torgny. "Map-reading and wayfinding /." Göteborg : Acta universitatis Gothoburgensis, 1987. http://catalogue.bnf.fr/ark:/12148/cb37089270w.
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Ng, Kit-ying. "Students' perceptions of mapwork : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810597.
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Xie, Ming. "Rethinking Map Literacy and an Analysis of Quantitative Map Literacy." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7989.
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Maps are increasingly being used in traditional and virtual media, and civic discourse on political, social, and environmental issues, among others, is more and more becoming influenced by them. The often-used expression of a “picture tells a 1000 words” has never been so apt in our progressively more visual world. Despite this increased role and importance of maps, map literacy, as a field of research, remains rather underdeveloped. This is especially so for thematic maps, the very type of map that is finding increasing currency in discourse. As part of this under-developed nature of map literacy, the quantitative skills used in map reading and interpretation have not been systematically investigated, and previous commentary on the subject has been limited to listings of relatively low-level skills. As modern technologies, such as GIS, enable the more sophisticated production of maps, their interpretation can come to depend on more advanced quantitative literacy. The quantitative literacy required for map interpretation can also be expected to vary significantly with the type of map, and while map literacy studies generally recognize the broad distinction of reference and thematic maps, they do not provide a more nuanced framework for investigating how quantitative literacy may vary both within these broad categories and for maps which overlap these categories.
This dissertation represents a first attempt to address these issues, and at least provide conceptual frameworks for their investigation. For the first conceptual framework, the dissertation introduces a three-set Venn model to discuss the content and relationships of three “literacies”: map literacy, quantitative literacy, and background information. As part of this, the field of Quantitative Map Literacy (QMP) is introduced and defined as the knowledge (concepts, skills and facts) required to accurately read, use, interpret, and understand the quantitative information embedded in geographic backgrounds. It is conceptualized as the intersection of the Map Literacy and Quantitative Literacy “sets”. The dissertation also introduces the conceptual framework of a compositional triangle based on the ratio of reference to thematic map purpose and the level of generalization/distortion within maps. This framework allows for any type of map to be located within the triangle and then related to the type and level of quantitative literacy they demand. Finally, based on these two frameworks, the dissertation uses the pedagogical tool of “word problems” to explore the variability of map reading skills and knowledge, and does this for specific map examples.
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Maier, Joan Niebur Bettis Norman C. "A qualitative study of adolescent students' comprehension of maps an application of schema theory to map reading /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510425.
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Thesis (Ed. D.)--Illinois State University, 1994.Title from title page screen, viewed March 27, 2006. Dissertation Committee: Norman C. Bettis (chair), Larry D. Kennedy, Barbara L. Nourie, Raymond L. Schmitt, Michael D. Sublett. Includes bibliographical references (leaves 206-217) and abstract. Also available in print.
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Metcalfe, Benjamin. "The Influence of Cogntive Style on Navigational Map Reading." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12987.
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In this thesis, I discusses my recent research on the potential relationship between cognitive style and navigational map reading ability. Behavioral geography researchers investigate navigation and a person's knowledge of their environment. These activities have led to and continue to lead to theories about the underlying cognitive processes associated with map use and navigation. Previous research has shown a positive relationship between geographic education and a person's ability to understand the environment around them. Navigation, cognitive maps, mental rotation, map-based knowledge vs. route-based knowledge, and way-finding have all been identified as potential processes that people employ to travel around their environment. By understanding how people behave, process information, solve problems, and make decisions this research hopes to bring to light traits that may be useful in furthering geographic education and, as a result, environmental understanding.
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Jones, Tena. "The Impact of Reading Programs as a Map Project Strategy." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/285.
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The No Child Left Behind (NCLB) Act of 2001 was enacted to protect the United States' most vulnerable students and was signed into law in January 2002 (U.S. Department of Education, 2002). For many years, black, Hispanic, special education, and limited English proficient students were not achieving at the same level as their white, middle-class counterparts because schools were not held accountable for their individual progress. The achievement gap is well documented in previous research at all levels of education. Scores on the National Assessment of Educational Progress (NAEP) from 1996 to 2000, obtained from a national sample of 8th- and 12th- grade students indicated that for each grade level, black and Hispanic students scored significantly lower than whites in reading, mathematics, and science (Braswell, Lutkus, Grigg, Santapau, Tay-Lim, & Johnson, 2001; Grigg, Daane, Jin, & Campbell, 2003; O'Sullivan, Lauko, Grigg, Qian, & Zhang, 2003). In Kentucky, the Minority Student Achievement Research Project (MAP) is an educational initiative formed to address the achievement gap and progress all students toward proficiency within the state. Seven school districts (partnership sites) were selected for participation in the program, and individual schools within the districts were selected for participation based on the criteria that at least 25% of their student population was minority (KDE, 2000). This study was designed to determine if the implementation of reading programs as a MAP strategy impacted 4th" and 7th" grade students' reading scores on the Kentucky Core Content Test (KCCT) of achievement, as well as the 6th" grade level of the Comprehensive Test of Basic Skills 5 (CTBS/5). The researcher was also interested in how the implementation of these programs may affect the achievement gap between black and white students in the sample. The sample was comprised of 338 4th" grade Kentucky students enrolled in a public elementary school within MAP participating districts during the 2002-03 school year. Archival data of 4th" grade students' scores on the KCCT reading section from 2000 through 2005 were requested and obtained from the Kentucky Department of Education (KDE). Analyses revealed that MAP students did not perform significantly better than Non-MAP students on the KCCT at any grade levels. Likewise, results showed that MAP students did not obtain significantly higher Percentiles on the reading test of the CTBS/5 at the 6th" grade level. The analyses also did not show a convergence of achievement scores between black students and white students regardless of MAP participation on either the state reading test or the norm-referenced test across administrations. The implications of the findings are discussed.
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Ho, Simon. "Map reading under load : sex differences in learning digital maps." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54291.
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Imagine the following scenario: you’re at an unfamiliar location and you need to catch the bus to get home, however, you don’t know where the bus stop is. What do you do? In the modern world, the typical solution would be to open a map application on your smartphone and use it to determine the best route to your destination. Software developers are constantly improving mapping software with new features and design overhauls, but it is important to take a step back and ask how these factors might affect our ability to learn the information being presented. Are there cognitive factors that may help, or hinder, our ability to learn digital maps? A map reading experiment was devised to test the effect of cognitive load on map learning (Experiment 1). Participants learnt routes and landmarks under both low and high cognitive load. Our results show that high cognitive load hinders males’ ability to learn landmarks, while it hinders females’ ability to learn routes. A second experiment was conducted to determine the robustness of this effect. Map task difficulty was increased and our results show that the original 3-way interaction disappears when the demand on working memory becomes too high. Overall, our findings are in line with the existing literature on sex differences in map reading, and also indicates that 1) cognitive load plays a role in that relationship, and 2) a threshold exists for the effect once task difficulty is increased.Arts, Faculty of
Psychology, Department of
Graduate
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McCoy, Jan D. "Animated, interactive maps in middle level social studies /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113017.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 84-86). Also available for download via the World Wide Web; free to University of Oregon users.
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Luebbering, Candice Rae. "Beyond the Bezel: Utilizing Multiple Monitor High-Resolution Displays for Viewing Geospatial Data." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31975.
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Computers have vastly expanded capabilities for storing, creating, and manipulating spatial data, yet viewing area is still generally constrained to a single monitor. With this viewing window limitation, panning and zooming are required to view the full details of a map or image and, because of the large sizes of typical database, usually only in small portions. Multiple monitor configurations provide an attainable, low cost way for individuals to create large, high-resolution desktop displays. This increased screen real estate is particularly useful for viewing and interpreting rich and complex geospatial datasets because both context and amount of detail can be simultaneously increased, reducing reliance on virtual navigation to obtain the desired balance between context and scale. To evaluate the utility of multiple monitor displays for geospatial data, this experiment involved a variety of map and image reading tasks using both raster and vector data under three different monitor conditions: one monitor (1280 x 1024 pixels), four monitors (2560 x 2048 pixels), and nine monitors (3840 x 3072 pixels). Fifty-seven subjects took the test on one of the three display configurations. A computer program captured each subjectâ s performance by recording answers, mouse click locations, viewing areas, tool usage, and elapsed time. A post-experiment questionnaire obtained additional qualitative feedback about subjectsâ experience with the tasks and display configuration. Overall, subjects did perform more efficiently on the larger display configurations as evidenced by a reduction in test completion time and in the amount of virtual navigation (mouse clicks) used to finish the test. Tool usage also differed among monitor conditions with navigation tools (zooming and panning) dominating on the single monitor while selecting tools (tools used to provide answers) predominated on the nine monitor display. While overall test results indicated the effectiveness of the larger displays, task-level analyses showed that specific performance varied considerably from task to task. The larger displays were the most efficient on some tasks, while other tasks showed similar results among all displays or even the single monitor as the most efficient. The best performance improvements occurred between the one and four monitor conditions, with the nine monitor condition mostly providing only modest additional improvement. Subjects rated the four monitor display size as the most ideal.Master of Science
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Meehan, P. ""Draw me a map of your town" : an investigation of the construction of a free-recall hand-drawn map of a known physical environment by young children." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17686/.
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The underlying thesis of this research was that children possess more complex understandings of their large scale physical environment than were captured by existing models of classification for their artefact maps. In order to investigate this thesis, a convenience sample of 40 children was obtained at three (3) schools in East Kent in the United Kingdom and those children were asked to perform two tasks. Task One investigated whether or not children of 7-9 years of age could identify nominated features on a map of a fictional area through their ability to interpret conventional cartographic symbols. Task Two investigated the children’s survey and environmental knowledge of a known large scale environment by constructing a free-recall sketch map of ‘their town’ without them being given a subsequent purpose for this map. During the construction of this artefact map the researcher interacted verbally with the children so that the temporal order of construction could be examined and the environmental knowledge of the children could be explored. Consistent with the thesis, the children displayed considerably more detailed environmental and survey knowledge about their town that it would have been possible to obtain from adult-centric post-factum interpretations of their artefact maps. Following this finding a new model for the classification of children’s artefact maps was proposed.
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Lawrence, Megan McNally 1977. "Behavioral and neurological studies in tactile map reading and training by persons who are blind or visually impaired." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11564.
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xiii, 103 p. : ill. (some col.)This research investigates the relationship between map use tasks, spatial abilities and training-based effects in persons who are blind or visually impaired. A mixed-method approach using theories and methods in behavioral geography, tactile cartography and functional magnetic resonance imaging have produced finds that identify both behaviorally-based as well as biologically-based impacts resulting from systematic tactile map use and spatial thinking training. The neurological results indicate that prior to training a dominant egocentric/route strategy is used to answer all experimental map tasks, while after training an allocentric/survey strategy is used. The current study demonstrates that the adoption of an allocentric perspective is coupled with improved behavioral performance. The findings provide supporting evidence that people who are blind are capable of learning and applying sophisticated spatial strategies. The systematic progression from egocentric/route processing to allocentric/survey processing in the participant population follows traditional developmental models of spatial knowledge.
Committee in charge: Amy Lobben, Chairperson; Andrew Marcus, Member; Patrick Bartlein, Member; Michal Young, Outside Member
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Logan, Tracy Michelle. "Primary students’ interpretation of maps : gesture use and mapping knowledge." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/40759/1/Tracy_Logan_Thesis.pdf.
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Maps are used to represent three-dimensional space and are integral to a range of everyday experiences. They are increasingly used in mathematics, being prominent both in school curricula and as a form of assessing students understanding of mathematics ideas. In order to successfully interpret maps, students need to be able to understand that maps: represent space, have their own perspective and scale, and their own set of symbols and texts. Despite the fact that maps have an increased prevalence in society and school, there is evidence to suggest that students have difficulty interpreting maps. This study investigated 43 primary-aged students’ (aged 9-12 years) verbal and gestural behaviours as they engaged with and solved map tasks. Within a multiliteracies framework that focuses on spatial, visual, linguistic, and gestural elements, the study investigated how students interpret map tasks. Specifically, the study sought to understand students’ skills and approaches used to solving map tasks and the gestural behaviours they utilised as they engaged with map tasks. The investigation was undertaken using the Knowledge Discovery in Data (KDD) design. The design of this study capitalised on existing research data to carry out a more detailed analysis of students’ interpretation of map tasks. Video data from an existing data set was reorganised according to two distinct episodes—Task Solution and Task Explanation—and analysed within the multiliteracies framework. Content Analysis was used with these data and through anticipatory data reduction techniques, patterns of behaviour were identified in relation to each specific map task by looking at task solution, task correctness and gesture use. The findings of this study revealed that students had a relatively sound understanding of general mapping knowledge such as identifying landmarks, using keys, compass points and coordinates. However, their understanding of mathematical concepts pertinent to map tasks including location, direction, and movement were less developed. Successful students were able to interpret the map tasks and apply relevant mathematical understanding to navigate the spatial demands of the map tasks while the unsuccessful students were only able to interpret and understand basic map conventions. In terms of their gesture use, the more difficult the task, the more likely students were to exhibit gestural behaviours to solve the task. The most common form of gestural behaviour was deictic, that is a pointing gesture. Deictic gestures not only aided the students capacity to explain how they solved the map tasks but they were also a tool which assisted them to navigate and monitor their spatial movements when solving the tasks. There were a number of implications for theory, learning and teaching, and test and curriculum design arising from the study. From a theoretical perspective, the findings of the study suggest that gesturing is an important element of multimodal engagement in mapping tasks. In terms of teaching and learning, implications include the need for students to utilise gesturing techniques when first faced with new or novel map tasks. As students become more proficient in solving such tasks, they should be encouraged to move beyond a reliance on such gesture use in order to progress to more sophisticated understandings of map tasks. Additionally, teachers need to provide students with opportunities to interpret and attend to multiple modes of information when interpreting map tasks.
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Burton, Michael St John Whitehead. "Graphicacy and the third dimension: an investigation into the problem of poor performance in relief mapwork in South African secondary schools." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1001424.
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Three-dimensional graphicacy is the part of map work that appears to be the most problematIcal. Bartz (1970) says that thinking and visualising in three-dimensional space is difficult enough, but trying to derive notions in three-dimensions, when you have only seen them as they are represented in distorted two-dimensional fashion, is even more difficult. Yet pupils of geography are required to learn such three-dimensional concepts from the two-dimensional distorted map presentations. The geography teacher has an important educational role to play in promoting graphicacy and Balchin (1965), who coined the term, felt that it should be an essential underpinning of an integrated education. The problem is that children perform badly, teachers are not successfully imparting three-dimensional graphicacy skills and as Board and Taylor (1977) indicate, for some time now it has been fashionable to dismiss maps as being irrelevant or useless in geographical research. This thesis attempts to analyse this reported malady, the problems are exposed and solutions offered. Investigation of the literature, with the aim of clarifying the problems involved, follows four leads. These are the part played by the map as a mode of communication, the physical processes involved in mapwork revealed by work in the realm of neurophysiology, the process of visualisation in the field of perception and psychology, and finally the stage of conceptual development of the mapworker. The state of affairs in South Africa is disclosed by an analysis of teacher-directed literature, of examination syllabuses, of text-book treatment of three-dimensional mapwork in South Africa and overseas, of past examination questions, and finally of teachers' views. Experimental exercises have been executed in an attempt to link the key findings of published research to the local scene. Conclusions are then drawn, and recommendations made for improving three-dimensional graphicacy in South African secondary schools.
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Hood, Karen L. "An Analysis of Literacy Approaches in Missouri School Districts and Their Impact on Third Grade English Language Arts MAP Scores." Thesis, Evangel University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811049.
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This quantitative causal-comparative ex post facto research study aimed to investigate if a particular literacy approach impacted third grade English Language Arts (ELA) Missouri Assessment Program (MAP) scores in Missouri school districts. Specifically, the approaches examined included: A balanced literacy instructional framework with teacher instructional decision-making based on student needs; a balanced literacy instructional framework with district prescribed or scripted curriculum; and/or a curriculum-centered instructional framework with use of a published text (e.g. basal reading program). Additionally, the study analyzed the impact of intervention approaches (such as Reading Recovery and expert tutoring) and embedded professional development (such as literacy coaching and Professional Learning Communities) on third grade ELA MAP scores.
Survey responses from 61 districts were analyzed using district 2016–2017 ELA MAP scores. The findings showed a significant difference between MAP scores of districts using some type of balanced literacy approach to teach literacy and those relying on a scripted (e.g. basal reading program) approach. Therefore, the data indicates that balanced literacy approaches may be more effective for achieving higher ELA MAP scores than the basal approach.
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Rautenbach, Victoria-Justine. "The use of 3D geovisualisations for urban design : the case of informal settlement upgrading in South Africa." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/60016.
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Informal settlements are a common occurrence in South African due to housing backlogs and shortage of housing subsidies, and are often located on disputed land. To improve in-situ circumstances of these communities, informal settlement upgrades and urban design is required. Spatial data and maps are essential throughout the entire upgrading and urban design process in order to understand the current environment, plan new developments and communicate planned developments. All stakeholders need to understand maps to ensure active participation in the urban design process. Previous research demonstrated that a large number of planning professionals in South Africa have a relatively low level of map literacy, which is considered to be inadequate for effective planning. Many researchers proclaimed that because 3D visualisations resemble the real environment more than traditional maps, and are more intuitive, therefore 3D geovisualisations are easier to interpret. The goal of this research is to investigate the use of 3D geovisualisations (specifically 3D city models) for urban design in informal settlement upgrading in South Africa. To achieve this goal, the following topics were investigated: modelling processes (manual and procedural); visual design (visual characteristics, visual complexity and visual variables); and cognition related to spatial tasks on 3D geovisualisations and comparable alternatives (i.e. topographic maps, aerial photographs, 2D maps) when performing basic map reading tasks. Procedural modelling was found to be a feasible alternative to time-consuming manual modelling and has the capabilities to produce high-quality models. When investigating the visual design, the visualisation characteristics of 3D models of informal settlements, and relevance of a subset of visual variables for urban design activities of informal settlement upgrades were assessed. The results were used to produce various maps and 3D geovisualisations that were presented in quantitative user studies and expert interviews. The results of four user studies and expert interviews contributed to understanding the impact of various levels of complexity in 3D city models and map literacy of future geoinformatics and planning professionals when using aerial photographs, 2D maps and 3D models. The research results could assist planners in designing suitable 3D models for use throughout the entire urban design process.As gevolg van agterstande met behuising en ’n tekort aan behuisingsubsidies, is informele woongebiede ’n algemene verskynsel in Suid-Afrika en is dit dikwels op betwiste grond geleë. Om hierdie in-situ omstandighede van die gemeenskappe te verbeter, is daar opgradering en stedelike beplanning nodig. Ruimtelike data en kaarte is deurlopend noodsaaklik vir die volledige opgradering en stadsbeplanningproses om sodoende die huidige omgewing te verstaan, nuwe ontwikkelings te beplan en die beplande ontwikkelings te kommunikeer. Dit is noodsaaklik dat alle rolspelers kaarte verstaan om aktiewe deelname aan die stedelike beplanningsproses te verseker. Vorige navorsing het getoon dat ’n groot aantal professionele beplanners in Suid-Afrika ’n relatiewe lae vlak van kaartgeletterdheid het, wat beskou word as onvoldoende om doeltreffende beplanning te kan doen. Baie navorsers maak daarop aanspraak dat 3D geovisualiserings nader aan die werklike omgewing is en dat dit meer intuïtief en makliker as tradisionele kaarte vertolk kan word. Die doel van hierdie navorsing is om die gebruik van 3D geovisualiserings (meer spesifiek 3D stadsmodelle) te ondersoek om die ontwikkeling van stadsbeplanning in informele woongebiede in Suid-Afrika op te gradeer. Om hierdie doelwit te bereik, is die volgende onderwerpe nagevors: modelleringsprosesse (volgens handleidings en prosesse); visuele ontwerp (visuele eienskappe, visuele kompleksiteit en visuele veranderlikes); en die herkenning van verwante ruimtelike take op 3D geovisualiserings en vergelykbare alternatiewe (byvoorbeeld topografiese kaarte, lugfoto’s, 2D kaarte) wanneer basiese kaartlees take uitgevoer word. Prosedurele modellering is ’n haalbare alternatief teenoor tydrowende modellering volgens handleidings en dit het die moontlikhede om hoë kwaliteit modelle te lewer. By die ondersoek van visuele ontwerp is die visuele karaktereienskappe van 3D modelle van informele woongebiede en die relevantheid van ’n onderafdeling van visuele veranderlikes beoordeel/geassesseer vir ontwerpaktiwiteite by informele nedersettings. Die resultate is gebruik om verskillende kaarte en 3D geovisualiserings te skep wat in kwantitatiewe gebruikerstudies en in onderhoude met kenners aangebied is. Die resultate van vier gebruikerstudies en onderhoude met kenners, het bygedra om die impak te verstaan van verskillende moeilikheidsvlakke van 3D stadsmodelle en kaartgeletterdheid van toekomstige geoinformatika- en professionele beplanners wanneer lugfoto’s, 2D kaarte en 3D modelle gebruik word. Die navorsingsresultate kan beplanners ondersteun om geskikte 3D modelle te ontwerp wat deurlopend in die stedelike beplanningsproses gebruik kan word.
Thesis (PhD)--University of Pretoria, 2017.
National Research Foundation (NRF)
German Academic Exchange Service (DAAD)
University of Pretoria’s vice-chancellor academic development grant
University of Pretoria’s Study Abroad programme
Centre for Geoinformation Science
Geography, Geoinformatics and Meteorology
PhD
Unrestricted
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Torres, Ricardo A. "THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556883369734283.
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Conradie, Anje. "The evaluation of computer based training as a method of teaching map reading in a military context." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53114.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Map reading forms an integral part of every soldier's training. Although all troops are exposed to map reading during basic training, they thereafter do not frequently work with maps on a daily basis, but are still required to apply this knowledge during field exercises or combat situations. Various forms of training are available. Computer Based Training (CBT) is a technique that may contribute to the improved acquisition and retention of knowledge when the subject matter requires of students to visualise concepts, as CBT engages multiple senses. CBT incorporates principles from the Component Display Theory and Constructivism, which suggest that CBT might result in superior map reading competencies when used as an alternative to conventional, classroom based, map reading instruction. .The objective of this study was firstly to determine whether CBT, compared to conventional classroom instruction, enhances the acquisition of knowledge when teaching users how to read a two-dimensional (2D) map. In addition, the study had as its objective to determine whether CBT leads to improved retention of 2D map reading knowledge over a one month period when compared to conventional instruction. Finally the study aimed to determine the factors that influence learning when using CBT as the training medium. A basic randomised, between subjects research design, was used to test the hypotheses that eBT would result in the improved acquisition and retention of 2D map reading competencies. The control group consisted of 30 students and the experimental CBT group of 29 students. All subjects were personnel from the School of Armour of the South African National Defence Force. With regards to map training, the majority of the students had exposure to Geography up to grade 12 or further training. A new training programmewas designed. The programmewas developed in two equivalent formats, one appropriate for conventional classroom instruction (control group), and a eBT format for the experimental group. Each student received two manuals. One was a self-study manual that had to be completed before commencing with the course, and the other was received on the first day of the course. Both the trainers also received a manual that contained all the correct answers to the map reading problems forming part of the programme. The eBT programme was designed on paper with the help of a template for the storyboard. A lesson was designed for each day of the course, but students could review any lesson previously studied. Before the students started with lesson 1, they had to complete a test on the computer to determine the extent to which they have acquired the information in the self-study manual. After passing the test the students could select lesson 1. A mind-map was designed for each lesson to help students orientate themselves. For both groups the information studied was placed in the context of "Operation Night Owl", an interactive practical mission. The eBT group had the computer as a guide, providing textured maps and possible answers. Three tests were used to evaluate the students and to gather data regarding their performance. The students were not informed about these tests as the researcher wanted to measure natural acquisition and retention, and not the amount of time that they had studied. Analysis of variance (ANOVA) indicated that the two groups did not differ statistically significantly (p>,05) in their initial degree of map reading knowledge. The average test percentage increased from the pre-test to the first post-test (knowledge acquisition), indicating that the class group increased by 15,2 % and the eBT group by 19 %. Hypothesis 1 states that eBT in comparison to traditional instruction enhances the acquisition of map reading knowledge when teaching users how to read a 2D map. The difference between the class and eBT means for post-test 1 (knowledge acquisition) was, however, statistically insignificant (p>,05). A comparison of the means of the post-test 2 (retention) results of the class and eBT groups clearly indicates that the performance levels retained one month after training, also do not differ statistically significantly (p>,05). The study therefore also fails to corroborate the hypothesis that eBT would result in the greater retention of map reading knowledge when compared to conventional classroom instruction. Based on the results found when eBT results were compared with the traditional classroom technique, it may be advisable to combine classroom teaching with eBT. During the completion of the mission segment of the course, students tended to form natural groups to complete the questions. As working together may result in better understanding of new information (peers learn from each other), it is therefore recommended that the eBT map-reading course be combined with more discussion groups. In conclusion, the results do not suggest that eBT is a superior training technique for the teaching of map reading competencies. Numerous literature sources however do indicate that eBT can contribute significantly to the learning experience, making it still plausible that eBT could indeed, upon further refinement of the programme, contribute to teaching of map reading competencies.
AFRIKAANSE OPSOMMING: Kaartlees vorm 'n integrale deel van elke soldaat se opleiding. Alhoewel elke soldaat blootgestel word aan kaartlees tydens basiese opleiding, word daar nie op 'n daaglikse basis daarmee gewerk nie. Dit blyegter nodig om kaartlees tydens veld-oefeninge en aanvalsituasies toe te pas. Verskillende vorme van opleiding is beskikbaar t.o.v. die aanleer van kaartleestegnieke. Rekenaargebaseerde Dnderrig (RGD) is 'n tegniek wat veelvoudige gewaarwordinge insluit, en dus 'n bydrae tot beter leer en retensie van kennis kan lewer, wanneer dit van die student verwag word om konsepte te visualiseer. RGD sluit eienskappe van Komponent-tentoonstellingsteorie en Konstruktiwiteitsteorie in wat tot verbeterde kaartlees bevoegdheid mag lei indien dit as 'n alternatief tot die konvensionele klaskamer-gebaseerde kaartlees gebruik word. Die doel van die studie was eerstens om vas te stelof RGD, in vergelyking met die konvensionele klaskamermetode, 'n groter bydra lewer in die leer en retensie van kennis wanneer studente geleer word om 'n 2-dimensionele (2D)-kaart te lees. Tweedens stel die studie dit ten doelom vas te stelof RGD, in vergelyking met die konvensionele metode, tot verbeterde retensie van 2D-kaartlees kennis oor 'n een-maand tydperk lei. Laastens beoog hierdie studie om vas te stel watter faktore leer beïnvloed wanneer RGD as 'n opleidingsmedium gebruik word. 'n Basiese, ewekansige, tussen-groep navorsingsontwerp is gebruik om die hipotese dat RGD sal lei tot die verbeterde leer en retensie van 2D-kaartleesbevoegdhede, te toets. Die kontrolegroep het bestaan uit 30 studente en die eksperimentele RGD-groep uit 29 studente. Die steekproef was troepe van die Pantserskool van die Suid Afrikaanse Weermag. Die meerderheid van die steekproef het blootstelling aan Aardrykskunde tot graad 12 of verder gehad. 'n Nuwe opleidingsprogram is ontwerp. Die handleidings is ontwerp in 'n formaat geskik vir konvensionele klaskamer instruksie (kontrole groep) so wel as 'n formaat geskik vir RGO (eksperimentele groep). Elke student het twee handleidings ontvang. Die een was 'n self-studiehandleiding wat voor die aanvang van die kursus voltooi moes word, en die ander een is op die eerste dag van die kursus ontvang. Albei die instrukteurs het ook 'n handleiding ontvang wat die korrekte antwoorde rakende die kaartleesprobleme bespreek in die program bevat het. Die RGO program is op papier ontwerp met die hulp van 'n skermplaat. 'n Les is uitgewerk vir elke dag van die kursus, maar studente kon enige van die vorige behandelde lesse hersien. Voordat die studente met les 1 kon begin moes elkeen eers 'n toets op die rekenaar voltooi om te bepaal hoeveel inligting in die self-studie handleiding bemeester is. Sodra die toets geslaag is kon die student les 1 selekteer 'n Skematiese voorstelling is vir elke les ontwerp om die studente te help om hulleself te oriënteer. Die inligting wat deur beide groepe bestudeer is, is in die konteks van "Operasie Naguil", 'n interaktiewe praktiese opdrag, geplaas. Die RGO groep het 'n rekenaar as 'n riglyn gehad wat getekstureerde kaarte en moontlike antwoorde verskaf het. Drie toetse is gebruik om die studente mee te evalueer en data aangaande hulle vordering te verky. Die studente is nie ingelig oor die toetse nie aangesien die navorser hulle natuurlike leer en retensie van kennis wou toets en nie kennis verkry a.g.v. tyd spandeer aan studie nie. Die variansie-ontleding (ANOVA) het aangedui dat die twee groepe se kaartleeskennis aanvanklik nie statisties beduidend (p>,05) verskil het nie. Die gemiddelde toetspersentasie vanaf die vooraf-toets tot die eerste na-toets (leer) het getoon dat die klasgroep met 15,2% en die RGO groep met 19 % verbeter het. Die eerste hipotese het getoets of RGD tot In vebetering in leer en retensie sal lei teenoor traditionele klasrnetodes. Die verskil tussen die klas en RGD gemiddeld vir na-toets 1 (leer) was statisties onbeduidend (p>,05). 'n Vergelyking van die gemiddelds van die tweede na-toets (retensie) het ook nie 'n statisties beduidende verskil getoon nie (p>,05). Die studie slaag dus nie daarin om te bewys dat RGO tot beter retensie van kaartleeskennis in teenstelling met konvensionele klasonderrig lei nie. Die resultate suggereer dat dit raadsaam mag wees om klasonderrig te kombineer met RGO. Tydens die voltooiing van die missies het die studente 'n neiging getoon om vanself groepe te vorm om die vrae te voltooi. As nuwe inligting beter verstaan word deur in groepe saam te werk (groeplede leer by mekaar), kan dit dus aanbeveel word dat die RGD kaartleeskursus gekombineer word met meer besprekingsgroepe. Ten slotte word daar nie bevind dat RGO In beter opleidingstegniek vir die onderrig van kaartleestegniek is nie. Verskeie bronne dui wel daarop dat RGO 'n betekenisvolle bydrae tot die leerondervinding kan lewer. Dus, met verdere verbetering van die program, sou RGD wel moontlik kon bydra tot die onderrig van kaartlees-bevoegdhede.
18
Cinnamon, Serina A. "IMAGINING SPACE: DEVELOPING A CRITICAL GEO-LITERACY WITH MAPS AS PRIMARY SOURCES IN HISTORY EDUCATION." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/997.
Full textAbstract:
Maps, while often regarded as accurate representations of places and spaces unseen in lived experience, are created with specific purposes that reflect and perpetuate particular epistemological and ontological conceptions about space and place. Using Foucault's conception of power-knowledge relations, Deweyian notions of meaning-making, and complexity theory's idea of interobjectivity; these theoretical works inform the map as a constructed reality. While maps have been well-articulated as socio-political constructions imbued with power-knowledge relations within the critical spaces of cartography and geography, this scholarship has made very few inroads into history education. In order to develop curriculum using maps to develop critical geo-literacy, I draw on a twin lens of critical carto-geography. In advocating for a more critical literacies approach, I assert that maps ought to be incorporated in the history curriculum as primary source documents where students have the opportunity to analyze and interpret maps as political acts. Through analyzing descriptions of practice, I explore possibilities to fully engage students in thinking critically about the construction and interpretation of historical maps. I also discuss the role of geographic information systems (GIS) as a potentially transformative curriculum that advocates inquiry-based learning through GIS maps and mapping. Engaging students in meaningful curriculum that promotes critical geo-literacy not only enriches their learning experience, it broadens the potential for greater democratic practices in educational settings.
19
Ng, Kit-ying, and 吳潔英. "Students' perceptions of mapwork: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195974X.
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Philander, Elisca S. "A training needs analysis into map use in a military context." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52714.
Full textAbstract:
Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The primary objective of the South African National Defence force is the protection of its citizens against external threats. The nature of the work, especially in operational situations, very often causes members of the SANDF to work in remote and unknown territory. The SANDF is composed of different units such as the army, air force and navy. All of these units typically control a specific aspect of the environment, especially in operational situations, and is very often also geographically spread over a large area. The battle commander would typically be in charge of all these units and must direct and control them efficiently towards achieving their assigned mission. In order to be an effective battle commander, the commander must thus be able to understand the terrain that his/her units are operating in, and maps are often the only information to base such understanding on. Map use is thus a critical success factor in effective battle command, and also for every member of the units navigating the often unknown terrain. The aim of the study is to conduct an investigation into the status quo of map use proficiency in the military, and specifically the South African National Army. The investigation comprises the following: • To conducting a detailed task analysis into map use in a military context, in order to establish specific map use functions and related skills regarded as critical in the military context. • The development of a proficiency test, taking the form of a questionnaire, based on the skills identified in the task analysis. Comparing the results of the questionnaire with map use skills identified in the task analysis, to determine the level of map use proficiency in military context. The secondary aims of the study comprise the following: • To investigate the level of map use training and determine if a need exists in term of additional map use training in the military, based on subjective opinions. • To investigate the level of computer literacy and the need for formal computer training in the military context. The key conclusions of the study are the following: • A gap between optimal and actual performance has been identified in terms of map use in the military context. • This gap can largely be attributed to insufficient structures and processes within the military context to facilitate effective map use.
AFRIKAANSE OPSOMMING: Die primêre doel van die Suid-Afrikaanse Nasionale Weermag is om die burgers van die land te beskerm teen eksterne gevare. Die aard van die werk veroorsaak dat soldate, tydens operasionele toestande, dikwels na onbekende en vreemde areas verplaas ten einde bogenoemde primêre doel te bereik. Die weermag bestaan tipies uit verskillende eenhede, wat elk gefokus is op die verrigting van spesifieke funksies, en dikwels geografies wyd versprei is. In gesamentlike operasies, is die operasie bevelvoerder tipies in beheer van die verskillende eenhede en moet hy toesien dat hul bewegings gekoordineer is ter bereiking van hul doel. Die operasie bevelvoerder, ten einde die doelwit effektief te bereik, moet in staat wees om die terrein waar die verskillende eenhede beweeg te ontleed, en effektief tot doelbereiking kan benut. Kaarte is een van die primêre bronne van inligting, ten einde die terrein te ontleed om dit sodoende tot voordeel te kan gebruik. Effektiewe gebruik van kaarte is dus 'n kritieke faktor wat bydra tot die sukses van die operasie bevelvoerder, asook vir feitlik elke lid binne die verskillende eenhede wat deur dikwels onbekende terrein moet navigeer. Die doelwitte van die studie is om 'n ondersoek in te stel na die status quo met betrekking tot kaart-gebruiksvaardigheid in die Suid Afrikaanse Nasionale Weermag. Die studie behels die volgende: • 'n Omvattende taak-analise ten opsigte van die gebruik van kaarte in die militêre konteks, om sodoende spesifieke funksies en verwante vaardighede te identifiseer wat as kritiek vir die militêr beskou word. • Om 'n vaardigheidstoets in 'n vraelys te inkorporeer, gebaseer op bogenoemde geïdentifiseerde kaart-gebruiksvaardighede. • Om die resultate van die vaardigheids-toets te vergelyk met dié geïdentifiseer in die taak-analise, om sodoende die vlak van kaartgebruiksvaardighede te bepaal in die militêre konteks. Die sekondêre doelwitte behels die volgende: • 'n Ondersoek na die vlak van kaart-gebruiksopleiding en om te bepaal of 'n behoefte bestaan na verdere kaart-gebruiksopleiding, gebaseer op subjektiewe opinies. • 'n Ondersoek na die vlak van rekenaargeletterdheid, en die behoefte aan rekenaar-opleiding. Die afleidings wat uit die studie gemaak kan word is die volgende: • daar bestaan 'n prestasie-gaping tussen optimale and werklike prestasie met betrekking tot die gebruik van kaarte in die militêre konteks, en • hierdie gaping kan grootliks toegeskryf word aan onvoldoende strukture binne die miliêre konteks, wat nie kaart-gebruiksvaardighede fasiliteer nie.
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McWhorter, Holly. "Facilitating high school student success through READ 180: Analysis of program impact using measures of academic progress (MAP)." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/701.
Full textAbstract:
In response to its failure to meet state mandated proficiency standards in reading and mathematics over the past three years, a rural, Title I high school (LS) in South Carolina purchased and implemented the commercially available literacy program READ 180 (R180) for the 2008-2009 academic year. While previous research reported by Scholastic, Incorporated (R180) had provided support for the use of R180 in improving literacy, these studies have been criticized recently for their lack of comparable control groups, experimenter bias and lack of data from other content areas such as mathematics. The purpose of this study was to determine the relative effectiveness of R180 in improving reading and math performance when compared with traditional high school English course instruction in a group of ninth grade students at LS. The theoretical framework for this study was based on Vygotsky's cognitive developmental theory which emphasizes the role of language in learning in all content areas. A group of below average reading ability students was assigned by LS to the R180 instructional class while a second group of average ability students was assigned to the traditional English course (TRAD). Both groups were pre and post tested in reading and math using the state-sponsored Measures of Academic Progress (MAP) standardized achievement test. Dependent samples t-tests and Analysis of Covariance were used to analyze the data. The results indicated statistically significant improvements in both math and reading scores for the TRAD group but not for the R180 group. This study has implications for positive social change in the form of independent, empirically-based data to both inform the administration of LS in future decision making regarding funding for the very costly R180 program as well as contributing to the overall database on R180's effectiveness.
22
Tomko, Martin. "Destination descriptions in urban environments /." Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00003594.
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Dabanli, Ahmet. "Developing A Spatial Decision Support System For Telecom Wireline Infrastructure Of Ankara City." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611890/index.pdf.
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This thesis covers database creation, system design and application development for
wire line telecom infrastructure within Geographical Information Systems (GIS) and
concentrates on spatial decision support applications and serving wire line subscriber
coordinates for emergency calls in Ankara. The main mission of the
Telecommunication in the past was to serve for voice communication activities.
Currently voice, internet, data and video communications are available. These new
services need better bandwidth capacity and/or renewal of infrastructure with Fiber
Optical cables. Telecom has a complex wire line infrastructure, both in physical and
logical topology. It is important to manage this complex infrastructure to give better
services with new installation and update activities. Due to these requirements
Telecom infrastructure needs to be managed with GIS, which visually provide
physical and logical relationships.
In this study it&rsquos aimed to build a GIS system for Turk Telekom (TT) including digitization of wire line cable infrastructure, geocoding subscribers and serving the coordinates of subscribers. The data layers are stored in Oracle Spatial Data Option (SDO) and spatial data information is kept in MapInfo MapCatalog. The data schemes for 81 provinces are created. The applications are developed with Borland Delphi version 7 and Microsoft Visual Studio 2008 .NET Framework. There are several GIS applications developed so far for the infrastructure of TT, since TT needs to know the location and quality of the infrastructure already present in the field and needs spatially to decide on areas that need maintenance including improvement, replacement, and new installations to improve the service. This study is presented as an alternative spatial decision support system for the improvement of the current infrastructure and services given to the customers, by using digitized network and geocoded subscriber data that is stored in GIS system. This study is carried out with customer participation and on site development with Telecom staff.
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Nilsson, Kerstin. "Hitta lätt - så blir det rätt! : En praxisnära, didaktisk studie om att orientera sig med hjälp av en karta." Licentiate thesis, Gymnastik- och idrottshögskolan, GIH, Forskningsgruppen för pedagogik, idrott och fritidskultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3330.
Full textAbstract:
This thesis is about teaching and learning in way finding and map reading. The aim of the study is to investigate children’s ability to perceive the relationship between objects in the nature and map symbols in order to make a positioning. The aim is also to investigate what teaching might facilitate this ability. The study sets out to identify critical features related to the object of learning, that might constitute learning obstacles or problems, and then to discuss possible teaching methods to overcome these problems. The method used is a school based physical education intervention study de-rived from Learning Study principles. In a Learning Study, teachers collaborate in an iterative process to explore their students learning. The students’ ways of perceiving the object of learning is analysed through a phenomenographic ap-proach and the variation theory is used for planning and analysing the studied lessons. Three lessons were videotaped and field notes were taken along with some interviews. The sample consisted of three groups of ten-year-old pupils (n=53) and six teachers. Four critical features of the learning object were identified in the study: a) to perceive objects in nature and understand how these can be represented on the map: b) to perceive objects in nature to make a positioning on the map: c) to perceive objects in nature and its location to make a positioning in relation to the previous positioning and d) to perceive relationships between objects in nature and symbols on the map and take these into account when describing position. The study shows how children’s ability to perceive objects in the nature and map symbols to make a positioning can be improved when they have the possi-bility to discern the critical features in different ways. In conclusion, that what was taught seemed to be reflected in what the pupils learned. Furthermore, the analysis indicates that it is not sufficient merely to name the critical features to the pupils, instead they must be possible to be discerned by the pupils in order for learning to take place. A final reflection is that the theoretical framework used, variation theory, is a powerful tool for analysing lessons that contributed to the analysis of teaching and learning.Forskarstuderande Kerstin Nilsson har ingått i Forskarskolan idrott och hälsas didaktik (FIHD), en forskarskola som ingått i statens satsning på forskarutbildning av förskollärare och lärare. Satsningen beslutades våren 2011 och har varit ett led i att kompetenshöja verksamma lärare och, i förlängningen, stärka elevernas kunskaper. Forskarskolan har bedrivits som ett samarbetsprojekt mellan Gymnastik- och idrottshögskolan, Örebro universitet och Malmö högskola. Totalt har 15 forskarstuderande ingått i FIHD, och varje lärosäte har ansvarat för fem forskarstuderande var. Centrala mål för forskarskolan har varit att utgöra ett nav för ämnesdidaktisk kunskapsutveckling av ämnet idrott och hälsa, och att bidra till att bygga upp skolämnet idrott och hälsas didaktiska kunskapsbas med hjälp av praktiknära forskningsansatser.
Forskningslinjen Utbildning
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Aydin, Yunus Emre. "Web Based Multi Participant Spatial Data Entry In Crime Mapping." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607250/index.pdf.
Full textAbstract:
Geographic Information Systems (GIS) development in crime analyses encourages sustainable platforms within various types of users and decision makers. Since patterns of crime incidents are pinpointed and analyzed in crime mapping, accurate data acquisition must be considered as a key concept to construct a successful GIS application.
Ankara City Police Department utilizes a semi-automated geocoding interface in which crime incidents including offenders and victims are pinpointed. However, this system has some accuracy errors during geocoding, because in this process point based data are located in the center of street line segments, and this may cause position errors up to 200 meters. Therefore, additional data editing must be done to reach a reasonable accuracy. In this context, real time data editing provides opportunity to gain time instead of expanding the GIS database within received hardcopy files from each police station. As the crime incidents occur daily, online editing must be used to maintain such an accurate and efficient spatial database.
In this study, for effective and accurate geocoding, a Web based data acquisition method is proposed. This online entry system enables real-time editing for GIS repository. In this way this study aims to provide a fast and reliable data acquisition system by constructing a multi participant platform enabling online data entry from each police station.
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Knust, Claudia. "Untersuchungen zur Gestaltung kartographischer Inhalte auf autostereoskopischen Monitoren." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-210590.
Full textAbstract:
Autostereoskopische Monitore ermöglichen das spontane dreidimensionale Betrachten des gezeigten Inhaltes, ohne dass zusätzliche Betrachtungshilfen notwendig sind. Eine solche räumliche Wahrnehmung kann auch für die Kartographie vielfaltige neue Visualisierungsmöglichkeiten bieten. Allerdings wurden dafür bisher kaum Gestaltungsregeln formuliert. Gerade das ist aber notwendig, um das Potential dieser 3D-Monitore richtig nutzen zu können. Die vorliegende Arbeit befasst sich mit der Gestaltung kartographischer Inhalte auf autostereoskopischen Monitoren und soll damit einen Beitrag leisten, solche Monitore in naher Zukunft optimal für kartographische Zwecke einsetzen zu können. Nach der Beschreibung des Forschungsstandes hinsichtlich 3D-Visualisierungstechniken und Minimaldimensionen kartographischer Inhalte an Monitoren behandelt die vorliegende Arbeit zwei empirische Untersuchungen. Im ersten Teil werden verschiedene graphische Elemente hinsichtlich ihrer Mindestgröße untersucht. Angelehnt an bereits vorhandene Empfehlungen für 2D-Monitore sowie Untersuchungen an gedruckten Lentikulardisplays werden Schrift, Linien und einfache Zeichen verschiedener Größe bzw. Strichstarke bezüglich ihrer Lesbarkeit an einem Lentikularmonitor getestet. Um eine Mindestgröße sinnvoll festzulegen, soll hierbei das Kriterium erfüllt sein, dass 90 % der Befragten die gezeigten Wörter, Linien bzw. Zeichen in mindestens dieser Größe lesen konnten. Neben den Mindestgrößen wird in dieser ersten Studie zudem die Erkennbarkeit und Unterscheidbarkeit von verschiedenen Tiefenebenen untersucht. Anhand von Positionssignaturen, die sich blockweise in unterschiedlichem Abstand zum Betrachter befinden, d.h. in verschiedenen Tiefenebenen liegen, wird ermittelt, ob und wie gut eine Unterscheidung dieser Ebenen möglich ist. Insgesamt werden in dieser ersten Studie neun Hypothesenpaare überprüft. Die zweite empirische Untersuchung, die in dieser Arbeit vorgestellt wird, befasst sich mit der Wahrnehmungsleistung in thematischen Karten an 2D-Monitoren und an 3D-Monitoren. Anhand von einfach gestalteten thematischen Karten werden die Antwortzeit und die Antwortgenauigkeit bei der Lösung einfacher Aufgaben analysiert. Getestet wird an dem gleichen Monitor, der bereits für die Untersuchung zu den Minimaldimensionen genutzt wurde und vergleichend dazu an einem ähnlich großen 2D-Monitor. In dieser zweiten Studie werden zwei Hypothesenpaare überprüft. Darüber hinaus werden die Ergebnisse mit einer parallel am Geografischen Institut der Ruhr-Universität Bochum stattgefundenen Studie verglichen. Die Projektpartner testeten unter sehr ähnlichen Bedingungen einen zweiten Lentikularmonitor. Anhand des Vergleichs beider Studien werden erste Schlussfolgerungen gezogen, die für eine Gestaltung kartographischer Inhalte an Lentikularmonitoren im Allgemeinen gültig sind. Die Ergebnisse der ersten Untersuchung zeigen, dass die Minimaldimensionen von Schrift, Linien und einfachen Zeichen am untersuchten 3D-Monitor weniger stark von den Empfehlungen für normale 2D-Monitore abweichen als im Vorfeld vermutet wurde. Bei der zweiten Studie hingegen lässt sich anhand der untersuchten thematischen Karte hinsichtlich der Wahrnehmungsleistung schlussfolgern, dass eine Visualisierung am 3D-Monitor zwar keine Verbesserung der Antwortgenauigkeit bewirkt, wohl aber eine deutliche Reduzierung der Antwortdauer. In der zweiten empirischen Untersuchung liegen Daten zu weiteren Testkarten vor, die die in dieser Arbeit vorgestellten Ergebnisse verifizieren konnten. In weiterer Analysearbeit sollen diese Erkenntnisse in naher Zukunft zur Verfügung gestellt werden. Darüber hinaus wird empfohlen, die Untersuchungen auf verschiedene 3D-Monitore auszuweiten, um eine Allgemeingültigkeit der ermittelten Erkenntnisse verifizieren zu können bzw. um detailliertere Empfehlungen zur Gestaltung thematischer Inhalte auf 3D-Monitoren geben zu könnenAutostereoscopic monitors allow spontaneous three-dimensional perception of the visualised content without the need of any additional viewing aids. Such a kind of spatial perception can also allow multiple new visualisation options in the field of cartography. So far, there are hardly any rules given for an optimal design of such cartographic visualisations. But, this is essential in order to use the potential of these 3D monitors correctly. Therefore, this work deals with the design of cartographic content on autostereoscopic monitors. Thus, it shall contribute to an optimal use of such a monitor for cartographic purposes in the near future. After describing the state of research regarding 3D visualisation techniques and minimum dimensions of cartographic content on monitors in general, the present work discusses two empirical studies. In the first study, several graphic elements are analysed regarding their minimal legible size. Some lettering, lines and simple symbols are tested regarding their legibility on a monitor which uses the lenticular foil technology. The test patterns are based on existing recommendations for 2D monitors and studies on printed lenticular foil displays. A simple rule was chosen to be able to specify minimum sizes for the tested elements: at least 90 % of the test persons have been able to read the test words, lines or symbols in this size. Furthermore, the first study investigated the ability to differentiate several depth planes. With the help of point symbol blocks which are located in different distances to the viewer, i.e. which are located in different depth planes, it is examined if the participants can differentiate these planes easily. Altogether, nine pairs of hypotheses are analysed during this study. The second empirical study which is presented in this work, deals with the map reading performance in thematic maps visualised on 2D monitors and on 3D monitors. Using thematic maps of simple design the response time and response accuracy are analysed for solving simple map reading tasks. The used 3D monitor was the same as for the first study. Further, the same questions were asked for the thematic maps shown on a normal 2D monitor with nearly the same size as the 3D monitor. In this second study two pairs of hypotheses are analysed. Moreover, the findings are compared with a similar study which was conducted at the Geographic Institute of the Ruhr University Bochum. The project partners tested the thematic maps on a second lenticular monitor under very similar conditions. Based on a comparison of both studies an attempt will be made to draw some conclusions that are generally valid for a design of cartographic content on lenticular monitors. The results of the first study show that for the examined 3D monitor the minimum dimensions of lettering, lines and simple symbols differ less from the recommendations for normal 2D monitors than assumed before the studies. The findings of the second study for map reading efficiency on thematic maps show that the visualisation on a 3D monitor reduces the response time of the questions. However, the correctness of the answers does not improve between the 2D monitor and the 3D monitor. In the second empirical study data of more test maps than used in this work is available. It shall be used in further analyses for trying to verify the results presented here. In addition, it is recommended to extend the studies on different 3D monitors to verify a general applicability of the findings or to give more detailed recommendations for the design of thematic content on 3D monitors
27
Andersson, Therese. "Kan man läsa det man inte förstår? : – en kvalitativ studie om lärares arbete med läsförståelse i årskurserna F-3." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67456.
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Läsförståelse är ett komplext arbete som kräver att läsaren behärskar flera olika strategier för att kunna bemästra olika texter. Det ökande kravet på förståelse för vad man läser ställer allt högre krav på lärare att förse elever med de verktyg som krävs för att kunna läsa olika typer av texter. Studien avser att ta reda på hur lärare på en skola i årskurserna F-3 arbetar med läsförståelse samt vad lärarnas uppfattningar kring läsförståelse är. Totalt har fem stycken lärare med olika lång arbetslivserfarenhet medverkat i studien. Materialet har samlats in genom semistrukturerade intervjuer som sedan transkriberats och analyserats. Resultatet visar på att lärarna och den presenterade litteraturen till stor del är av samma åsikt gällande läsförståelse och dess betydelse. Högläsning i hemmet redan som liten är av stor betydelse för den fortsatta utvecklingen av läsförståelse. Diskussion är det arbetssätt som de intervjuade lärarna framhåller som det absolut främsta sättet att lära ut läsförståelse på för just dem och deras elevgrupper.
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Bartfai, Sara, and Torulf Lööw. "Att förstå vad man läser." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31688.
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The aim of the present study is to describe and analyze what modes of discourse for reading comprehension were prominent among six teachers in two different schools in Stockholm, Sweden. Based on a teacher perspective on how to describe, teach and assess reading comprehension, the investigation concentrated on teacher discourses and their alignment with influential theories of reading. The study was based on transcriptions of six tape-recorded teacher interviews and classroom observations. The method for analyzing the material was a discourse analysis based on Rosalind Ivanic’s (2004) six writing discourses that were adapted to the context of reading comprehension. The results show that teachers in both schools tended to utilise several modes of discourse at the same time. There was overall a significant difference between the discourse styles that were used when the teachers were defining the purpose of reading comprehension and the styles used when the teachers were assessing reading comprehension. The teachers mainly used a creativity discourse and a social-practice discourse when explaining the purpose of reading comprehension. In describing assessment of reading comprehension however a skills discourse was more prominent among the teachers. Hence a discrepancy could be seen between how the teachers view the purpose of reading comprehension and how they assess it.
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Huq, Rukhsana. "John Milton and reading Like a man." Thesis, Queen Mary, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428600.
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McLean, Timothy D. "An interactive virtual environment for training map-readings skill in helicopter pilots." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA378330.
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Thesis (M.S. in Computer Science) Naval Postgraduate School, September 1999."September 1999". Thesis advisor(s): Rudolph P. Darken. Includes bibliographical references (p. 87-89). Also Available online.
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Mahar, Donna. "'I am not a number, I'm a free man' suburban adolescents, multiliteracies, and tactics of resistance /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Laurent, Mario. "Recherche et développement du Logiciel Intelligent de Cartographie Inversée, pour l’aide à la compréhension de texte par un public dyslexique." Thesis, Université Clermont Auvergne (2017-2020), 2017. http://www.theses.fr/2017CLFAL016/document.
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Les enfants souffrant de troubles du langage, comme la dyslexie, rencontrent de grandes difficultés dans l'apprentissage de la lecture et dans toute tâche de lecture, par la suite. Ces difficultés compromettent grandement l'accès au sens des textes auxquels ils sont confrontés durant leur scolarité, ce qui implique des difficultés d'apprentissage et les entraîne souvent vers une situation d'échec scolaire. Depuis une quinzaine d'années, des outils développés dans le domaine du Traitement Automatique des Langues sont détournés pour être utilisés comme stratégie d'aide et de compensation pour les élèves en difficultés. Parallèlement, l'usage de cartes conceptuelles ou de cartes heuristiques pour aider les enfants dyslexiques à formuler leurs pensées, ou à retenir certaines connaissances, s'est développé. Ce travail de thèse vise à répertorier et croiser, d'une part, les connaissances sur le public dyslexique, sa prise en charge et ses difficultés, d'autre part, les possibilités pédagogiques ouvertes par l'usage de cartes, et enfin, les technologies de résumé automatique et d'extraction de mots-clés. L'objectif est de réaliser un logiciel novateur capable de transformer automatiquement un texte donné en une carte, celle-ci doit faciliter la compréhension du texte tout en comprenant des fonctionnalités adaptées à un public d'adolescents dyslexiques. Ce projet a abouti, premièrement, à la réalisation d'une expérimentation exploratoire, sur l'aide à la compréhension de texte grâce aux cartes heuristiques, qui permet de définir de nouveaux axes de recherche ; deuxièmement, à la réalisation d'un prototype de logiciel de cartographie automatique qui est présenté en fin de thèseChildren with language impairment, such as dyslexia, are often faced with important difficulties when learning to read and during any subsequent reading tasks. These difficulties tend to compromise the understanding of the texts they must read during their time at school. This implies learning difficulties and may lead to academic failure. Over the past fifteen years, general tools developed in the field of Natural Language Processing have been transformed into specific tools for that help with and compensate for language impaired students' difficulties. At the same time, the use of concept maps or heuristic maps to encourage dyslexic children express their thoughts, or retain certain knowledge, has become popular. This thesis aims to identify and explore knowledge about the dyslexic public, how society takes care of them and what difficulties they face; the pedagogical possibilities opened up by the use of maps; and the opportunities created by automatic summarization and Information Retrieval fields. The aim of this doctoral research project was to create an innovative piece of software that automatically transforms a given text into a map. It was important that this piece of software facilitate reading comprehension while including functionalities that are adapted to dyslexic teenagers. The project involved carrying out an exploratory experiment on reading comprehension aid, thanks to heuristic maps, that make the identification of new research topics possible, and implementing an automatic mapping software prototype that is presented at the end of this thesis
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Shannon, Emma. "Learning through leximancer : exploring context maps in reading /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19260.pdf.
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Olsson, Victoria. "”Man kan inte läsa bara för att man kan tala” : En studie om årskurs ett-elevers föreställningar om läsning och bokval." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43722.
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The aim of the study is to investigate what pupils in grade 1 think about reading aloud, reading alone, the selection of books, and the significance of reading. A subsidiary aimwas to examine the relation between the pupils’ experiences of reading in the home andtheir ability to discuss a text they have read. A sidetrack in the study aimed to see whether the pupils’ experiences of reading in the home affected their outlook on readingin general. The empirical material is linked in the discussion to earlier research on topics such as learning to read and the significance of reading aloud. The discussion also establishes a parallel to theories of literary envisionment. The methods for thestudy were observation of a book conversation and group interviews with four pupils who had taken part in that conversation. The selection of informants was based on their actions during the book conversation, which led to the selection of two pupils who wereperceived as being more active and two who were less active. The study shows that the informants have a positive attitude both to reading aloud and to reading alone, and three of four prefer reading on their own. In the choice of books it is clear that the pictures are very significant for the pupils. All the pupils say that reading is important and three of the interviewed pupils link the significance of reading to jobs and school, while the fourth drew a parallel to the importance of reading in everyday life.
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Karlsson, Hannah. "Man bara läser : En kvalitativ studie om läsförståelse och lässtrategier i grundskolans tidigare år." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42586.
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Mitt arbete syftar till att generera förståelse runt läsprocesser i grundskolans lägre åldrar med fokus på läsförståelse samt lässtrategier. Genom att utgå från tidigare forskning inom området vill jag visa hur man ställer sig till undervisning i läsförståelse samt att genom intervjuer se lärarnas förhållningssätt och hur läsförståelseundervisningen realiseras. Arbetets empiri består av kvalitativa intervjuer med fem respondenter, där avsikten är att visa hur de arbetar med läsförståelse och vilken syn de har på läsförståelseundervisning, samt hur man arbetar konkret med förtydligade lässtrategier. Respondenterna är från skilda generationer och har varierad utbildningsbakgrund för att erbjuda bredd till undersökningen. Min undersöknings resultat visar lärarnas definition av läsförståelse samt att de lägger stor vikt vid läsförståelseundervisning. Den visar också deras syn och tankar om explicit undervisning av lässtrategierna samt vilken skillnad de ser mellan förtydligade strategier och traditionell läsundervisning. Vissa aspekter i undersökningen visade sig generella som exempelvis att alla använde sig av förtydligade lässtrategier, främst från materialet En läsande klass. Andra aspekter skilde sig åt och då studien är baserad på individuella erfarenheter kan den inte ge en generell bild på lärares syn på läsförståelseundervisning eller på läsförståelse i stort.This study aims to generate an understanding about reading processes in the early years of primary school with a focus on reading comprehension and reading comprehension strategies. Based on previous research in the field I aim to examine how the teachers make use of reading comprehension by conducting individual interviews which are focused on how the teachers' attitudes to reading comprehension look like and how their teaching is realized. This study consists of qualitative interviews with five respondents, with the purpose to show how they work with reading comprehension instruction and clarified reading comprehension strategies. The respondents are from different generations and have varied educational backgrounds. The results of the study show that the teachers put great emphasis on reading comprehension instruction. The study also shows some differences between the vision and thoughts about the explicit teaching of reading comprehension strategies, clarified strategies and traditional reading instruction. Therefore it can not give a general view on teaching reading comprehension or reading comprehension in general.
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Ghassemi, Mehdi. "Precarious subjectivity in the works of John Banville : a lacanian reading." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30038/document.
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Ce projet porte sur les romans de john banville et avec les théories psychanalytiques. l'argument principal de cette recherche sera que le narrateur névrosé qui est utilisé dans les œuvres de banville réalise une conscience qui est proche de ce que toshio kawai a appelé 'la conscience post-moderne' qui est associé à nombreux attributs du postmodernisme (en particulier les théories de baudrillard). ce nouveau type de conscience a pour sa composante d'un type de distance, ou plutôt, une dissociation de la notion de la réalité et elle est associée à l'arbitraire, (surtout revendication de lacan que l'objet de notre désir est arbitraire), ainsi que la virtualité (baudrillard, adorno et horkheimer). selon kawai, encore une fois, il existe une conscience moderne qui a comme conséquence un degré de répression dans la psyché de l'individu qui, prenant la parole psychanalytique, suggèrent un certain degré de névrose ou à des moments de psychose sens partiel ou total sentiment d'être perdu entre l'imagination et réalité.la recherche vise à explorer les questions initiales suivantes:1 - quelle est la relation entre la névrose et ce qu'on appelle le postmodernisme?2 - comment cette relation peut être vu dans la fiction de banville?3 – dans quelle façon banville utilise un narrateur névrotique pour obtenir un effet post-moderne?4 - si, selon kawai, la modernité est associée à la répression et donc la névrose, alors, est-il possible de penser que la postmodernité est associée à la psychose, de schizophrénie ou d'autres anomalies psychopathologiques? comment cela se voit dans la fiction de banville?5 - y a t-il un mouvement de modernisme au postmodernisme dans la fiction de banville?comment cela peut-il être considéré dans un contexte psychanalytique?The present project sets to complement the previous readings of the “self” in John Banville’s fiction by reproblematizing the precariousness of the author’s “subject of narration.” It examines the way in which the author constantly manipulates various narrative elements and consequently creates new experiences. Jacques Lacan’s understanding of the relation between the subject and the signifier, I argue, provides an excellent set of tools to address the way in which the notion of subjectivity is dissected, enhanced, and even extended, in Banville’s philosophically imbued fiction. The central thesis is that Banville creates a narrative universe in which his protagonists’ perception moves in interesting ways as the aspects of the Lacanian triad (the Symbolic, the Imaginary and the Real) are reshuffled, resulting in a precarious sense of self and reality. Although other thinkers (especially the ones hinted at in the narrative, most notably, de Man, Kleist, and Nietzsche) are drawn upon, the theoretical backbone relies on Lacan’s theory of subjectivity as well as recent Lacanian thinkers, most notably, Slavoj Žižek, Mladen Dollar, and Stijn Vanheule. Žižek’s reading of Lacan is of special interest to this study as he theorizes virtuality as a concept using Lacan’s triadic model. In addition, using Žižek’s definition of postmodernism as “symbolic inefficacy” allows us to shed new light on the long debate over Banville’s modernism versus his postmodernism. The dissertation consists of three parts. The first part focuses on Banville’s earlier work, namely, Birchwood, Mefisto, and The Book of Evidence. Here, I examine how the narrators’ preoccupation with finding certainty and truth results in a psychotic universe in Mefisto and a hysteric one in The Book of Evidence. Focusing on the latest trilogy, Eclipse, Shroud, and Ancient Ligh the second part examines the way in which Banville uses the category of the uncanny to create a Gothic narrative in Eclipse. Moreover, the concept of object a is used to demonstrate how the subject/object distinction collapses and gives rise to the Real dimension of the subject. The third and final part argues that the narrators seek to counter the undecidability generated in their uncanny narrations via the rehabilitation of the surface, one with which they hope to restore their precarious sense of self. Both chapters in this part address Banville’s engagement with Paul de Man’s deconstructive theory of language and representation and argue that Banville stages de Man’s ideas as well as his life-story in order to advance his own conception of representation and selfhood. Friedrich Nietzsche, I claim in both chapters, provides the narrators with a way out of the predicament posited by de Man. The underlying idea explored throughout the project is that Banville’s epistemological project can be summed up as an attempt to find a mode of articulation independent from the Symbolic order as most of his narrators, in one way or another, express a fundamental incredulity towards the Symbolic Other. By stripping reality of its Symbolic underpinnings, the Banvillian protagonist allows the Real to emerge and then domesticates it as magic. He does so using the surface of the written pages of his narrative, a surface onto which he can fuse word and image
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Bovik, Lotta. "Reflekterande läsning och skrivning : Hur man kan förbättra elevers läsförståelse och reflektionsförmåga." Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5358.
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Sammanfattning
För att dagens elever ska kunna möta de krav som samhället ställer på läskunnighet behöver de kunna ta till sig innehållet i det de läser med god läshastighet och förståelse och de behöver kunna reflektera kring det lästa. Syftet med detta examensarbete är att ta reda på hur ett antal elever upplever hur deras reflektionsförmåga och läsförståelse påverkas av att arbeta med skönlitterära texter och textsamtal utifrån en metod som kan kallas reflekterande läsning och skrivning. Anledningen till detta är att jag vill ta reda på om arbetssättet passar att implementera över lag i den skola jag arbetar för närvarande.
Genom en litteraturgenomgång av språkets betydelse för människans utveckling, läs- och skrivutveckling, några olika didaktiska metoder och kvalitativa intervjuer med sex elever i år 9 redogör jag i detta examensarbete för hur man didaktiskt kan arbeta för att utveckla elevernas reflektionsförmåga och läsförståelse. Jag tar också upp svårigheter och kritik som framförts om den didaktiska metoden. Resultatet visar att fem av de sex eleverna upplever att de blivit bättre på att reflektera kring skönlitterära texter och att dessa reflektioner kan leda till en bättre förståelse för det lästa. Utifrån det resultat jag fått fram och den litteratur jag läst, anser jag att metoden, med några små justeringar, går att implementera från förskoleklass och uppåt.
Nyckelord: reflekterande läsning och skrivning, läsförståelse, reflektionsförmåga
Abstract
In order to meet the requirements on reading acquisition of today’s society, students must know how to understand what they read and keep up their reading speed. They also need to know how to reflect upon what they are reading. The purpose with this examination is to find out how a number of students experience their ability to reflect upon fiction and how their reading comprehension is being improved by reading fiction and working with book talks through a didactic method called reflective reading and writing. The reason for doing this is that I would like to find out whether this method is suitable to implement at the school where I am working at the present.
By studying literature about the importance of language to man’s development, reading and writing acquisition, some different didactic methods and interviewing six students in year 9, I report in this examination on how you can work didactically to develop the students’ ability to reflect and their reading comprehension. I also report on difficulties with and critique on the method. The result shows that five of the six students experience a better ability to reflect upon fiction and that these reflections can lead to a better reading comprehension of the texts they have read. From the gained result and the literature I have studied, I am of the opinion that this method, with some adjustments, can be implemented as early as from pre-school class.
Keywords: reflective reading and writing, reading comprehension, ability to reflect
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Jones-Renger, Jill J. "Reading at their peril : dangerous entertainment from Wilkie Collins to Mae West /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124572393.
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Hagsköld, Johanna, and Post Eva von. ""Man gör så mycket som man kanske inte själv förstår." : Språkförståelsefrämjande arbete i tidiga skolår." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-46743.
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Enligt läsmodellen The Simple View of Reading (L = A x S) är både avkodning och språkförståelse avgörande för en god läsförståelse. Elever med svag språkförståelse upptäcks sällan före mellanstadiet, då textinnehållet i de lägre skolåren inte ställer så höga krav på elevernas förståelse av skrivet språk. Syftet med studien är att fördjupa förståelsen för hur undervisningen, utifrån lärares perspektiv, kan främja språkförståelsen för alla elever och därmed förebygga läsförståelsesvårigheter. Studien har en kvalitativ forskningsansats och utgår från halvstrukturerade intervjuer. Tio lärare, med behörighet att undervisa i ämnet svenska i årskurs 1–3, deltog i undersökningen. En främjande språkförståelseundervisning bygger, enligt lärarna i studien, på muntliga och gemensamma aktiviteter kring ord och begrepp, aktivering av förkunskap, textstrukturer, inferenser och till viss del förståelse av meningar. Lärarens vägledning och stöttning, scaffolding, framhålls som betydelsefullt för samtliga elevers förståelse av texter. Även lärarens högläsning ses som ett viktigt inslag för att eleverna ska få möta texter som ligger på en mer avancerad nivå i förhållande till den egna avkodningsförmågan. Språkförståelsen genomsyrar hela skoldagen och samtliga ämnen, men begreppet i sig är för lärarna diffust. I studien framkom även att tid och kunskap för att möta elever med svag språkförståelse samt brist på adekvat undervisningsmaterial framhålls som begränsande faktorer. Språkförståelsen behöver belysas och aktualiseras i tidiga skolår. Likväl behöver forskning kring förebyggande och stödjande arbete implementeras på skolorna för att möta teori och praktik.
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Nabbing, Emelie. "”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30838.
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Läsförståelse är något som visats vara nödvändigt vid angripande av texter i samtliga ämnen av grundskolan (Alatalo, 2011). Trots dess betydelse har undersökning, utförd av Programme for International Student Assessment [PISA] 2012 (refererad i Skolverket, 2013) synliggjort hur svenska elevers läsförståelse sjunkit i jämförelse med tidigare år. Syftet med studien är att undersöka hur sex lärare i årskurs 2 beskriver att lässtrategier används i undervisningen för att utveckla elevers läsförståelse. Studien tar sin utgångspunkt i det sociokulturella perspektivet, vilket gav utrymme att undersöka lärande och utveckling. För att kunna ta del av lärarnas beskrivningar samlades materialet in i form av kvalitativa intervjuer. Resultatet har ordnats i fem teman, sammanhang i olika skolämnen, olika former av gemensamma sammanhang, individuella sammanhang, läraren som verktyg i undervisningen samt olika metoder, modeller och redskap som verktyg i undervisningen. Slutsatsen är att lärarna beskriver att de undervisar i lässtrategier i fler olika sammanhang för att utveckla elevers läsförståelse, däremot framkommer det variation i hur de arbetar med det beroende på vilket sammanhang de undervisar i. Fortsättningsvis visar resultatet att lärarna använder flera olika typer av verktyg i undervisning med lässtrategier, verktygen lyfts fram som avgörande för att elever ska utveckla läsförståelseReading comprehension is something that has been shown to be necessary in processing text in all primary school subjects (Alatalo, 2011). Despite that importance, a survey conducted by the Programme for International Student Assessment [PISA] 2012 (referenced in Skolverket, 2013) shows that the reading comprehension of Swedish pupils has dropped, in comparison with previous investigations. The purpose of this study is to examine how six teachers in second grade describe how reading strategies are used in teaching to develop pupils’ reading comprehension. The study is based on the sociocultural perspective, which gave space to do research about learning and developing. The material was gathered through qualitative interviews in order to take part of the teachers’ descriptions. The result has been organized in five themes; context in different subjects, different forms of joint connection, individual context and the teacher as a tool in teaching and different methods, models and gear as tools in teaching. The conclusion is that the teachers describe that they are teaching reading strategies in different contexts to develop their students' reading comprehension. It also reveals that the variation in how they work with the reading strategies depends on the context in which they teach. Henceforth, the result shows that the teachers use several different types of tools in teaching reading strategies, tools that the teachers highlighted as crucial for students to develop reading comprehension.
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Atkinson, Cathy. "Motivational Interviewing and boys' views and perceptions of reading at key stage 3." Thesis, University of Manchester, 2005. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:78211.
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Although affective factors have been regarded as important in reading development, these aspects have attracted relatively little attention from policy makers and researchers. Furthermore, adolescent boys have tended to demonstrate lower reading motivation and engagement than other pupil groups. This thesis investigates reading engagement and motivation amongst Key Stage 3 boys, through materials based on the principles of Motivational Interviewing (MI).The thesis comprises three interlinked studies. In Study One, a whole class, five-session intervention was designed. This was introduced to Year 8 boys attending a single sex school and a quasi-experimental design was developed to measure its efficacy. However, during the piloting and delivery of the sessions, it became evident that the boys' responses to the activities were influenced by socio-cultural factors, group dynamics and classroom practices. Following an exploration of the outcomes in relation to MI theory, an alternative model of enquiry was proposed to further investigate boys' views and perceptions of reading. Study Two involved working with staff in the Learning Support Department. Opportunities to use the materials with individual pupils proved to be limited, restricting further investigation into their usefulness. However, staff focus groups provided information about pupil views and perceptions of reading, offering insights into the boys' educational and socio-cultural contexts and possible explanations for their responses in Study One. The activities, therefore, became a tool for investigating boys' reading within the school, rather than an intervention per se. Once a clearer understanding of school-based literacy practices had been established, in Study Three, findings were presented to boys who had participated in Study One. Discussion groups were held to explore the boys' views about these ideas and discuss possible explanations for the outcomes of the quasi-experimental research. Overall research findings indicated that the factors that facilitated or inhibited boys' reading were the result of complex interactions between socio-cultural influences, peer pressures, gender perceptions and literacy preferences. MI was seen as a useful paradigm for schools to explore both the affective literacy needs of individual pupils and how school-based literacy practices might facilitate reading development opportunities.
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Dahlin, Ida. "Motivationen är jätteviktig – man kan få eleverna hur långt som helst : En studie om hur fyra lärare motiverar elever till läsning." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44158.
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Abstract Many pupils struggleto read. Teachers must therefore know how to motivate these pupils. In this qualitative study the aim is to investigate what some teachers do to motivate pupils to read. Data were collected through interviews with four teachers from two schools. The teachers said that the choice of book was extremely important for making pupils interested in reading, and that reading aloud and cooperation with parents and libraries are of great importance. Through the interviews it emerged that there is an association between lack of interest in reading and difficulties in reading.
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Powell, Caitlin E. "Man Pain in the Man Booker Prize: A Quantitative Approach to Contemporary Canon Formation." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/425.
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This project examines the corpus of novels that have been nominated for the Man Booker Prize and, using the prize as a creator of a contemporary literary canon, attempts to develop a model of a contemporary best text. Using the distant reading techniques proposed by digital humanities scholar Franco Moretti to track and graph a variety of formal and structural variables across the corpus of nominees, it becomes apparent that the kind of novel that typically wins the Booker Prize and thus the kind of novel that qualifies as a contemporary best text fits a distinct mold. These novels are solemn, serious texts written by British or Irish men, and the stories they tell concern young British or Irish men struggling, often alone, in pain, and under the threat of impending age, through a brutal, violent, and amoral world.
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McGreevey, Morag Veronica. "Reading apocalypse : ruptured temporality and the colonial landscape in Mary Shelley’s The Last Man." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57594.
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This thesis examines the process of reading in Mary Shelley’s novel The Last Man
(1826). The novel illustrates a limiting conception of reading, as characters become bound to the futures that they consume via literature. However, there is a breach between the type of reading represented in the novel, and the model of reading that Shelley demands of her audience. By analysing the text’s competing aesthetics of ruin and artifice, I argue that Shelley advocates for a system of reading that recognizes the audience’s potential for agency and intervention. Just as Reinhart Kosseleck theorized that the post-French Revolution world marked a new sense of time, Neuzeit, which corresponded with the burgeoning era of modernity, Shelley advocates for a
uniquely modern system of reading.
By reading The Last Man in this way, the novel’s critique of imperialism expansion is
transformed from a prophetic vision of the future into a practically actionable critique. There exists much scholarship concerning the novel’s criticism of England’s early-nineteenth century project of colonial expansion. Notably, critics like Paul Cantor, Alan Bewell and Siobhan Carroll have conceptualized the plague as a cosmopolitan imperial force, spreading disease just as late-Romantic explorers, politicians, and merchants spread ideas, bodies, plants, and consumer goods. Yet, Shelley’s critique of global interconnectivity extends beyond the plague to the world it leaves behind. Ecologically abundant and primed for human occupation, the post-apocalyptic world is deeply reminiscent of the early-nineteenth century ideal of colonial space. However,
while late-Romantic imperialists conceived of these spaces as edenically new, Shelley writes a traumatic history explaining their emptiness. This narrative leaves readers as witnesses to humanity’s apocalyptic end. Only through a new system of critical readership can the audience distance itself from this annihilating future view to envision alternate futures for England.Arts, Faculty of
English, Department of
Graduate
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Olander, Quach Theres, and Johanna Berg. ""Ja alltså man kan ju läsa, sen kan man läsa..." : En kvalitativ studie om anpassning av högläsning på förskolan." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91252.
Full textAbstract:
Studiens syfte är att utifrån ramfaktorteorin och sociokulturell teori synliggöra hur förskollärare anpassar högläsning för att gynna barns lärande. Metoden som använts är en kvalitativ intervjustudie där intervjuer utförts på sex olika förskolor med sex olika legitimerade förskollärare. Intervjun utgick från semistrukturerade frågor. Det valda teoretiska ramverket som använts är sociokulturell teori och ramfaktorteorin. Frågeställningarna som formulerats efter studiens syfte är: hur definierar förskollärare syftet med högläsning? På vilket sätt anpassar förskollärare samtalet under högläsning för att gynna barns lärande? Samt Vilka ramar upplever sig förskollärare ha för att skapa möjligheter till lärande under högläsning? Studiens resultat visar att högläsning används främst i ett lärande syfte. Förskollärarna lyfter även deras egen roll och deras förhållningssätt som betydelsefullt för att skapa ett intresse för högläsning och inspirera till lärande, genom att anpassa högläsningen på olika sätt. Resultatet i studien visar även att förskollärarna har olika organisatoriska och fysiska ramar som påverkar möjligheter till lärande under högläsningen.The purpose of the study is to make visible, based on the framework factor theory and sociocultural theory, how preschool teachers adapt reading aloud to benefit children's learning. The method used is a qualitative interview study in which interviews were conducted at six different preschools with six different legitimate preschool teachers. The interview was based on semi-structured questions. The chosen theoretical framework used is sociocultural theory and the framework factor theory. The questions formulated according to the purpose of the study are: how does the preschool teacher define the purpose of reading aloud? In what way do preschool teachers adapt the conversation during high reading to benefit children's learning? And What frameworks do preschool teachers experience in order to create learning opportunities during high reading? The study's results show that high reading is used primarily for a learning purpose. Preschool teachers also emphasize their own role and their approach as important in creating an interest in reading and inspiring learning, by adapting reading in different ways. The results of the study also show that preschool teachers have different organizational and physical frameworks that influence learning opportunities during high reading.
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Örtl, Katrin. "Am Südpol, denkt man, ist es heiß…" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1237558293210-86845.
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„BIS“ – das wohlfeile Magazin der Bibliotheken in Sachsen. Gut gemacht. Gut aufgemacht. Interessante, beeindruckende Berichte über die Höhen bibliothekarischer Arbeit großer und ganz großer Bibliotheken. Ab und an auch Schilderungen aus den Ebenen… Und nun mittenmang ein Artikel aus Radebeul?! Was zeichnet unsere Arbeit in der Stadtbibliothek aus, das berichtenswert wäre? Innovation? Besondere Leistungen? Modernste Technik? Eher wohl die alltäglichen Mühen zwischen Bildungs- und Kulturauftrag, Budget, Öffnungs- und Arbeitszeiten.
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Öhlund, Lovisa. "”Om man tar en tråkig bok så börjar den sova” : En kvalitativ intervjustudie av barn som läser för hundar i skolmiljö." Thesis, Uppsala universitet, Institutionen för ABM, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202158.
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This two years master's thesis examines the experience of children who read to a dog. The theoretical framework is inspired by sociocultural theory developed by Roger Säljö and the concept carnival inspired by Mikhail Bakhtin. The sociocultural theory has been chosen because it emphasizes the role of practice, instruments and communication in learning and the concept carnival has been chosen to analyze the experience of reading to a dog. The method used is qualitative interview and observation. A total of eight interviews and two observations when children read to a dog have been collected. One interview is with a teacher and seven interviews are with the children (six children participated and one child was interviewed twice). The method of analysis is a process in three stages where the first stage is to explore what the children say, the next stage examines the meaning of what is being said and the third stage understands it in relation to the theoretical framework and prior done research. Important results are that most of the children participating in this thesis have a positive experience of reading to a dog. The children read to a dog in different rooms, at different times and the children read to several dogs. The instrument used was fiction books. Since the purpose was to read only to the dogs the role of the teacher who was in the room during the sessions was described by the children as passive. The observations showed a more active role where the teacher helped the children with difficult words. Most children pet the dog while reading and they gave the dog a treat afterwards. The discussion of this thesis focuses on the role of the libraries. It also gives examples on how to develop reading to dogs and what studies can be done in the future. For the program to evolve more literacy activities can be incorporated and the role of the adult and the dog can be more active. This is a two years master’s thesis in Archive, Library and Museum studies.
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Garcia, Obregon Andrea. "Landscapes of competence: A case study of literacy practices and processes in the life of a man with aphasia." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280179.
Full textAbstract:
This research presents a theoretical and descriptive case study in which I investigate the nature of literacy competence in the life of Stuart Carter, an English speaking man who at the early age of thirty-six, suffered from a left cerebral hemorrhage resulting in expressive aphasia and right side hemiplegia. By using a qualitative data set, including videotaped interactions, documents, interviews and fieldnotes, and qualitative data analysis strategies, I trace the evolution of Stuart's literacy practices and literacy process after the stroke that took place in April of 1994, identifying issues that shaped his literacy experiences over a lapse of seven years. The present study grew out of my concerns regarding the capricious ways in which portraits of competence get created, based on reduced and clinical images of performance. Three landscapes of competence emerged from the analysis: (a) Sociocultural landscapes; (b) Transactional socio-psycholinguistic (TSP) landscapes, and (c) Affective and personal landscapes. I use the metaphor of 'landscapes' as an interpretative construct that makes it possible to describe literacy competence as multidimensional, as dynamic, and as closely tied to the overall structure of everyday literacy contexts. The first landscape presents Stuart's perceptions of his literacy practices after the stroke, and offers a description of Stuart's uses of literacy as a window into his literacy practices. The second landscape describes his reading and writing processes. I explore the contextual features that hinder/support his participation in literacy events, and elaborate on the mediational purposes of his writing process. The third landscape relates to the significant personal and affective tensions that frame Stuart's literacy experiences as a reader and writer with aphasia. I describe the underlying strategies, inventions and coping mechanism he developed to deal with the transformations in his life after aphasia. What I illustrate throughout this study is that an alternative theoretical framework, one based on understanding literacy as both social practice and sociopsycholinguistic process, and an alternative research methodology within the field of aphasiology, based on qualitative and ethnographic principles, provide a wealth of unexplored territory into the nature of literacy, language and learning in aphasia.
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Diaz, Anna. "The Relationship Between Thinking Maps and Florida Comprehensive Assessment Test Reading and Math Scores in Two Urban Middle Schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3840.
Full textAbstract:
The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and students' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.Ed.D.
Department of Child, Family and Community Sciences
Education
Education EdD
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Squires, Todd Andrew. "Reading the Kōwaka-mai as Medieval myth story-patterns, traditional reference and performance in Late Medieval Japan /." Full text available online (restricted access), 2001. http://images.lib.monash.edu.au/ts/theses/squires.pdf.
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