Syftet med studien är att undersöka om det finns en relation mellan lärares syn på sina elevers utvecklingspotential och deras undervisning, dvs attitydens påverkan på handling hos de lärare som ingår i studien. Utveckligspotential defenierar jag med utgångspunkt i Dwecks teori (2015) som elevernas utvecklings av intelligens och förmåga. Mot detta undersöker jag även samband mot demografiska variabler som kön, legitimation och år i yrket. Studien har sin utgångspunkt i ett sociokulturellt perspektiv och är en kvantitativ studie. Den genomförs som en webb-baserad enkätstudie vid två olika skolenheter. Det finns inga siginfikanta samband mellan lärares mindset och deras praktik. Inte heller finns några siginifikanta samband mellan lärares mindset och deras praktik i förhållande till demografiska variabler. / The purpose of the study is to investigate whether there is a relationship between the teachers view of the pupils´development potential and their teaching, ie the influence of the attitude towards action by the teachers included in the study. Development potential, I define on the basis of Dweck´s theory (2015) as the students´development of intelligence and abels such as gender, legitimacy and years in profession. The study is based on a socio-cultural perspective and is quantitativ. It is contucted as a web-based survey of comprising two different schools. The result indicates that there are no general significate realtionships between teachers´mindet and their internship. There are also ni significant relationships between teachers´mindset and their practice in relation to demographic variables.

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This study examines students' perceptions and ability to think critically within the framework of social studies education. With increasing concern for the survival of democracy and the rapidly changing media landscape, it is increasingly important to understand and promote students' critical thinking skills. The study aims to contribute to an increased understanding of students' critical thinking in social studies teaching and points to the need to develop more differentiated and challenging teaching methods to promote students' ability to think critically in different contexts. It also emphasizes the importance of integrating critical thinking discussions into a broader context of media and information literacy to equip students to navigate the media landscape and contribute to healthy democratic societal development.   Through a combination of quantitative and qualitative methods in a survey, the student's knowledge of critical thinking in different contexts and their ability to apply it in practice were explored. The results showed that students generally had a basic understanding of critical thinking, but had difficulty reaching more advanced levels of critical thinking. When it comes to being able to explain critical thinking in theory, a majority have a basic understanding, mainly related to source criticism. The result of applying it in practice was that a majority could reach a more multifaceted understanding of critical thinking. Specifically, it emerged that the students found it more difficult to apply critical thinking in complex situations and that their ability was to some extent situational depending on the subject. In addition, the results showed challenges students articulated related to navigating through the large flow of information and sifting relevant information from irrelevant or misleading sources.