Tesis sobre el tema "Phenomenography"
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Tam, Kwok-hin. "Biology students' conceptions of evolution : a phenomenography /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2226677X.
Texto completoSpeed, Caroline Leigh y caroline l. speed@dpcd vic gov au. "Sustainable Dwelling: A Phenomenography of House, Home and Place". RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091119.115312.
Texto completoMcCracken, Janet Rae. "Phenomenographic instructional design : case studies in geological mapping and materials science". Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270015.
Texto completoIrvin, Lois Ruth y lois-irvin@juno com. "Teacher conceptions of student engagement in learning:A phenomenographic investigation". Central Queensland University. School of Learning and Innovation, 2006. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070718.143103.
Texto completoSolomonides, Ian Paul. "Learning intervention and the approach to study of engineering undergraduates". Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308312.
Texto completoRyan, Pamela M. "Understanding and Responding to Destructive Leadership in School-Related Contexts: An Autopoietic Perspective". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18398.
Texto completoHsu, Tsui Hua. "Understanding the health experiences of Taiwanese workers". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16476/1/Tsui_Hua_Hsu_Thesis.pdf.
Texto completoHsu, Tsui Hua. "Understanding the health experiences of Taiwanese workers". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16476/.
Texto completoIreland, Joseph Ernest. "Inquiry teaching in primary science : a phenomenographic study". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45772/1/Joseph_Ireland_Thesis.pdf.
Texto completoChristensen, Mette. "Sygeplejerskers efterlevelse af anbefalinger for håndhygiejne". Thesis, Nordic School of Public Health NHV, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3199.
Texto completoAim – To describe variations in nurses’ ways of experiencing compliance with recommendations for hand hygiene and factors nurses experience as having influence on their compliance with hand hygiene. Design – Descriptive and explorative study using a phenomenographic approach. Semi-structured interviews, focusing on the nurses’ own experiences regarding compliance with recommendations with hand hygiene. Setting – Hvidovre Hospital. Subjects – 14 nurses (12 women, 2 men) from 11 different wards, within the surgical speciality, the medical speciality, the women-child speciality and intensive care. Results – The analysis shows that the interviewed nurses perceive that they nearly always follow the recommendations for hand hygiene. Furthermore six different perceptions of factors with influence on nurses’ compliance with recommendations for hand hygiene were identified in the analysis: Hand hygiene is a natural action; Infection risk; Acute situations, unpredictability and busyness; The attention of the surroundings; Facilities for hand hygiene; Accreditation, hygiene audit and hand hygiene campaign. Conclusion – Nurses’ experiences of compliance with recommendation for hand hygiene and the different perceptions of factors influencing wether they follow recommendations for hand hygiene ought to influence the planning and implementations of hand hygiene activities in order to promote nurses’ compliance with recommendation for hand hygiene.
ISBN 978-91-7844-743-5
Smith, Marian. "Young people : a phenomenographic investigation into the ways they experience information". Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6632.
Texto completoJönsson, Teresia y Veronica Zacheja. "Hot, våld och trakasserier mot lärare - en fenomenografiskt inspirerad studie vad gäller rektorers och lärares uppfattningar". Thesis, Halmstad University, School of Teacher Education (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4172.
Texto completoThe aim of this study is to describe what teachers and principals experience in schools regarding threats, violence and harassment towards teachers. A phenomenographical inspired approach has been used to describe and analyse the conceptions of five teachers and five principals. The findings of the study indicate that there is no impending risk for teachers to suffer from violence, threats or harassment. However, it does occasionally happen, and the findings of the study indicate that there are some factors that increase the risk. The major three factors are: fear, personality and inexperience. The conceptions also indicate that media can have a negative effect concerning violence in schools.
In order to prevent violence in schools, the findings of the study suggest three preventive measures: active relationship building, increased information, as well as increased authority for teachers. Furthermore, the study emphasizes the importance of support where teachers have been violated. This support is required from principals and supporting authorities, and it is important that school violence is reported to the police to discourage the threat of future violent conduct in schools. The findings of our study indicate that the school of education needs to be reorganised, and new methods developed, in order to prepare teachers for their coming profession.
Jansson, Magnus. ""Jag lärde mig väl det vanliga!" : Fem elevers erfarande av skrivande som aktivitet för lärande". Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72264.
Texto completoGardner, Kimberly D. "Investigating Secondary School Students' Experience of Learning Statistics". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/30.
Texto completoEriksson, Moa. "Introductory physics students' conceptions of algebraic signs used in kinematics problem solving". Thesis, Uppsala universitet, Fysikundervisningens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226936.
Texto completoPå vilka sätt fysikstudenter föreställer sig och förstår användandet av algebraiska tecken i vektorkinematik har endast studerats i mindre utsträckning. Den mest omfattande av dessa få studier genomfördes i Sydafrika för 15 år sedan. Denna studie upptäckte att variationen av de sätt studenter upplever användandet av algebraiska tecken på kunde karaktäriseras genom fem kvalitativt olika kategorier. Hur solida dessa upplevelser är i en liknande eller helt annan utbildningsmiljö har däremot inte studerats vidare. Detta projekt ämnar till att göra detta genom att använda två olika studentgrupper; en liknande den ursprungliga gruppen i Sydafrika, samt det tekniskt-naturvetenskapliga basåret vid Uppsala universitet, Sverige. Studien har genomförts med stöd från avdelningen för fysikens didaktik vid institutionen för fysik och astronomi vid Uppsala universitet i samarbete med Nadaraj Govender, University of KwaZulu-Natal, Sydafrika, som genomförde den ursprungliga studien under sin doktorandutbildning vid University of the Westen Cape, Sydafrika. Denna studie är begränsad till den del av den grundläggande fysiken som behandlar kinematik och innefattade deltagare från det tekniskt-naturvetenskapliga basåret vid Uppsala universitet samt tredje års studenter vid physical science preservice teachers’ programme, University of KwaZulu-Natal, Sydafrika. De deltagande studenterna genomförde ett specialdesignat frågeformulär kring användandet av algebraiska tecken för att lösa kinematiska problem. En del av dessa studenter valdes sedan ut för att delta i semi-strukturerade intervjuer som syftade till att vidare utforska deras upplevelser kring algebraiska tecken. Studenternas beskrivningar och svar kategoriserades med hjälp av Nadaraj Govenders fem kategorier som tagits fram genom ett fenomenografiskt tillvägagångssätt. Detta tillvägagångssätt är framtaget för att kunna hitta variationen av hur människor upplever ett fenomen. Sorteringsprocessen grundades i detta fenomenografiska perspektiv. Från denna kategorisering var det möjligt att identifiera fyra av de fem ursprungliga kategorierna bland de deltagande studenterna. Fyra av de fem ursprungliga kategorierna som föreslagits av Govender återfanns genom denna studie varför dessa kategorier föreslås förbli relevanta idag även om utbildningsmiljön skiljer sig från den ursprungliga. Trots att den femte kategorin inte hittades kan denna inte definitivt exkluderas från det outcome space som beskriver studenters upplevelser för algebraiska tecken. Det föreslås att vidare studier undersöker förekomsten av denna kategori. Studien avslutas med att föreslå att fysik lärare på grundnivå behöver få en bättre förståelse för sina studenters svårigheter samt att de behöver utveckla sin undervisning för att bättre kunna hantera dessa svårigheter och på så sätt göra undervisningen mer anpassad för mångfalden av studenterna.
Malmström, Beatrice. "Föräldrar och pedagogers syn på föräldrars delaktighet i förskolan : en fenomenografisk studie". Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31834.
Texto completoBenner, Saffron. "Dramaturgy as Mentoring: An Investigation Of Personal Practice". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367069.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Faculty of Education
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Bryant, Sandra Lea. "Queensland teachers' conceptions of creativity : a phenomenographic investigation". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/70237/1/Sandra_Bryant_Thesis.pdf.
Texto completoSartor, Annette. "‘Children in place’: A phenomenography of children’s understandings of place, identity in place and looking after place". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18804.
Texto completoBerinde, Ruxandra. "Moving images of home : tracing an architectural phenomenography through the films of Ingmar Bergman and Andrei Tarkovsky". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/12658/.
Texto completoKobayashi, Kaoru. "Ways of Experiencing 5S: A Means to Understand Management Practices". Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366124.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
Full Text
Nagel, Michael. "Queensland and Saskatchewan middle years students' experiences of environmental education : an analysis of conceptions". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16008/1/Michael_Nagel_Thesis.pdf.
Texto completoNagel, Michael. "Queensland and Saskatchewan middle years students' experiences of environmental education : an analysis of conceptions". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16008/.
Texto completoNielsen, Samuel William. "Public education for disaster management : a phenomenographic investigation". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16162/1/Samuel_Nielsen_Thesis.pdf.
Texto completoNielsen, Samuel William. "Public Education for Disaster Management: A Phenomenographic Investigation". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16162/.
Texto completoWong, Kit Mei. "Early childhood art education in Hong Kong : a phenomenographic study". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16334/1/Kit_Mei_Wong_Thesis.pdf.
Texto completoWong, Kit Mei. "Early childhood art education in Hong Kong : a phenomenographic study". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16334/.
Texto completoGriggs, Lindy, of Western Sydney Nepean University y Faculty of Education. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs". THESIS_FE_XXX_Griggs_L.xml, 2000. http://handle.uws.edu.au:8081/1959.7/617.
Texto completoDoctor of Philosophy (PhD)
Leypoldt, Laura Sophia. "Are We Using the Practitioner Community’s Potential for Collective Reflection? A Phenomenography of Participatory Video Theories of Practice". Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100247.
Texto completoGriggs, Lindy. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs". Thesis, [Bankstown, N.S.W.] : Faculty of Education, University of Western Sydney, Nepean, 2000. http://handle.uws.edu.au:8081/1959.7/617.
Texto completoGriggs, Lindy. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs /". [Bankstown, N.S.W.] : Faculty of Education, University of Western Sydney, Nepean, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030513.101718/index.html.
Texto completo"Submitted for the degree of Doctor of Philosophy, Faculty of Education, University of Western Sydney, Nepean." "June 2000" Bibliography: leaves 276 - 302.
Noble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16112/1/Karen_Noble_Thesis.pdf.
Texto completoNoble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16112/.
Texto completoSharman, Ian James. "Life drawing : to what extent might exploiting design epistemologies within an inquisitive graphic practice reveal graphic design undergraduates' experiences and understandings of the contingent and multi-contextual nature of employability?" Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31207.
Texto completoPetocz, Peter. "Heritage and Sustainability in Early Music". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20185.
Texto completoStoodley, Ian D. "IT professionals' experience of ethics and its implications for IT education". Queensland University of Technology, 2009. http://eprints.qut.edu.au/26105/.
Texto completoYates, Christine Lee. "Informed for health : exploring variation in ways of experiencing health information literacy". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/65354/1/Christine_Yates_Thesis.pdf.
Texto completoHorrocks, Peter. "Preparing Australian paramedics for effective health disaster response: Identifying core competency and a phenomenographic examination of current disaster response education". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/202714/1/Peter_Horrocks_Thesis.pdf.
Texto completoGillrell, Charlotte. "Scientific approach in clinical placement in nursing education -Phenomenographic study". Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25194.
Texto completoGillrell, C. Scientific approach in clinical placement in nursing education. A phenomenographic study. Degree project in Care Science 15 credits. Malmö University: Faculty of health and society, Department of Care Science, 2015.It is a challenge for nursing students to identify the care needs of a patient. Current study has focused what the supervising nurse perceived to be the center of a scientific approach in nursing and how the phenomenon was communicated to the nursing students. The results showed variation in the purpose of a scientific approach. Some supervisors perceived that the purpose of the phenomenon was to identify care needs, others meant that the aim was to carry out nursing flexible based on factual knowledge and what was best for the patient. The strongest support for the goal of a scientific approach in nursing work was to provide the best and safest care for a specific patient. The phenomenon of scientific approach could be communicated, in the clinical placement, if given the time and space, and if the student had structured learning activities and reflection in action, and on action.
Källström, Ulrica. "Arbeta med åtgärdsprogram : Två lärares uppfattningar om arbetet med åtgärdsprogram". Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-13623.
Texto completoStudiens syfte är att beskriva variationen i två lärares uppfattningar om åtgärdsprogram. Arbetet inleds med en genomgång av Skolverkets riktlinjer för arbete med åtgärdsprogram. Detta för att ge läsaren en inblick i de förutsättningar som lärarna har och vilka skyldigheter skolverksamheten har gentemot eleverna. Med hjälp av fenomenografin har jag undersökt vad som skiljer två matematiklärares uppfattningar åt i arbetet med åtgärdsprogram. Mina frågeställningar är: Hur uppfattar matematiklärare arbetet med åtgärdsprogram? Vilket stöd och vilken information uppfattar lärarna att de fått för att kunna använda åtgärdsprogrammen som ett redskap? Hur uppfattar lärarna att deras arbetssituation påverkat arbetet med åtgärdsprogrammen? De två lärare jag har intervjuat visar på skilda uppfattningar både i hur de uppfattat riktlinjerna kring arbetet med åtgärdsprogram samt hur de valt att arbeta med åtgärdsprogram. Min slutsats är att arbetssituationen och fortbildning är det som mest påverkar uppfattningen om åtgärdsprogram. Lärarnas olika förutsättningar påverkar hur de utformar åtgärdsprogrammen och hur de sedan använder dem som arbetsredskap. Kunskap och samarbete är nyckelorden för att lyckas med åtgärdsprogram. Didaktiska kunskaper behövs för att kunna avgöra vilka pedagogiska hjälpmedel som är användbara och verkligen hjälper eleven. Lärare behöver stöd vid införandet av nya reformer och i arbetet med all dokumentation. Det behövs en bra handlingsplan för elever i behov av särskilt stöd och ett samarbete mellan alla som är inblandade i elevens skolsituation. Den viktigaste frågan vi har att lösa är hur vi kan hjälpa lärare att klara sin undervisningssituation så de kan bemöta alla elever utifrån varje elevs unika behov. Nyckelord: Åtgärdsprogram Fenomenografi Särskilt stöd
Bäckström, Inger. "Organisering, matematiskt innehåll och feedback i specialundervisning : En kvalitativ fallstudie av några specialpedagogers matematikundervisning". Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61756.
Texto completoSummary This is a qualitative case study of five special educators work with special education in mathematics. The aim is to identify their work and ideas by describing and analyzing how they organize their teaching of mathematics, how they teach the subject matter, how they give feedback to students in the classroom, how they describe what they perceive to be the special education component of their teaching. For the collection of empirical data, a qualitative approach with semi-structured interviews and observations in the form of audio recordings and unstructured field notes during classes was used. Frame factor theory, phenomenographic theory, learning theories and case study have leaded me through the way of processing and analyzing the empirical material. Results show that the learning that four of the special educators offer the students contributes to a surface approach to learning, and the feedback they offer contributes to external motivation. The special education components they say are important: to see the person behind a behavior, have positive expectations, let the teaching be based on the child’s experience, to be personal, to like the students and to be concrete in teaching. The fifth special educator offers the students a contribution to deep approach to learning and she offers a way to work at the lessons that creates motivation and willingness to learn. The special education component she thinks is important is to find out what knowledge the child has, and work from there so the child has the possibility to understand what he or she hasn’t understood.
Grant, Penelope. "Att undervisa i läsförståelse : En studie om lärares uppfattningar om läsförståelseutveckling och läsförståelseundervisning". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119030.
Texto completoSmith, Courtney Shaleah. "The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56490.
Texto completoPh. D.
González, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments". Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/6401.
Texto completoGonzález, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments". University of Sydney, 2009. http://hdl.handle.net/2123/6401.
Texto completoThis research is about university teachers’ experiences of teaching in blended learning environments. In recent years, this type of environments has become increasingly common. Universities have realised the value of the incorporation of eLearning, making teaching more professional and offering higher quality learning experiences. At the same time, pressures from students, who use online resources for many of their everyday activities, and employers, who want future professionals to be skilled information technology users, have also promoted the up-take of eLearning. In this context, the present research took a relational approach to investigate what university teachers think eLearning is good for in their teaching, how they approach teaching when eLearning is involved, and how their perception of the teaching situation affects the use of eLearning. Associations between these elements were also explored. The research had a qualitative and a quantitative stage. In the qualitative stage, 18 university teachers, coming from two research-intensive Australian universities were interviewed. This stage focused on conceptions, approaches and perceptions of the teaching situation; both considering teaching in face-to-face settings and using eLearning. In the quantitative stage, 86 university teachers answered a web-based survey. Three questionnaires were used to explore associations between approaches and perceptions: the ‘approaches to teaching’ inventory, the ‘perception of the teaching situation’ questionnaire, and the ‘approaches to teaching using eLearning’ questionnaire. The last one was developed from the results of the qualitative stage of this research. Results showed that conceptions of teaching ranged from being focused on content and information to being focused on learning and the student. Conceptions of teaching using eLearning showed variation from being focused on information to being focused on communication and collaboration. Conceptions of blended teaching were proposed to emerge from associations between conceptions of teaching and conceptions of teaching using eLearning. In relation to approaches, results showed that approaches to teaching ranged from being focused on content and the teacher to being focused on learning and the student. Approaches to teaching using eLearning varied from being focused on transmission of information to being focused on communication and collaboration. As in the case of conceptions, approaches to blended teaching were also claimed to emerge from associations between approaches to teaching and approaches to teaching using eLearning. Regarding elements influencing teaching, seven factors emerged in relation to approaches to teaching using eLearning: ‘control of teaching’, ‘institutional strategy’, ‘technical support’, ‘pedagogical support’, ‘amount of time needed’, ‘teacher’s skills for eLearning’ and ‘students’ ability and willingness to using eLearning’. Factors influencing teachers’ general perception of their teaching situation were ‘control of teaching’, ‘institutional support’ and ‘students’ characteristics’. Associations between conceptions, approaches and perceptions were explored through ‘teaching profiles’ and ‘orchestrations’ Teaching profiles referred to systematic associations between conceptions and approaches to teaching in face-to-face and online teaching. Three blended teaching profiles emerged: ‘systematically information focused’, ‘dissonant’ (with 5 variations) and ‘systematically learning focused’. Blended teaching profiles associated with perceptions of the teaching situation and teachers’ characteristics led to ‘teaching orchestrations’. Three orchestrations emerged: ‘consonant (information focused) and coherent’, ‘dissonant and coherent’ and ‘consonant (learning focused) and coherent’. Results of the quantitative stage tended to support prior qualitative findings, and also identified ‘incoherent’ associations between approaches to teaching and perceptions of the teaching situation, which had not emerged in the qualitative study. Results of this research were claimed to have practical implications in terms of academic development, the management of teaching and eLearning, and the practice of teaching. In relation to academic development, it was proposed that programs focused on expanding university teachers’ awareness about ways of incorporating eLearning into on-campus education rather than only providing ‘technical’ skills are generated. In relation to management of teaching and eLearning, it was proposed that favourable conditions should be set up for the teachers to perceive they are supported for the incorporation of eLearning into their teaching. Finally, in relation to the practice of teaching, it was proposed that teachers incorporate learning tasks aligned with the communication-collaboration focused approaches to teaching using eLearning, such as blended discussions or knowledge building tasks.
Stoodley, Ian D. "IT professionals' experience of ethics and its implications for IT education". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/26105/1/Ian_Stoodley_Thesis.pdf.
Texto completoEdwards, Sylvia Lauretta. "Panning for gold: influencing the experience of web-based information searching". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16168/.
Texto completoEdwards, Sylvia L. "Panning for gold: influencing the experience of web-based information searching". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16168/1/Sylvia_Edwards_Thesis.pdf.
Texto completoWennström, Sofie. "Perspectives on Conceptual Change : An Exploration of the Intentional Context and the Phenomenographic Situation". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88860.
Texto completoBegreppsutveckling är en av de viktigaste influenserna inom det pedagogiska forskningsområdet. Denna teoretiska inriktning innebär att man genom empirisk forskning studerar lärande och dess kontext. Detta kan sedan bidra till vår kunskap om vad som påverkar lärprocessen samt hur denna skulle kunna användas i utvecklingen av nya didaktiska metoder och verktyg. Begreppsutveckling kan förstås som teorier om hur en individ, genom övning och reflektion ändrar en grundläggande uppfattning om ett fenomen eller objekt från en specifik uppfattning till en annan. I den här litteraturstudien, kommer jag att försöka kartlägga två skilda sätt att anta utmaningen att undersöka hur lärande genom begreppsutveckling kan förstås och tolkas, nämligen fenomenografi och intentionell analys. Fenomenografi är utvecklat med en konstitutionell ansats till lärandet, där man menar att de koncept som individen använder formas genom interna representationer av den egna tolkningen av omgivningen samt hur det egna konceptet relaterar till omgivningen. Intentionell analys å andra sidan menar att begreppsutveckling uppstår när individen kontextualiserar uppgiften genom meningsskapande processer i relation till omgivningen och att detta beskriver lärprocessen. Den gemensamma nämnaren för båda dessa perspektiv är att det är meningsskapandet för individen som är nyckeln till lärandet. Skillnaden mellan dem märks i synen på lärandet i de meningsskapande processerna där man närmar sig betydelsen av denna process som den ter sig för den lärande individen.
Sendall, Marguerite Claire. "Conceptions of school based youth health nursing : a phenomenographic study". Queensland University of Technology, 2009. http://eprints.qut.edu.au/29653/.
Texto completo