Browsing by Author "Persson, Eva-Marie"

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    Kombinera Naturkunskap och Matematik?
    (2016) Persson, Eva-Marie;
    This paper seeks to examine what the fundamental didactic and neurological aspects which are important to be aware of when students experience a subject that is difficult to learn. The main subjects are mathematics and natural sciences (naturkunskap). Naturkunskap is an interdisciplinary subject of the sciences which only scratches the surface of its components. This paper also aims to analyze whether a combined teaching of the two subjects can enhance the learning. Given that students dont always see the relevace of these two subjects at the programs where they are held, and students dont always see the use for them, its interesting to study these two questions together. Peer reviewed research is mainly used as references but also some literature that is relevant in the matter. At the end of the paper a number of lesson plans are included where the results of the paper have been taken into account and included as much as possible. It turns out that neuroscience has many doors to open when it comes to understand cognitive thinking. Research in neuroscience can in particular answer the question ’why is it crucial to eliminate emotions of fear to be able to learn?’. The combination of two subjects that helps students relate to their everyday life or the nature around them will, according to the results, enhance the learning and strengthen the link to reality. The students will easier see the importance of the subjects in their lives and for the society instead of as isolated knowledge you only learn in school.
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    Meningsfull fritid för alla?
    (2023-10-24) Persson, Eva-Marie; Hedlund, Renée; Univerty of Gothemburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande; Univerty of Gothemburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
    Syftet med detta examensarbete är att öka kunskap och förståelse för hur tolkningen av begreppet meningsfull fritid kan inverka på undervisningen i fritidshemmet. Med vår studie vill vi undersöka om det finns skillnader och/eller likheter i hur personer som arbetar i fritidshemsverksamheter tolkar begreppet meningsfull fritid i relation till sin yrkesroll. Vi vill också undersöka hur personalen tolkar eleverna förståelse av begreppet, samt vad de tror menas med begreppet där det står skrivet i Läroplanen för grundskolan, förskolan och för fritidshemmet. Fritidshemsverksamheterna vi har valt att fokusera på är grundskola, grundsärskola och särskild undervisningsgrupp (SU-grupp). Vår utgångspunkt för detta examensarbete är frågorna; Hur tolkas begreppet meningsfull fritid av personal i de olika verksamheterna grundskola, grundsärskola och SU-grupp? Vad finns det för likheter och/eller skillnader mellan tolkningen av begreppet i de olika fritidshemsverksamheterna? Tolkas begreppet meningsfull fritid på olika sätt av personalen med varierande utbildningsnivå? Materialet har samlats in genom semistrukturerade intervjuer och i vår analys av dessa identifierades olika kategoriserande teman: läroplanen, meningsfull fritid samt verksamhetens kvalitet. Som teoretisk grund för vår förståelse av materialet har vi använt Johanssons (2003) och Ljusbergs (2017) teorier om barnperspektiv och barns perspektiv samt Haglunds (2009) kritiska diskursteorier om hur begreppet fritid kan tolkas och göras. Tidigare forskning visar att undervisningen i fritidshemmet bör baseras på elevernas behov och intresse, erbjuda valmöjligheter samt bygga på social interaktion, frivillighet och glädje för att eleverna ska uppleva den som meningsfull. Detta examensarbete visar på skillnader och likheter i tolkning och skapandet av meningsfull fritid, mellan personal med och utan pedagogisk högskoleexamen samt mellan de olika fritidshemsverksamheterna i grundskola, grundsärskola och SU-grupp.
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    Mindfulness i undervisningen? Upplever eleverna det som meningsfullt?
    (2019) Persson, Eva-Marie;
    In society today we can see an increase of stress and stress related symptoms. This has begun to appear in lower and lower ages and reports show alarming stress symptoms amongst our teenagers. This paper firstly seeks to examine the documented effects of meditation or mindfulness in correlation to stress, learning and concentration for students in high school. Secondly it examines wheather it is seen by students as a meaningful tool. 

There are several different definitions of meditation and mindfulness and also different kinds of meditations and mindfulness techniques where a few of them are explained in this paper. We have come to understand the importance of mentioning exactly what method is used in the research since the research shows different results depending on technique. However, an exact definition of the difference between the two has not been found. 

The results from the survey of previous research show that some forms of meditation and mindfulness can for example lower blood pressure, decrease stress hormones, strengthen sense of self, decrease depression and even change the white matter in the brain. No negative effects of mindfulness was proven.

Secondly this paper describes the results from an online survey taken in a Swedish high school for this report. Around 150 students got an hour introduction to mindfulness where both results from science were presented and some exercises in mindfulness were included. The study examines wheather the students experience mindfulness as meaningful in school and would like to have it included their lessons. 140 of these students answered the survey about their experiences and viewpoint. The results show that a strong majority of the students experience mindfulness as meaningful and would like to see it included in lessons in school. With respect to both the results of the examined research reports and the result of the survey, the conclusion is that mindfulness with benefit could be included in schools. To have