<p>Syftet med studien är att utvärdera och undersöka pedagogers inställningen till det pedagogiska dramat utifrån materialet Livsviktigt. Från syftet har vi formulerat följande frågeställningar:- I vilka situationer används pedagogiskt drama?- Hur anser pedagogerna att eleven utvecklas i samband med det pedagogiska dramat?- Vilken inställning har pedagogerna till pedagogiskt drama?För att besvara frågeställningarna har vi använt oss av en undersökande enkät med både öppna och fasta svarsalternativ. Enkäten besvarades av 102 pedagoger från Värnamo kommuns grundskolor.Resultatet av studien visar att pedagogiskt drama i undervisningen styrker barns självkänsla. Den visar också på en positiv inställning av pedagogerna till det pedagogiska dramat.</p> / <p>The objective of this study is to evaluate the attitude of a teacher in regard to creative drama related to material referred to as Livsviktigt. (The importance of life).</p><p>The following questions have been formulated from the result of the study:</p><p>- What are the situations in which creative drama can be used?</p><p>- How does the teacher consider the development of a student in relation to creative drama?</p><p>- What is the attitude of a teacher in regard to creative drama?</p><p>A questionnaire that invited both specific and non-specific answers has been used as a means of considering the formulation of the listed questions. The questionnaires have been completed by a total of 102 teachers representing all of the Elementary Schools in the Värnamo area.</p><p>The result of the study provides a clear indication that the inclusion of drama in the education of children serves to strengthen their self confidence. There is also an indication that a teacher will develop a more positive attitude toward creative drama.</p>

Syftet med studien är att utvärdera och undersöka pedagogers inställningen till det pedagogiska dramat utifrån materialet Livsviktigt. Från syftet har vi formulerat följande frågeställningar:- I vilka situationer används pedagogiskt drama?- Hur anser pedagogerna att eleven utvecklas i samband med det pedagogiska dramat?- Vilken inställning har pedagogerna till pedagogiskt drama?För att besvara frågeställningarna har vi använt oss av en undersökande enkät med både öppna och fasta svarsalternativ. Enkäten besvarades av 102 pedagoger från Värnamo kommuns grundskolor.Resultatet av studien visar att pedagogiskt drama i undervisningen styrker barns självkänsla. Den visar också på en positiv inställning av pedagogerna till det pedagogiska dramat. / The objective of this study is to evaluate the attitude of a teacher in regard to creative drama related to material referred to as Livsviktigt. (The importance of life). The following questions have been formulated from the result of the study: - What are the situations in which creative drama can be used? - How does the teacher consider the development of a student in relation to creative drama? - What is the attitude of a teacher in regard to creative drama? A questionnaire that invited both specific and non-specific answers has been used as a means of considering the formulation of the listed questions. The questionnaires have been completed by a total of 102 teachers representing all of the Elementary Schools in the Värnamo area. The result of the study provides a clear indication that the inclusion of drama in the education of children serves to strengthen their self confidence. There is also an indication that a teacher will develop a more positive attitude toward creative drama.

AIM AND OBJECTIVES The investigation aimed to determine how the learning of the life sciences is facilitated (mediated) in special schools for blind learners and to establish how the lessons learnt from this experience could be implemented to the advantage of blind learners in the Senior Phase and Further Education and Training Band in inclusive Outcomes-based education settings. METHODOLOGY Educators and blind learners were interviewed through the use of the Qualitative Inquiry methodology as well as its techniques and strategies for data gathering. Analysis of the transcripts resulted in the development of themes/codes discussed in the research investigation. RESULTS Educators spent a good amount of time and effort with blind learners in the biology and life sciences classrooms. It appeared as if the pastoral role of the educator predominantly exceeded the teaching of biology and life sciences to these learners. Further, it became evident that the emphasis did not fall strongly enough on the achievement of the outcomes envisaged with the biology curriculum but more on the establishment of a caring and supportive classroom environment. CONCLUSIONS Biology and other life sciences subjects have much potential for the blind learners in South Africa but they are not offered at some of the schools or efficiently mediated due to educators’ reluctance, lack of knowledge and resources. Learning mediation strategies to make biology and life sciences more accessible to blind learners could be explored. / Thesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted