Syftet med studien är att öka förståelsen för hur elever beskriver tyst kunskap med fokus på slöjd. För att undersöka detta intervjuades elever i årskurs 6 utifrån en kvalitativ metod baserad på fenomenologi. Resultatet visar att de intervjuade eleverna kunde bryta ner tidigare erfarenheter av tyst kunskap, både kopplat till slöjd och fritidsaktiviteter. Eleverna värderade även den tysta kunskapen de lärde sig i slöjden högt för framtida behov och den personliga utvecklingen.

SAMMANFATTNING Den här magisteruppsatsen omfattar en empirisk studie i textilslöjdsundervisningen på en F- 6 skola. Studiens syfte är att undersöka hur elever reflekterar och bedömer sina kunskaper i textilslöjd under en aktion samt om aktionen fungerar som stöd för dem. Empirin består av 3 delstudier där elever i år 6 skrivit loggbok, gjort en självvärdering samt besvarat en enkät. Undersökningen har genomförts i pragmatismens anda med aktionsforskning som metod inom ramen för den ordinarie slöjdundervisningen under fyra veckor i följd. Ledstjärnan för studien har varit en matris för bedömning, vilken använts som utgångspunkt för aktionen. Ur denna matris har några förmågor särskilt lyfts fram som introduktion till aktionen. Under aktionens gång har eleverna genom att skriva loggbok, formativt, reflekterat över sina kunskaper och erfarenheter under den genomförda lektionen. I slutet av aktionen har eleverna, summativt med hjälp av matrisen, gjort en självvärdering av sina förmågor. Slutligen har en enkät besvarats av eleverna där deras uppfattning i frågor kring textilslöjd ställts. Empirin visade att eleverna kan reflektera och bedöma kring sina kunskaper i textilslöjd utifrån sitt slöjdarbete. Slöjdprodukten fungerade som det medierande verktyget vid deras reflektioner och bedömningar. Matrisen var en fungerande metod när eleverna summativt gjorde en självvärdering av sina förmågor. Enkäten visade att aktionen som metod hjälpt eleverna att aktivt arbeta med reflektion och bedömning. Sökord: aktionsforskning/action research, bedömning/assessment, slöjd/sloyd

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Rangstrand Hjort, Sarah (2020). Students in need of sloyd? - About the sloyd subject’s abilities to meet students in need of support. (Elever i behov av slöjd? - Om slöjdämnets förutsättningar att möta elever i behov av stöd). Master’s degree in special education, 120p, Department of School Development and Leadership, Faculty of Education and Society, Malmo University. The sloyd subject offers to some extent a different way of learning compared to the more theoretical subjects. The process and the assignments in the work become more visible as it is performed working with physical material, it also engages the student since the education often is based on the student's personal ideas and expressions. The question is if sloyd as a subject has other opportunities to meet students in need of support, and if so, what could be the reasons for it? The purpose of this study is to investigate and analyze how the teaching of sloyd meets students in need of support and what abilities the sloyd subject has in order to create a accessible learning environment. The questions of the study are; How do sloyd teachers, special educators and principals reason about the sloyd subject's abilities to meet students in need of support? How are the local conditions for meeting students in need of support within the sloyd subject described? Researching sloyd as a subject requires the inclusion of research in other areas, since sloyd is still a relatively unexplored field. This study contributes to deepening the understanding of the conditions of the sloyd subject from a special educational perspective. The empirical data is based on 14 semi-structured interviews with sloyd teachers, special educators and principals at five different schools. These three occupational categories have been chosen since they probably are the ones that are best suited to answer the questions of the study. The empiric data has been analyzed based on Engeström's (1987) activity theory. The result of the study shows that sloyd as a subject in some ways has specific abilities to meet students in need of support. The smaller groups create opportunities that make it easier to meet the students in the education, it also helps creating a meaningful relationship. The practical parts of the work together with the visible physical result provide a confirmation that the given assignment has been performed. From an activity theory perspective, however, a clarification of the teaching is needed in order to find strategies to meet these students together with other colleagues at the school. Course of events and mechanisms at other levels also affect the possibilities of sloyd as a subject. Partly through the internal culture at the school, where sloyd easily falls into the background and partly through the national governance that tends to reduce the sloyd’s specific abilities and opportunities. This study, to illuminate the subject of sloyd based on the abilities to meet students in need of support, could help bringing these angles together and steer them in the direction of a school context. The study also helps to show factors that both enable and hinder the sloyd subject's abilities to meet students in need of support.

This study investigates how teachers in the Swedish school subject textile sloyd uses andpasses theoretical knowledge in a subject where the practical aspects usually have the upperhand. In addition, the study also investigates how teachers interpret how their studentsexperiences the theoretical parts of the subject. The study was conducted using a survey postedin a Facebook group for sloyd teachers and was answered by 44 respondents. Lev Vygotskijs sociocultural theory was used to examine the results and the result was divided into the themescontent, communication, and response. The study shows that all responding teachers findstheory important and that it’s a part of the sloyd curriculum that can’t be neglected, eventhough several respondents conclude that the practical work must get majority of attention inthe subject. Further the study shows that communication of theoretical knowledge in theclassroom is mostly done through showing film. Regarding how the students find the use oftheory in sloyd, the study only examined how the teachers evaluate students’ attitude, and notthe students themselves. Teachers find that students commonly have a good attitude towardsthe theoretical parts of the education, even though its common that students rather would dopractical work.

Sloyd is related to craft knowing, making traditions and materiality. The meaning of knowing in sloyd is vaguely articulated and thereby can be interpreted by teachers in different ways. This study aims at contributing to an articulation of craft knowing within sloyd education. The study was carried out in the form of two learning studies, each one focusing on a specific object of learning. The knowing of sawing straight was studied through phenomenographic analysis of video recordings of students’ work with handsaws in wood. Different ways of knowing this capability have been described. The second study focused on the knowing of interpreting symbols in sloyd objects. Different ways of perceiving this capability have been described through the learning study’s three iterative lesson interventions. The two objects of learning are discussed as pointing out different aspects of craft knowing in sloyd education. Craft knowing has been recognized as embodied thinking and interaction with tools and materials in order to achieve certain intentions (Dormer, 1994; Illum, 2004). It is often described as embedded in our actions (Polanyi, 1966) and manifested in specific actions: as knowing-in-action (Schön, 1983). Furthermore, it is multimodal and derives from practical knowledge traditions where dexterity, visuality and materiality are central modes of communication (Kress & van Leeuwen, 2006). When engaging in sloyd activities one engages in different communal shared craft techniques and strives to obtain and express intended shapes, functions, lines, patterns and affiliations. To be able to say and make something in a ‘right way’ can be understood as a specific literacy (Gee, 2015). Some aspects of craft knowing are presented and discussed in terms of craft literacy: as embodied interactions with materials and tools in specific ways. These descriptions can contribute to our shared understanding of the meaning of craft knowing as well as the meaning of sloyd knowing.

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