Students should be given the opportunity to learn about, through, and for democracy in order to be able to act in the present and the future. In the subject of social studies, students should be given the opportunity to develop factual knowledge about democracy, and this should be done through democratic methods. According to Curriculum for the compulsory school, preschool class and the leisure-time centre Lgr 22 (the Swedish curriculum, 2022a), stu- dents should be developed into democratic citizens with good values and skills. In order for students to develop into that, they need to learn about, through and for democracy. When students acquire factual knowledge about democracy and learn through democratic methods, they learn for democracy, and both of the school's main missions are pursued. To answer the purpose and research questions regarding how the democracy mission is de- scribed in textbooks for social studies in grades 4-6, Biesta and Dewey's views on educa- tion and democracy are used.The study was conducted using a qualitative method in the form of a qualitative text anal- ysis of the textbooks. The collected data from the seven textbooks generated an analysis of text and tasks to determine how the democracy mission was presented and described. The results showed that parts of the democracy mission were presented in all textbooks, but there were two textbooks that presented the entire mission about, through, and for de- mocracy. It emerged that the teacher's role in instruction is important for students to be given the opportunity to learn about the democracy mission, as not all textbooks covered the entire mission. / Elever ska ges möjlighet att lära om, genom och för demokrati för att kunna verka i samti- den och framtiden. I samhällskunskapsämnet ska elever ges möjlighet att utveckla fakta- kunskaper om demokrati och detta genom demokratiska arbetssätt. Läroplan för grundsko- lan, förskoleklassen fritidshemmet Lgr 22 (Skolverket, 2022a) skriver att elever ska ut- vecklas till demokratiska medborgare med goda värderingar och färdigheter. För att elever ska utvecklas till det behöver de lära sig om, genom och för demokrati. När elever får faktakunskaper om demokrati och lära genom demokratiska arbetssätt lär de sig för demo- krati och hela skolans två huvuduppdrag arbetas utifrån. För att besvara studiens syfte och frågeställningar kring på vilka sätt och hur demokratiuppdraget beskrivs i läromedel för samhällskunskap i årskurs 4–6 används Biesta och Deweys syn på utbildning och demo- krati.Studien genomfördes med en kvalitativ metod i form av en kvalitativ textanalys av läro- medel. Insamlade data från de sju läromedlen genererade i en analys av text och uppgifter för att få fram hur demokratiuppdraget framställdes och beskrevs. Resultatet visade på att delar av demokratiuppdraget framställdes i alla läromedel men det var två läromedel som framställde hela uppdraget om, genom och för demokrati. Det framkom att lärarens roll i undervisningen är viktig för att elever ska ges möjlighet att lära kring demokratiuppdraget då alla läromedel inte täckte hela uppdraget.

Enligt läroplan för grundskolan, förskoleklass och fritidshem 2011, reviderad 2018, ska elever ges möjlighet att möta film i svenskundervisningen. Även om det inte uttrycks explicit i kursplanen för svenska framkommer det trots allt i följande beskrivning att film ska inkluderas i undervisningen: ”texter som kombinerar ord, bild och ljud [...]” (Skolverket, 2018, s. 260). Denna studies syfte är att undersöka hur lärare arbetar med spelfilm i svenskämnet i årkurs 4- 6. För att uppfylla detta syfte utformades följande frågeställningar: I vilken utsträckning används spelfilm? Hur används spelfilm? I vilket syfte används spelfilm? Studien har sin utgångspunkt i två vetenskapliga teorier, den sociokulturella teorin och den socialsemiotiska teorin. Undersökningen utgörs av kvalitativa semistrukturerade intervjuer där fem lärare delgett sitt arbete med spelfilm i svenskundervisningen. I resultatet framkommer det att samtliga lärare arbetar med spelfilm med att detta sker på olika vis, med olika syften och i varierande utsträckning. Film används oftast i kombination med skönlitteratur men det förekommer även att film används utan att kombineras med skönlitteratur. Lärarna framför fördelar med film i undervisning och menar att det är ett bra sätt att anpassa och variera sin undervisning på samt att film kan levandegöra en berättelse genom att förse elever med bilder vilket inte erbjuds vid läsning av ett skönlitterärt verk. / According to a curriculum for compulsory school, pre-school class and leisure-time school 2011, revised in 2018, students will be given the opportunity to meet film in Swedish teaching. Although it is not explicitly expressed in the syllabus for Swedish, it is nevertheless apparent in the following description that film should be included in the teaching: "texts that combine words, images and sounds [...]" (Swedish National Agency for Education, 2018, p. 260). The purpose of this study is to investigate how teachers work with motion picture in the Swedish topic in grades 4-6. To fulfill this purpose, the following issues were formulated: To what extent are motion picture used? How to use motion picture? For what purpose are motion picture used? The study is based on two scientific theories, the socio-cultural theory and the social semiotic theory. The study consists of qualitative semi-structured interviews where five teachers submitted their work with motion picture in Swedish teaching. In the result, it appears that all teachers work with motion picture but with the fact that this is done in different ways, with different purposes and to varying degrees. Film is most often used in combination with fiction but it also occurs that film is used without being combined with fiction. The teachers present advantages of film in teaching and state that it is a good way to adapt and vary their teaching, but also that film can bring a story to life by providing students with pictures which is not offered when reading a fictional work.

The aim of this study was to explore teachers’ opinions and thoughts on teaching reading strategies to pupils in upper primary school in Sweden and how teachers explain their choices regarding texts and strategies. More specifically the aim was to highlight teachers’ perceptions and experience of teaching reading strategies. In this study semi-structured interviews were conducted with four teachers in grades 4-6 during the spring term of 2020. All four teachers taught Swedish as a school subject. The results of the study showed that the interviewed teachers each explain their choices of text according to their own set of criteria. When choosing reading strategies, the teachers based their choices largely on a particular course package developed in Sweden. The outlook the teachers had on the teaching of teaching reading strategies came across as positive. They felt that the strategies that they taught their pupils helped them to develop their reading comprehension skills. This was especially true for the low-achieving readers in the class. / Syftet med denna studie var att undersöka svensklärares uppfattningar och tankar om lässtrategiundervisning i årskurs 4–6 och hur de motiverar sina val av texter, strategiprogram och lässtrategier i den undervisningen. Mer specifikt har syftet varit att synliggöra lärares uppfattningar och erfarenheter om lässtrategiundervisning. Till studien har material samlats in genom metoden semistrukturerad intervju som är en kvalitativ metod. Intervjuerna genomfördes med fyra svensklärare i årskurs 4–6 under vårterminen 2020. Resultatet visar att lärarna motiverar sina val av texter med hjälp av flera kriterier och i deras val av lässtrategier utgick de från ett strategiprogram utvecklat i Sverige. Inställningen till lässtrategiundervisning framstod som positiv och lärarna upplevde den som främjande för elevernas läsförståelse, särskilt för de svaga läsarna.

Syftet med studien var att öka kunskapen om hur grundlärare i årskurs 4–6 resonerar om valet av skönlitteratur i sin undervisning och vad dessa val grundar sig på. Frågeställningarna i studien är följande:  ·       Hur beskriver lärarna skönlitteraturens betydelse och funktion i sin undervisning?  ·       Vilka faktorer tar lärarna hänsyn till i sina val av skönlitterära böcker?  Som metod för att besvara studiens syfte har kvalitativa semistrukturerade intervjuer använts. Intervjuerna har genomförts med fyra grundlärare från tre olika län som har ett särskilt intresse för skönlitteraturen i sin undervisning.  I resultatet framgår att det som påverkar lärarnas litteraturval allra mest är deras elever. Dock upplever lärarna att det kan vara svårt att hitta skönlitteratur som passar alla elever och poängterar därför vikten av att ha tillgång till en variation av skönlitterära böcker. En annan aspekt som lärarna uppmärksammade som betydelsefull var att själva vara pålästa om boken för att kunna diskutera innehållet och svara på elevernas frågor. För tankar skall aldrig lämnas åt sitt öde menade lärarna. / The aim of this study was to increase the understanding of the selection process used by elementary school teachers for literary fiction and their reasoning behind it. The following questions are included in this study: ·       How do teachers describe the meaning and function of literature in their teaching? ·       What factors do teachers consider in their choice of fiction?  Semi-structured interviews have been used as a research method. The interviews were conducted with four elementary school teachers from three different schooling districts in Sweden. The teachers selected were responsible for choosing the literary fiction.   The results show that the teacher’s choices are made for the benefit of the students. However, teachers experienced difficulties finding literature that suits every student. It is important that the reading selection is varied. Another important aspect that was highlighted during this study was that teachers themselves are knowledgeable and well-read on the subject. This enhances their ability to answer student’s questions and to further academical discussions. Like the teachers said, thoughts should never be left to their fate.

This thesis investigates the impact of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education on middle school students (grades 4-6), focusing on how it enhances motivation, engagement and problem-solving abilities. Utilizing a systematic literature review the research examines the integration of technological innovations like Virtual Reality (VR), Augmented Reality (AR) and Artificial Intelligence (AI) into STEAM education alongside the evolving role of teachers in this interdisciplinary approach. Findings indicate that STEAM positively influences student creativity and self-esteem particularly enhancing figurative creativity. The integration of arts into STEM subjects not only enriches learning experiences but also fosters a comprehensive understanding of both artistic and scientific disciplines. However challenges in implementing advanced technologies in classrooms such as resource constraints and the need for enhanced teacher training are identified as significant barriers. The study concludes that while STEAM education offers a transformative approach to learning, bridging traditional academic divides its full potential is yet to be realized due to practical and infrastructural limitations. The thesis suggests the necessity of further research focused on empirical data regarding STEAM's impact on middle school education and strategies for effective technology integration in diverse educational contexts. / Denna uppsats undersöker effekten av STEAM-utbildning (Science, Technology, Engineering, Arts, and Mathematics - vetenskap, teknik, ingenjörskonst, konst och matematik) på elever i mellanstadiet (årskurs 4-6), med fokus på hur det förbättrar motivation, engagemang och problemlösningsförmåga. Genom att använda en systematisk litteraturöversikt undersöks integrationen av teknologiska innovationer som virtuell verklighet (VR), förstärkt verklighet (AR) och artificiell intelligens (AI) i STEAM-utbildning tillsammans med lärarnas utvecklande roll i detta tvärvetenskapliga tillvägagångssätt. Resultaten visar att STEAM positivt påverkar elevens kreativitet och självkänsla, särskilt när det gäller att förbättra figurativ kreativitet. Integrationen av konst i STEM-ämnen berikar inte bara lärandeupplevelser utan främjar också en omfattande förståelse av både konstnärliga och vetenskapliga discipliner. Dock identifieras utmaningar med att implementera avancerade teknologier i klassrum, såsom resursbegränsningar och behovet av förbättrad lärarutbildning, som betydande hinder. Kunskapsöversikten drar slutsatsen att även om STEAM-utbildning erbjuder ett transformativt tillvägagångssätt för lärande som överbryggar traditionella akademiska klyftor, är dess fulla potential ännu inte förverkligad på grund av praktiska och infrastrukturella begränsningar. Kunskapsöversikten föreslår nödvändigheten av ytterligare forskning inriktad på empiriska data angående STEAM:s påverkan på utbildning i mellanstadiet och strategier för effektiv teknikintegration i olika utbildningssammanhang.

The relation between temperament and happiness in children aged 8-12 was examined. Participants included 311 students in Grades 4-6 and their parents, recruited from public and private schools in the Central Okanagan. Parents rated their children’s temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey (Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure. Children rated their own temperament using the EAS Temperament Survey and the Piers- Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg, 2002). Children also rated their own happiness using a single-item measure, the Oxford Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and child ratings on the EAS Temperament Survey conformed to the four-factor structure proposed by Buss and Plomin (1984). Multiple regression analyses revealed that temperament accounted for between 9-29% of the variance in children’s happiness depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual temperament variables that predicted a unique amount of the variance of children’s happiness over and above the combined effect of all temperament variables varied with the rater of children’s temperament (i.e., parents vs. children) and with the measure of happiness. Children who were more social, less shy, less emotional, and more free from anxiety rated themselves, and were rated by others, as happier. Children who scored higher on the activity temperament rated themselves, and were rated by others, as happier. The results of the current study parallel results of research investigating the relation between happiness and personality in adults. It establishes a strong relation between temperament and happiness, and iii supports the use of self-reports with children. Implications and suggestions for future research are discussed.

The relation between temperament and happiness in children aged 8-12 was examined. Participants included 311 students in Grades 4-6 and their parents, recruited from public and private schools in the Central Okanagan. Parents rated their children’s temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey (Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure. Children rated their own temperament using the EAS Temperament Survey and the Piers- Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg, 2002). Children also rated their own happiness using a single-item measure, the Oxford Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and child ratings on the EAS Temperament Survey conformed to the four-factor structure proposed by Buss and Plomin (1984). Multiple regression analyses revealed that temperament accounted for between 9-29% of the variance in children’s happiness depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual temperament variables that predicted a unique amount of the variance of children’s happiness over and above the combined effect of all temperament variables varied with the rater of children’s temperament (i.e., parents vs. children) and with the measure of happiness. Children who were more social, less shy, less emotional, and more free from anxiety rated themselves, and were rated by others, as happier. Children who scored higher on the activity temperament rated themselves, and were rated by others, as happier. The results of the current study parallel results of research investigating the relation between happiness and personality in adults. It establishes a strong relation between temperament and happiness, and iii supports the use of self-reports with children. Implications and suggestions for future research are discussed.

The relation between temperament and happiness in children aged 8-12 was examined. Participants included 311 students in Grades 4-6 and their parents, recruited from public and private schools in the Central Okanagan. Parents rated their children’s temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey (Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure. Children rated their own temperament using the EAS Temperament Survey and the Piers- Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg, 2002). Children also rated their own happiness using a single-item measure, the Oxford Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and child ratings on the EAS Temperament Survey conformed to the four-factor structure proposed by Buss and Plomin (1984). Multiple regression analyses revealed that temperament accounted for between 9-29% of the variance in children’s happiness depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual temperament variables that predicted a unique amount of the variance of children’s happiness over and above the combined effect of all temperament variables varied with the rater of children’s temperament (i.e., parents vs. children) and with the measure of happiness. Children who were more social, less shy, less emotional, and more free from anxiety rated themselves, and were rated by others, as happier. Children who scored higher on the activity temperament rated themselves, and were rated by others, as happier. The results of the current study parallel results of research investigating the relation between happiness and personality in adults. It establishes a strong relation between temperament and happiness, and iii supports the use of self-reports with children. Implications and suggestions for future research are discussed. / Graduate Studies, College of (Okanagan) / Graduate

This study deals with the democracy mission of school, in which democratic working methods are a central part. The aim is to contribute with knowledge about how teachers as professional actors construct meaning of and shape to the democracy mission of school. Six teachers working in grades 4-6, have been interviewed on two occasions each, and one social science lesson by each teacher has been observed. The study is based on a social constructionist basis. The teachers are regarded as actors in the construction of the democratic mission of school. The results show different democracy theoretical influences operating in the teachers' constructions, and that the didactic dimensions are complex. The teachers value the democracy mission as important and always present in their everyday practice, but at the same time, it appears to be invisible and implicit. The results can be read as a story that begins in a perceived problem where teachers talk about the democracy mission as diffuse, in competition with other obligations, and associated with different dilemmas. However, when the teachers continue their stories, they start to fill the democracy mission with legitimacy, meaning and content. Examples of possible meanings that emerge are to promote respectful interaction between all persons in school, to offer students influence and choices, to encourage students to develop a willingness to participate in and influence the society and an everyday school practice permeated with democratic values. When the teachers describe the meanings of democratic working methods they talk about establishing formal student participation, non-formalized student participation, methods of work which involve cooperation between the students and the learning processes in which the students gradually develop the ability to exercise influence on their learning. The teachers regard the democratic mission as a matter of concern for all school subjects, but the social sciences are given a particular position in relation to both working methods and content. / ”Skolväsendet vilar på demokratins grund”, så inleds nuvarande läroplan (Lgr11). Skolan har sedan tiden efter andra världskriget haft ett dubbelt uppdrag som innefattar både fostran och kunskapsförmedling. Demokratiområdet innefattar två delar. Dels det övergripande demokratiuppdraget med en fostrande, etisk och ideologisk ambition som greppar över hela skolverksamheten. Dels demokrati som kunskapsstoff som handlar om att via undervisning om demokrati och demokratiska principer förbereda eleverna för deltagande i samhället. Studiens fokus riktas mot lärarnas erfarenhet och professionella överväganden så som de gestaltas i deras tal och i deras SO‑undervisningspraktik. Studien handlar om hur några lärare förhåller sig till och konstruerar skolans demokratiuppdrag, inom ramen för SO‑undervisningen. Resultatet kan läsas som en berättelse som börjar i en upplevd problembild där lärare talar om demokratiuppdraget som diffust, i konkurrens med annat och förknippat med olika dilemman. Berättelsen övergår sedan till att handla om hur de uppfattar och fyller demokratiuppdraget med legitimitet, mening och innehåll. Slutligen mynnar berättelsen ut i reflektioner kring SO-ämnenas roll i relation till demokratiska arbetsformer och demokratiuppdragets innebörder, där SO-ämnena ges en central roll.

This study deals with the democracy mission of school, in which democratic working methods are a central part. The aim is to contribute with knowledge about how teachers as professional actors construct meaning of and shape to the democracy mission of school. Six teachers working in grades 4-6, have been interviewed on two occasions each, and one social science lesson by each teacher has been observed. The study is based on a social constructionist basis. The teachers are regarded as actors in the construction of the democratic mission of school. The results show different democracy theoretical influences operating in the teachers' constructions, and that the didactic dimensions are complex. The teachers value the democracy mission as important and always present in their everyday practice, but at the same time, it appears to be invisible and implicit. The results can be read as a story that begins in a perceived problem where teachers talk about the democracy mission as diffuse, in competition with other obligations, and associated with different dilemmas. However, when the teachers continue their stories, they start to fill the democracy mission with legitimacy, meaning and content. Examples of possible meanings that emerge are to promote respectful interaction between all persons in school, to offer students influence and choices, to encourage students to develop a willingness to participate in and influence the society and an everyday school practice permeated with democratic values. When the teachers describe the meanings of democratic working methods they talk about establishing formal student participation, non-formalized student participation, methods of work which involve cooperation between the students and the learning processes in which the students gradually develop the ability to exercise influence on their learning. The teachers regard the democratic mission as a matter of concern for all school subjects, but the social sciences are given a particular position in relation to both working methods and content. / ”Skolväsendet vilar på demokratins grund”, så inleds nuvarande läroplan (Lgr11). Skolan har sedan tiden efter andra världskriget haft ett dubbelt uppdrag som innefattar både fostran och kunskapsförmedling. Demokratiområdet innefattar två delar. Dels det övergripande demokratiuppdraget med en fostrande, etisk och ideologisk ambition som greppar över hela skolverksamheten. Dels demokrati som kunskapsstoff som handlar om att via undervisning om demokrati och demokratiska principer förbereda eleverna för deltagande i samhället. Studiens fokus riktas mot lärarnas erfarenhet och professionella överväganden så som de gestaltas i deras tal och i deras SO‑undervisningspraktik. Studien handlar om hur några lärare förhåller sig till och konstruerar skolans demokratiuppdrag, inom ramen för SO‑undervisningen. Resultatet kan läsas som en berättelse som börjar i en upplevd problembild där lärare talar om demokratiuppdraget som diffust, i konkurrens med annat och förknippat med olika dilemman. Berättelsen övergår sedan till att handla om hur de uppfattar och fyller demokratiuppdraget med legitimitet, mening och innehåll. Slutligen mynnar berättelsen ut i reflektioner kring SO-ämnenas roll i relation till demokratiska arbetsformer och demokratiuppdragets innebörder, där SO-ämnena ges en central roll.