The Swedish school has the task of allowing all pupils to develop their ability to verbally communicate in the classroom. Through communicating verbally, the pupils will gain confidence in their linguistic ability in the social-science subjects. The purpose of this study is to investigate how a random selection with “ice cream sticks” can help to create a dialogic classroom, and how the participants perceive this type of teaching method, and if there is possible change in communicating verbally. The questions the study will answer are:  ·       How do the teacher's questions and responses to the student responses affect student participation? ·       To what extent does mutual respect arise from classroom dialogue? ·       How do pupils and class teachers experience the random selection at the beginning and end of a period of three weeks? ·       To what extent and in what way has the changed way of teaching contributed to a dialogical classroom in the social-science subjects?   This survey includes pupils and teachers from two classes in grade four and five. The qualitative methods used in this survey are observations and interviews. The material has been analyzed using theories about how dialogue is created in the classroom and how the teaching form with “ice cream sticks” can be organized. The result that emerged from this research is that with the help of the teaching style and the teachers' approaches, which is how they ask questions and how they respond to the students, the quantitative student participation has contributed to an increased classroom dialogue.

The aim of this study is presented by two steps. The first is to gain an insight into what students think regarding sustainable development and religion. The second is to investigate what content in sustainable development can be used in religious studies through the students' perspective and how this content can be implemented to promote the work for sustainable development in schools. Seventeen qualitative semi-structured interviews with mainly open questions are performed. The focus is to get information about how Swedish high school students reason about and reflect on sustainable development and how they reflect on its connection to religion and to religious studies. The empirical result is analysed and discussed. The conclusions show that the respondents wish a sustainable society with a lifestyle without excessive consumption and thereby without environmental problems, with security and with a good education. They emphasize the importance of a meaningful, safe, and challenging education on religious studies. They are willing to discuss in depth and with respect for the different opinions that may emerge, about different perceptions of sustainable development that are related to the different identities and ways of religious lifestyles. This can be achieved through a communicative approach in the classroom, with a goal to create the dialogic classroom