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  • 1.
    Öman, Jennifer
    Mälardalen University, School of Education, Culture and Communication.
    En för alla och alla för en: En jämförande studie mellan traditionellt grupparbete och kooperativt lärande2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a comparative study between traditional group work and cooperative learning among 9 graders at a Swedish high school. The classes did an assignment that involved translating and then both students and teachers answered a questionnaire. An example of how profitable cooperative learning is is the fact that the speech activity was more equal in the cooperative groups. All the students in the cooperative groups had to contribute to the assignment in order to fulfill the assignment. The reason for higher speech activity is the structure of cooperative learning, which involves roles suited for the assignment. The study contains observations of four classes, student reflections and teacher reflections from a compulsory school in the middle of Sweden. The results of these observations support each other and they point to the same direction, cooperative learning seems to be a successful didactic approach in the socio cultural perspective. Since the students learn important socio cultural rules, which is useful in society. The students working in cooperative learning show that students cooperate more and enjoy their work when they have their defined roles in the group.

  • 2.
    Öman, Jennifer
    Mälardalen University, School of Education, Culture and Communication.
    Makt att skriva2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka om några gymnasieelever utvecklas i sitt skrivande i en genrepedagogiskt inspirerad undervisning. Eleverna vars texter analyserades studerade på det samhällsvetenskapliga programmet på en gymnasieskola belägen i Mellansverige. Studien var longitudinell och metoden som användes var innehålls­analys som bestod av både en kvalitativ strukturanalys och en kvantitativ stilanalys. Strukturanalysen analyserade texternas helhet och med hjälp av den kunde olika språkliga variabler synliggöras för vidare stilanalys. Det insamlade materialet bestod av fyra gymnasieelevers texter skrivna under vårterminen 2014 och höstterminen 2014. Undersökningen gick ut på att undersöka vad som utvecklades och vilka språkliga skillnader som kunde utläsas i dessa fyra gymnasieelevers texter. Resultatet visade att av de fyra elever vars texter analyserades utvecklade deras skrivande. Anledningen till skrivutveckling kan dock inte fastslås helt men skrivutvecklingen skedde när en genrepedagogiskt inspirerad undervisning användes. 

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CiteExportLink to result list
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
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