Publikationer från Högskolan i Jönköping
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Knowledge Integration for Physics-informed Symbolic Regression Using Pre-trained Large Language Models
No full textSymbolic regression (SR) has emerged as a powerful tool for automated scientific discovery, enabling the derivation of governing equations from experimental data. A growing body of work illustrates the promise of integrating domain knowledge into the SR to improve the discovered equation’s generality and usefulness. Physics-informed SR (PiSR) addresses this by incorporating domain knowledge, but current methods often require specialized formulations and manual feature engineering, limiting their adaptability only to domain experts. In this study, we leverage pre-trained Large Language Models (LLMs) to facilitate knowledge integration in PiSR. By harnessing the contextual understanding of LLMs trained on vast scientific literature, we aim to automate the incorporation of domain knowledge, reducing the need for manual intervention and making the process more accessible to a broader range of scientific problems. Namely, the LLM is integrated into the SR’s loss function, adding a term of the LLM’s evaluation of the SR’s produced equation. We extensively evaluate our method using three SR algorithms (DEAP, gplearn, and PySR) and three pre-trained LLMs (Falcon, Mistral, and LLama 2) across three physical dynamics (dropping ball, simple harmonic motion, and electromagnetic wave). The results demonstrate that LLM integration consistently improves the reconstruction of physical dynamics from data, enhancing the robustness of SR models to noise and complexity. We further explore the impact of prompt engineering, finding that more informative prompts significantly improve performance
Design of Adjustable Device for Exoskeleton
No full textThis final thesis project explores the improvement of an adjustable device designed to enhance the safety of exoskeletons used in physically demanding environments such as in the forestry industry. The project aims to redesign the mechanism of an existing adjustable device but for a different application on a wearable harness. The original adjustment device was developed for helmets, but the adjustable device will be redesigned for the application of the shoulder and waist area. The primary objective is to create a testable and functional solution that helps to prevent safety hazards associated with traditional adjustment methods.Using a structured mechanical design process, the project applied tools such as Quality Function Deployment, the House of Quality, and various concept generation methods (brainstorming, analogies, morphology, and the Pugh matrix to name a few). Benchmarking of exoskeletons and concept development helped identify and incorporate ergonomic and functional improvements into the design. The result is a rotational adjustment mechanism inspired by everyday analogies, with a locking function and one-handed usability.The final concept design does not meet all design requirements. However, the study does provide a simple design solution that fits into existing harness products. Future research is recommended to evaluate material performance, conduct long-term field testing, and explore integration into similar exoskeleton systems.Detta examensarbete undersöker förbättringen av en justerbar komponent där huvudsaklig fokus är att öka säkerheten hos exoskelett användaren. Exoskelett används i fysiskt krävande miljöer, till exempel inom skogsindustrin. Projektets syfte är att designa om en befintlig justeringsmekanism för att kunna användas vid axel- och midjeområdet på Husqvarnas sele. Det primära målet är att skapa en testbar och funktionell lösning som minimerar lösa remmar och förebygger säkerhetsrisker förknippade med traditionella justeringslösningar.Genom att följa en strukturerad mekanisk designprocess har projektet använt verktyg såsom Quality Function Deployment, House of Quality samt olika metoder för konceptgenerering (brainstorming, analogier, morfologi och Pugh-matrisen). Benchmarking av exoskelett och utveckling av koncept har hjälpt till att identifiera och integrera ergonomiska och funktionella förbättringar i den slutliga designen. Resultatet är en roterande justeringsmekanism inspirerad av vardagliga analogier, med låsfunktion och möjlighet till att justera komponenten med användning av moment med en hand.Den slutliga konceptdesignen uppfyller inte alla krav på hållbarhet, enkelhet och justerbarhet. Däremot, har studien resulterat i en enkel design lösning som går att applicera på befintlig sele. Vidare rekommenderas framtida forskning för att utvärdera materialprestanda, genomföra långsiktiga fälttester samt undersöka integration i liknande exoskelett system
Negotiating diasporic identities : Iranian influencers and their audiences on Instagram
No full textThis thesis critically analyses how Iranian diasporic influencers on Instagram construct their diasporic identities and experiences, and how their audiences engage with them in comments. To examine such dynamics, a qualitative multimethod approach was employed, including critical visual analysis of influencers’ posts and qualitative text analysis of comments. The data, drawn from selected Farsi-speaking female influencers based in Europe, includes 36 Instagram posts and 1080 comments. The findings identified key patterns in how diasporic identity is shaped and negotiated by influencers and their audiences. Influencers engage with themes such as belonging, cultural adaptation, and identity transformation, while simultaneously navigating audience expectations and the emotional complexities of diasporic life. Comments reflect broader social dynamics, such as perceptions of authenticity and cultural judgment. While influencers often present empowering narratives of success and re-rooting, they also encounter challenges like accusations of dishonesty and xenophobia. These interactions highlight the double-edged nature of visibility, where self-expression may be filtered through algorithmic logic and cultural expectations. The study reveals that diaspora identity formation is fragmented and constantly reshaped through personal storytelling and audience engagement, highlighting how digital narratives reflect and reshape the complexities of diasporic life.
”Always, they always succeed together here” : An interview study on teaching that develops conceptual understanding in social studies with a particular focus on multilingual pupils’ learning
No full text I denna studie undersöks hur lärare beskriver att de utformar sin undervisning för att utveckla begreppsförståelse i samhällskunskap, med särskilt fokus på flerspråkiga elever. Undersökningen görs utifrån den sociokulturella teorin med särskilt fokus på två förhållningssätt som har sina rötter i teorin: språk- och kunskapsutvecklande undervisning ochtransspråkande undervisning. Flerspråkiga elever som ännu inte har utvecklat det svenska språket kan ha särskilt svårt att ta till sig samhällskunskapens ämnesspecifika begrepp. Tidigare forskning visar att flerspråkighet och mångfald ska vara normen i undervisning, och därför är det intressant att undersöka hur lärare undervisar för att utveckla flerspråkiga elevers begreppsförståelse. För att få svar på detta har semistrukturerade intervjuer med åtta samhällskunskapslärare i årskurs 4–6 genomförts. Datamaterialet har analyserats tematiskt. Resultatet visar att lärarna till stor del utformar sin undervisning på ett sätt som ska gynna alla elever i klassrummet, för att även flerspråkiga elever ska kunna ta till sig den. Slutsatsen som dras utifrån resultatet är att lärarna huvudsakligen bedriver en språk- och kunskapsutvecklande undervisning, snarare än en transspråkande undervisning. Främst beror det enligt lärarna på vilken grad av flerspråkighet och vilken språknivå som klassrummet präglas av. Vidare anser lärarna till stor del att det behövs mer resurser för att utveckla flerspråkiga elevers lärande på ett mer effektivt sätt, vilket kan anses indikera ett behov av kompetensutveckling. Avslutningsvis dras slutsatsen att den gemensamma nämnaren för lärarnas beskrivningar är att de utformar undervisning som främjar gemensamt lärande. This study explores how teachers describe how they design their teaching to develop pupils’ conceptual understanding of social studies, with a particular focus on multilingual learners. The study is grounded in sociocultural theory, specifically focusing on two pedagogical approaches rooted in this perspective: language- and knowledge-integrated teaching and translanguaging teaching. Multilingual pupils who have not yet fully acquired the Swedish language may face particular challenges in understanding subject-specific concepts in social studies. Previous research emphasizes that multilingualism and diversity should be the norm in education, making it relevant to examine how teachers support multilingual pupils’ conceptual development. To investigate this, semi-structured interviews were conducted with eight social studies teachers in grades 4–6. The data were analyzed thematically. The findings show that teachers generally design their teaching to benefit all pupils in the classroom, aiming to ensure that multilingual learners can also access the content. The conclusion drawn from the results is that teachers primarily engage in language- and knowledge-integrated teaching rather than translanguaging teaching. According to the teachers, this is largely due to the degree of multilingualism and language proficiency within their classrooms. Furthermore, the teachers express a need for additional resources to support the learning of multilingual pupils better, which can indicate a need for professional development. In conclusion, a common denominator across the teachers’ descriptions is that they aim to promote collaborative learning through their teaching design
"Lässtrategier är strategier för hur man läser" : En kvalitativ och kvantitativ undersökning av svenska gymnasieelevers uppfattningar om och användning av lässtrategier i engelskundervisningen
No full textReading strategies play a crucial role in facilitating reading literacy and comprehension by helping learners actively engage with texts, monitor their understanding, and apply appropriate techniques to make meaning. This project aims to investigate students' awareness and usage of reading strategies and how these strategies contribute to their understanding of assigned texts. Data was collected through a mixed-method approach involving a survey with 141 respondents, and three semi-structured group interviews with a total of eight students. The results reveal a metacognitive awareness among students that is largely declarative and reactive. It is applied when comprehension problems arise, whereas the students’ procedural knowledge sometimes remains limited. The most frequently used reading strategies, according to the students, are Retrieval and Planning Strategies, followed by Monitoring Strategies. By contrast, students rarely engage in strategies such as reflection, critical analysis, and self-questioning. Reading tends to be viewed as a task aimed at completing tasks, for example, answering questions regarding a text, rather than an opportunity for meaningful engagement and deep comprehension. Further, some of the students express a need for more explicit and diverse instruction on reading strategies, which suggests that targeted pedagogical approaches could strengthen metacognitive skills and self-efficacy, and, ultimately, support deep engagement and improved reading comprehension. In conclusion, the study suggests that students primarily engage with texts at a surface level, which may limit their reading comprehension. The results highlight the importance of explicit instruction on reading strategies to strengthen students’ metacognitive skills and self-efficacy. Additionally, the results of this study manifest a need for further research on the efficiency of teaching explicit reading strategies and the extent to which integrating digital tools in teaching might foster reading literacy and comprehension.
Leadership in Youth Organizations and its Political Engagement: A Qualitative Study
No full textBackground: The interest in politics is on a declining trend among young people in Sweden. In particular the interest regarding formal political engagement, meanwhile there is a growing preference for digital activism and issue-based movements are stronger than party affirmation. Ideology is central for these characteristics in the general structure of political beliefs and therefore manifests itself in all segments of the strategy of the organizations. Purpose: The purpose of this study is to examine how leadership in political youth organizations is affected by organizational structure and ideology, and how the leadership is affecting engagement in voluntary terms. Method: This study conducted a qualitative research approach of two cases. Empirical data were gathered by conducting semi-structured interviews with eight different participants, the chairperson and three members from each political youth organization. Thereafter, a combination of abductive and inductive approach was used for a thematic analysis of the gathered data case by case as well as a comparative analysis. Conclusion: The ideological foundation of the youth organizations is the main factor for the differences in strategies to engage individuals in politics. Youth organizations' goal is to engage individuals to make societal and political changes, but depending on the researched cases, their ideological differences will determine the strategies they implement.
Reading Motivation and Reading Comprehension : A qualitative interview study exploring teachers’ perspectives on the relationship between reading motivation and comprehension in grades K-3.
No full textForskning visar att det finns ett samband mellan läsmotivation och läsförståelse. Syftet med studien är att bidra med kunskap om lärares perspektiv på sambandet mellan läsmotivation och läsförståelse i årskurs F-3 inom svenskundervisningen. För att uppnå syftet kommer följande frågeställningar att besvaras: Hur beskriver lärare sitt arbete med att främja motivation och läsförståelse? Och hur uppfattar lärare sambanden mellan läsmotivation och läsförståelse?Genom semistrukturerade intervjuer och tematisk analys visar resultatet att motivation och läsförståelse är nära sammanlänkade, de stärker varandra. Flera lärare betonar vikten av att anpassa texter till elevernas nivå, skapa en trygg och stimulerande klassrumsmiljö samt använda strategier för att stärka självförtroendet. Den teori som kopplas till lärares förmåga att använda strategier för att stärka självförtroendet hos eleverna, utgår från begreppet self-efficacy. Studien framhäver att läraren i undervisningen bör arbeta parallellt med att utveckla både läsmotivation och läsförståelse för att främja barns läsutveckling i de tidiga skolåren. Research shows a connection between reading motivation and reading comprehension. The aim of this study is to contribute knowledge about teachers’ perspectives on the relationship between reading motivation and reading comprehension in grades K-3 within Swedish language instruction. To achieve this aim, the following research questions will be addressed: How do teachers describe their work to promote motivation and reading comprehension? And how do teachers perceive the relationship between reading motivation and reading comprehension? Through semi-structured interviews and thematic analysis, the findings reveal that motivation and comprehension are closely interconnected and mutually reinforcing. Several teachers emphasize the importance of adapting texts to students’ individual levels, creating a safe and stimulating classroom environment, and by using employing strategies to strengthen students’ self-confidence. The theoretical framework is based draws on the concept of self-efficacy, particularly in relation to teachers’ ability to apply strategies that enhance students' confidence in their reading abilities. The study highlights that effective teaching reading instruction in the early school years should simultaneously support the development of both reading motivation and reading comprehension in order to foster children’s reading development
Making children's voices heard in after-school care : A study on after-school teachers' perspectives on children's Influence
No full textSyftet med den här studien är att ta reda på hur lärare i fritidshem ser på elevinflytande, hur de arbetar för att ge eleverna inflytande, och vilka möjligheter och svårigheter de möter i det arbetet. Studien är kvalitativ och bygger på två gruppintervjuer med totalt sex fritidslärare från två olika skolor. Studien utgår från ett barndomssociologiskt perspektiv, där författaren tittar på hur lärare i fritidshem pratar om elever och hur det påverkar vilka möjligheter eleverna får att vara med och påverka. Resultatet visar att lärarna tycker att elevinflytande är en viktig del av fritidshemmets uppdrag. De kopplar det till skolans demokratiska mål och menar att elever ska få vara med och bestämma, både genom planerade aktiviteter som fritidsråd och röstning, men också i vardagliga samtal och spontana situationer. Lärarna lyfter fram hur viktigt det är att lyssna på eleverna och ta deras idéer på allvar. Samtidigt berättar de om hinder, som att det ofta saknas tid, personal och pengar, vilket gör det svårare att ge alla elever inflytande. Studien visar också att det ofta är de elever som hörs mest som får störst möjlighet att påverka, medan de tystare riskerar att inte bli lyssnade på.
Dual-energy computed tomography in the diagnosis of gout
No full textBackground: Gout is recognized as the most common cause of inflammatory arthritis. It results in intense and painful arthritis attacks, triggered by an inflammatory reaction to the deposition of monosodium urate crystals (MSU-crystals) in the joints. DECT has proven to be a useful method with clinical applications that have already been validated. The technology can assist in overcoming diagnostic challenges that may arise when using conventional computed tomography (CT). Aim: The aim of this study was to examine how DECT can contribute to the diagnosis of gout. Material and method: This study was a general literature review that included 15 scientific articles published between 2020-2025. All articles were written in English and had undergone peer-review. The literature search was conducted with the Cinahl and Pubmed databases. To assess the quality of the studies, a review protocol for quantitative studies, developed by the Department of Nursing at Jönköping University, was used. Results: A total of 15 scientific articles were included that addressed the aim of the study. The results showed that DECT is a useful technique for identifying MSU-crystals. At the same time, several studies emphasized that DECT demonstrated varying sensitivity and specificity. The sensitivity ranged from 31% to 90%, while the specificity ranged from 61% to 100%. Conclusion: The results showed that DECT is a promising imaging technique for identifying gout and offers new opportunities for visualizing MSU-crystals. Several of the studies, which were included in this general literature study, showed that DECT achieved high specificity, sensitivity and diagnostic accuracy, particularly in the identification of tophi and MSU-crystals.
Metaphors as mediating tools : A study of how linguistic metaphors for the relational meaning of the equal sign are used in grade 6
No full textAtt tolka och förstå likhetstecknets innebörd är avgörande för elevers matematiska utveckling. Denna studie syftar till att fördjupa förståelsen för hur likhetstecknets relationella betydelse uttrycks och tolkas i matematikundervisning i årskurs 6, med fokus på de metaforer som används av både lärare och elever. Studien har en kvalitativ ansats och bygger på strukturerade observationer av lärares undervisning samt elevgruppers problemlösning, kompletterat med samtal. Det teoretiska ramverket utgörs av begreppen medierande verktyg och metaforteori. Resultaten visar att lärares språkbruk varierar, där ena läraren använder relationella metaforer, medan en annan använder mer operationella metaforer. Elevernas uttryck speglar variationen av metaforer, där vissa elever använder tydliga relationella metaforer och andra visar mer begränsad förståelse eller återger andra formuleringar. Studien betonar vikten av att aktivt arbeta med hur likhetstecknet kommuniceras i undervisningen och visar att metaforer kan fungera som kraftfulla verktyg för att stödja begreppslig förståelse i matematik.Understanding and interpreting the meaning of the equal sign is crucial for students’ mathematical development. This study aims to deepen the understanding of how the relational meaning of the equal sign is expressed and interpreted in mathematics teaching in grade 6, with a focus on the metaphors used by both teachers and students. The study adopts a qualitative approach and is based on structured observations of teachers’ instruction as well as student groups’ problem solving, complemented by dialogues. The theoretical framework consists of the concepts of mediating tools and metaphor theory. The results show that teachers’ language use varies, with one teacher using relational metaphors while another uses more operational metaphors. The students’ mediating language reflects this variation, with some students using clear relational metaphors and others demonstrating a more limited understanding or reproducing alternative formulations. The study highlights the importance of actively addressing how the equal sign is communicated in teaching and shows that metaphors can serve as powerful tools to support conceptual understanding in mathematics