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- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
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Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan
- 2023
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 114-147
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Tidskriftsartikel (refereegranskat)abstract
- This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.
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- Hallesson, Yvonne, et al.
(författare)
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Att introducera och tillgängliggöra ämnesbegrepp i samhällskunskapsundervisning
- 2024
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Ingår i: Nordic Journal of Literacy Research. - 2464-1596. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Introducing and Making Subject-Specific Concepts Accessible in Civics EducationConceptual understanding is a vital component of subject mastery in civics, yet it can pose challenges for pupils. The purpose of this article is to contribute knowledge on how teachers introduce and make subject-specific concepts accessible in civics education. The data are drawn from classroom observations in six classes in Grades 5 and 8, where teaching has been inspired by different approaches. Analytical focus lies on the introduction and treatment of six concepts, based on the theoretical premise that classroom discussions can serve as a mediating tool facilitating knowledge development and subject participation.The findings show that concepts are introduced by the teachers, either starting with the concepts so that they become the starting point of lexical chains where their meaning is then developed, or by working their way to the concepts together with the pupils, which provides different opportunities to navigate between conceptual levels. The accessibility of the concepts is achieved mainly by relating them to subordinate concepts or to words where there is a logical connection and through expansions where the concepts are primarily elaborated through explanations and examples. However, differences are noted between the classes. The article provides insights into how various approaches create conditions for concept acquisition.
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