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- Deldén, Maria, 1963-
(author)
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Historien som fiktion : gymnasieelevers erfarande av spelfilm i historieundervisningen
- 2014
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Licentiate thesis (other academic/artistic)abstract
- The present study explores the reception of historical feature films in history education. It is concerned with how pupils experience the films as well as the significance of the feature film for their understanding and interpretation of history. The study incorporates empirical data from classroom projects in two different Swedish upper secondary schools where film was used as an educational tool. Observations of classroom activities were made and interviews with twelve pupils and their history teachers were conducted.The study applies a phenomenological approach. The lifeworld of the pupils is in focus, specifically the aspect of the lifeworld they live and experience in history class when film is used as a means of understanding the past. The phenomenon studied is thus how the pupils experience the film, and through the film, history itself. Theoretical notions from film reception studies and history didactics are used as analytic tools.The study shows how emotional and cognitive processes converge in the pupils’ meaning making of the films. The embodiment of the films’ narrative is an important factor that contributes to both the understanding of the film as well as of history. The pupils experience the films emotionally, feeling both empathy and antipathy for the various characters, physically through sight and sound as well as embodied reactions, and cognitively through an understanding of the film’s narrative. Embodied experience is fundamental for history to become materialized. The audiovisual portrayal and materialization of the past becomes embodied in the pupils so that the experience of the film and of the historical lifeworld presented therein becomes part of their lifeworld. Generally, pupils consider the films to be trustworthy, though this perceived accuracy depends on how authentically the narrative is performed and the pupils’ previous store of historical knowledge. A didactic dilemma to consider when using historical feature film in the classroom is the contradiction between the aesthetic experience of a feature film and its use as a tool for understanding the past. The captivating character of feature film evokes empathy and engagement with the films’ characters regardless of the degree of historical accuracy. This is a critical issue for teachers; there needs to be balance between respect for the pupils’ aesthetic experience of the film and the need to guide them to develop for example the skills of historical empathy, where distance is necessary for the pupils to be able to consider different perspectives.
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| 2. |
- Eckeskog, Helena, 1952-
(author)
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Varför knackar han inte bara på? : en studie om arbete med läsförståelse i åk 1-2
- 2013
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Licentiate thesis (other academic/artistic)abstract
- The aim of this study was to describe, analyze and explore how five teachers work with reading comprehension in grade one and grade two, ages 7 and 8. My approach was ethnographically inspired and data was collected through observations, teachers´ diaries and interviews. The findings indicate that in the observed teachers´ classroom students' language skills were central. In order to teach the students how to use strategies in their own reading, teachers trained the students to use strategies while reading aloud to them. When reading aloud to the students, focus was on reading comprehension but sometimes texts were used by the teachers as tools to teach strategies. The teachers seemed to think that students first have to learn to read (decode) before working with strategies for reading comprehension during individual reading. In the classrooms a substantial amount of time was spent on dialogue, both before as well as during reading texts aloud. When the teachers asked questions, vocabulary was often focused. The teachers also asked about spelling and punctuation in the text. The questions were mostly aimed at controlling or inferencing the children but the teachers also asked questions where factual knowledge was needed. Regardless of the type of questions the teacher poses, the students respond with comments or inferences. The types of questions that the teacher asked of a text tend to be dominant when the children were invited to ask questions themselves. The teachers in the study were pleased with the students' development and performance in reading comprehension and the students seemed interested to read themselves and to listening to the teachers reading aloud. Children used reading comprehension strategies when listening to teachers reading, but it is unclear to what extent they use it to their individual reading.
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| 3. |
- Gustafsson, Ingalill
(author)
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www.lektion.se -din kollega på nätet : En studie av lektionsförslag för skrivundervisning i skolämnet svenska
- 2013
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Licentiate thesis (other academic/artistic)abstract
- The aim of this study is to describe, analyseand understand which lesson plans teachers share with each other on the website www.lektion.seabout studentswriting. The website is open for all teachers andeveryonecan share their lessons with each other’s. The study is based on 31 lesson suggestions whichare intended for teacherswho teach inschool years1-9. The sampleofmy study is based on lesson plans with a pronounced idea of writing as a processThe thesis beginswith a review of the Literacy concepts, the writingdiscourse and the subject of Swedish.The analyses of the lesson plans indicate that the subject of Swedish mainly focuses on skills as correctly written text and good handwriting. Even if the instructions of the lesson plans clearly state that the actual content is important, the formalities and the correctness seem to be the real focus. Even if it says in the instructions that it is the content that matters, is it the correctness of the formalities that is pronounced in the instructions. Teachers says that they work with writing as a process but theydo it in a mechanical wayand the dialogue between the studentislimited to respons-giving instead of interaction in order todevelop the content ofthe texts. Most of the texts that thestudentsin both primary and secondary school are asked to write in my study arenarrative texts with descriptive elements.Mystudy indicates six findingsThe first tendency issubject of Swedish has an emphasis on writing as a skill. The second tendency is that writing isregardedasindependent work. The third tendency is about the types of texts thataremost common. The fourth tendency is that the writing process is looked upon as a method that follows strict rules. The fifth tendency shows that writing as a process is not so common among all the lesson plans which are published on the website. Thesixthtendency describes theuse of pencil and paper as the most common writing toolsin the lesson plans.
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| 4. |
- Ivarsson, Lena
(author)
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Att kunna läsa innan skolstarten : Läsutveckling och lärandemiljöer hos tidiga läsare
- 2008
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Doctoral thesis (other academic/artistic)abstract
- The current study investigated the factors that have a positive impact on reading development by examining the influence of the home and school environment on students who started school already able to read (early readers). The reading proficiency of the students in the study was determined by a variety of reading tests conducted at the beginning of the school year and students were identified as “early readers”, “average readers”, or “non readers”. The intent was to provide a comprehensive picture of early readers with an emphasis on historical, cultural, and social factors. Many factors influence the development of reading, but this study concentrated on the learning environment at home and in the school. Several methods were used to facilitate a broad description of the reading development of early readers, including observations, interviews, questionnaires, and reading tests. The theoretical concepts were derived from a social constructivist perspective and build on Vygotsky’s theories of learning and development. Among the factors considered were formal reading instruction and literacy. The results demonstrated that the early readers’ reading ability greatly exceeded that of their classmates at the start of the formal school experience. The early readers maintained this advantage through the first three years of school, but the gap was reduced over time. A comparison of the timing of the reading development showed that the early readers developed primarily before the start of school, while the average readers developed during school years one and two, and the non readers, during school year two. A comparison of the learning environments in home and school showed considerable differences. Learning in the home came about as a result of the child’s interests and occurred in the zone of proximal development. Parents gave support without controlling the activities and, along with older siblings, served as good models for reading. In the school setting, the national curriculum and the goals set in the syllabus determined the content of the instruction. The child’s interest did not guide the learning and early readers often worked on concepts they had already mastered. Early readers also worked independently more often, facilitated by their ability to read instructions. As a result, the individualization that occurred was often simply that children accomplished the same tasks in different amounts of time. This study concluded that the stimulation and support that parents provide can have a significant impact on reading learning and development. It is important that teachers take into account the prior knowledge and experiences that children have, since this can greatly impact their motivation to learn. Reading development does not occur at any one specific age, but can be influenced by a number of factors including the child’s development in other areas, and historical, social, or cultural influences.
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| 5. |
- Swärd, Ann-Katrin, 1950-
(author)
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Att säkerställa skriftspråklighet genom medveten arrangering : Wittingmetodens tillämpning i några olika lärandemiljöer
- 2008
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Doctoral thesis (other academic/artistic)abstract
- The proposed Grounded Theory has been derived from how experienced teachers and their pupils, in four different teaching contexts, have used ’The Witting method’ to maximize literacy development among their pupils. The theory has been grounded through repeated comparisons and analysis of the empirical data. The specific aim of the thesis is to conceptualize and generate a theory about what four teachers and their pupils (n=40, over the period of the research), in different contexts, and over a number of years, actually do when working with The Witting method. A wider goal is to apply the implications of the derived grounded theory to general and special education theory in helping to alleviate reading and writing difficulties and prevent pupils from failing. The results show that the teachers have systematically strived to ensure each pupil’s reading and writing development and they do this through what is labeled ‘didactic arranging’. They also show an ability to adapt to situations, materials and spaces without losing their long-term aims. They are in charge of three competencies: ’me’, ’you’, and ’we’ - expressing this competence in documentation, by reflection and always in close collaboration with pupils and their families. The observed use of The Witting method would seem to enable a diagnostic mode of teaching as it contains tools that allow a teacher to follow each pupil’s reading and writing development. Teachers, pupils and the didactic procedures are shown to be in constant interaction. It was also found to be important that teachers believe that every pupil can learn. These teachers’ collective motto could be summed up as follows: never stop giving support and never stop assessing progress.
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