This study focuses on students' link-making and the teachers' approaches to teach science in primary school. The purpose of the study is to analyze and illuminate the discursive mobility in students' teaching to be able to create meaning from the knowledge that in return leads to meaningful learning. The method used for the study has been observations, these have been performed in two classes at two different schools in two different towns. The students observed are Swedish fourth graders and the observations have been supplemented with audio recording for more secure transcription. The study examined when the link-making of the students took place and what discourses / contexts they moved between, but also what influence different structures of teaching have on the students' link-making. The study has shown that classical teacher-centered teaching seems to be under a less favorable category as the structure of the teaching affects the possibilities for link-making. The study also shows how important it is for active teachers to be aware of the importance of offering students opportunities for link-making between different domains. Teaching with planned discussion sessions has shown positive reactions for both the link building among the students and students' interest and commitment to the subject.

The aim of this study is to contribute to more knowledge about how pedagogical link-making can be used to make the subject content of physics visible in systematic investigations. The method used is a didactic exemplification in a design study, where pupils have been observed in the teaching through audio recording and field notes. The study was carried out in two teaching cycles and the sample of pupils consisted of two classes in 4th grade. We studied whether the subject content in a systematic investigation could be made visible to the pupils through specific pedagogical link-making processes. The result showed that link-making was less favorable in the practical aspects of a systematic investigation, but it created opportunities for feedback that promoted learning, together with emotional involvement. It turned out that the emotional involvement of the pupils does not alone lead to learning. Feedback on subject content was required to be able to lead the pupils towards new knowledge. It is therefore important that the teaching is not only planned based on creating an emotional commitment but also to link back to the subject content in different ways. Based on this insight, the original didactic model was revised, and a new draft of a didactic model was produced. The teacher needs to take responsibility for meeting the pupils in their emotions about the teaching and try to connect these with different types of knowledge to promote pupil learning, which was made visible in the new model. / Syftet med denna studie är att bidra med mer kunskap om hur pedagogiskt länkskapande kan användas för att synliggöra fysikens ämnesinnehåll i systematiska undersökningar. Metoden som använts är en didaktisk exemplifiering i en designstudie, där elever har observerats i undervisningen genom ljudupptagning och fältanteckning. Undersökningen genomfördes i två undervisningscykler och elevurvalet bestod av två klasser i årskurs 4. Studien undersökte, om ämnesinnehållet i en systematisk undersökning kunde synliggöras för eleverna genom olika pedagogiskt länkskapande processer. Undersökningen visade att länkskapning var mindre gynnsamt i de praktiska momenten i en systematisk undersökning, men att det skapade möjligheter för en återkoppling som tillsammans med känslomässigt engagemang främjade ett lärande. Det visade sig att känslomässigt engagemang hos eleverna inte ensamt leder till ett lärande, utan det krävdes en återkoppling till någon form av ämnesinnehåll för att kunna leda eleverna vidare mot nya kunskaper. Det blir därmed av betydelse, att undervisningen inte enbart planeras utifrån att skapa ett känslomässigt engagemang, utan även för att koppla tillbaka till ämnesinnehållet på olika sätt. Utifrån denna insikt reviderades den ursprungliga didaktiska modellen och ett nytt utkast till en didaktisk modell togs fram. Läraren behöver ta ett ansvar i att möta eleverna i deras känslor för undervisningen och försöka koppla samman dessa med olika typer av kunskaper för att främja lärandet hos eleverna, detta synliggjordes i den nya modellen.