<p>Syftet med vårt arbete var att undersöka om elevers attityder till de naturorienterande ämnena ändrats mellan år 4-6 och år 7-9. Detta tyckte vi oss ha sett när vi varit på olikaskolor under vår utbildning, därför ville vi med vår forskning se om det stämde även på den skolan vi undersökte. För att undersöka hur attityden till NO var, började vi med en enkätundersökning för elever i år 4-9. Resultatet för denna visade att elever i år 7-9 hade en mer negativ attityd till NO än elever i år 4-6. Då flera elever svarade att de inte tyckte om att arbeta med läroböcker bestämde vi oss för att undersöka även detta. Det gjordes genom ett antal observationer där vi studerade hur lärare och elever arbetade med läroböckerna. För att mer ingående få förståelse för hur detta arbete upplevdes gjorde vi även intervjuer med lärare och elever. För att få en klarhet i vilka förutsättningar som läroböckerna skapar för skolarbetet, gjorde vi en utvärdering av dessa. Slutligen förde vi en diskussion där vi kopplade ihop de empiriska studierna med den tidigare forskningen för att skapa en helhet. </p> / <p>The purpose with our work was to inquire about students attitudes to science subjects and if they change between years 4-6 and years 7-9. This is something we believe we have noticed when we spent time in different schools throughout our education and therefor we wanted, with our research, to see if that was the case with the school we studied. To examine the attitude to science subjects, we started with a questionnaire among students in years 4-9. The result showed us that the students in years 7-9 had a more negative attitude to science subjects, than those in years 4-6. We decided to research this too, when a few students answered thet they didn´t like to work with textbooks. We did that by observing how teachers and students worked with textbooks. To get a more detailed understanding how they felt about this work we also interviewed teachers and students. To get an enlightenment to what conditions textbooks create for schoolwork, we did an evaluation of them. Finally we conducted a discussion in which we connected the epiric studies with the earlier research to create an entirety.</p>

Syftet med vårt arbete var att undersöka om elevers attityder till de naturorienterande ämnena ändrats mellan år 4-6 och år 7-9. Detta tyckte vi oss ha sett när vi varit på olikaskolor under vår utbildning, därför ville vi med vår forskning se om det stämde även på den skolan vi undersökte. För att undersöka hur attityden till NO var, började vi med en enkätundersökning för elever i år 4-9. Resultatet för denna visade att elever i år 7-9 hade en mer negativ attityd till NO än elever i år 4-6. Då flera elever svarade att de inte tyckte om att arbeta med läroböcker bestämde vi oss för att undersöka även detta. Det gjordes genom ett antal observationer där vi studerade hur lärare och elever arbetade med läroböckerna. För att mer ingående få förståelse för hur detta arbete upplevdes gjorde vi även intervjuer med lärare och elever. För att få en klarhet i vilka förutsättningar som läroböckerna skapar för skolarbetet, gjorde vi en utvärdering av dessa. Slutligen förde vi en diskussion där vi kopplade ihop de empiriska studierna med den tidigare forskningen för att skapa en helhet. / The purpose with our work was to inquire about students attitudes to science subjects and if they change between years 4-6 and years 7-9. This is something we believe we have noticed when we spent time in different schools throughout our education and therefor we wanted, with our research, to see if that was the case with the school we studied. To examine the attitude to science subjects, we started with a questionnaire among students in years 4-9. The result showed us that the students in years 7-9 had a more negative attitude to science subjects, than those in years 4-6. We decided to research this too, when a few students answered thet they didn´t like to work with textbooks. We did that by observing how teachers and students worked with textbooks. To get a more detailed understanding how they felt about this work we also interviewed teachers and students. To get an enlightenment to what conditions textbooks create for schoolwork, we did an evaluation of them. Finally we conducted a discussion in which we connected the epiric studies with the earlier research to create an entirety.

Syftet med denna studie var att undersöka vad i de naturorienterande ämnena som intresserar elever och varför. Syftet var även att undersöka vad elever finner intressant inom andra skolämnen och om detta kan användas i undervisningen i de naturorienterande ämnena, samt utifrån elevernas intresse få fram undervisningsinnehåll inom de naturorienterande ämnena. För att besvara dessa frågor användes en kvalitativ metod baserad på intervjuer. Studien utgick ifrån ett elevperspektiv där ambitionen var att elevernas egna åsikter skulle komma fram. Nio parintervjuer genomfördes med elever i årskurs sex i en och samma klass på en mellanstor skola i Västsverige. Resultatet av studien delades upp i tre olika dimensioner utifrån det som framkom angående elevernas intressen inom de naturorienterande ämnena och andra skolämnen som kan relateras till dem. Den första dimensionen var intresse för att deras prestationer resulterar i ett färdigt resultat, där den färdiga produkten var grunden för intresset. Den andra dimensionen var arbetssättets och arbetsformens påverkan för intresset där laborativt arbete, praktiskt arbete och grupparbete togs upp. Om dessa arbetssätt och arbetsformer användes menade eleverna att arbetspasset blev roligare och mer lustfyllt. Den sista dimensionen var elevernas intresse för omvärlden, både med koppling till de naturorienterande ämnena och andra skolämnen som kan kopplas till undervisningen i dessa. I diskussionen berörs bland annat att det finns risker då inte arbetssättet används för att belysa en teori och även att det verkar som görandet i sig är det intressanta för elever och inte varför ett moment görs. / The aim of this study was to find which areas within the natural science subjects interests students the most and why this is the case. The aim was also to investigate if an interest in another subject can be used when teaching the natural science subjects. To answer these questions, a qualitative method was used where students were interviewed. The study was performed from a student point of view with ambition to obtain their opinions. Nine interviews in pairs were carried out with students in the sixth grade from a single class in a medium sized school in western Sweden. The results were divided into three different aspects with regards to the students' interest in the natural science subjects and other related subjects. The first aspect describes the interest that their achievements results in actual progress, where the finished product was the foundation for the interest. The second aspect was the impact of the ways of working on the interest, where laboratory, practical and group work were covered. When these ways of working were used the students felt that the work was more joyful. The last aspect was the students' interest for the surrounding world, both with regard to the natural science subjects and other subjects connected to the teaching of these. The discussion covers, among other things, the risks when the way of working is not used to illustrate a theory and the fact that the actual performance of a task seems more interesting to the students, than the aim of it.

The purpose of my study is to determine students’ attitudes to the Natural Science subject. I want to contribute to scientific discourse about different learning styles that can respond to childrens’ requirements in teaching as well as to determine the student’s experience of learning styles. The studies were carried out at an upper secondary school in Stockholm (spring term 2011) for three different classes. I have used qualitative interviews to determine student's experiences and quantitative analysis of student's evaluations of science subjects they have been taught. In my research I concluded that pupils’ attitudes to science are quite common. I also suggest that students with negative attitudes to science have a basis in the student's difficulties with science learning. I also found that the students have different ways of learning. By making the students aware of their best way to learn they can develop individual strategies for attaining new information. The traditional teaching methods that exist in today's education system impart knowledge in the form of finished facts. This can lead to pupils having difficulties in learning. Therefore teachers must adapt their teaching styles and methods to a way that fits all of the students’ different ways of processing information and learning. Schools need to find different approaches to the teaching of its pupils. My conclusion is that if teachers adjust their methods of teaching the Natural science subjects to suit each student learning - styles, this can increase their ability to learn and therefore increase their comprehension of the subjects.

<p>Syftet med denna studie var att undersöka vad i de naturorienterande ämnena som intresserar elever och varför. Syftet var även att undersöka vad elever finner intressant inom andra skolämnen och om detta kan användas i undervisningen i de naturorienterande ämnena, samt utifrån elevernas intresse få fram undervisningsinnehåll inom de naturorienterande ämnena. För att besvara dessa frågor användes en kvalitativ metod baserad på intervjuer. Studien utgick ifrån ett elevperspektiv där ambitionen var att elevernas egna åsikter skulle komma fram. Nio parintervjuer genomfördes med elever i årskurs sex i en och samma klass på en mellanstor skola i Västsverige. Resultatet av studien delades upp i tre olika dimensioner utifrån det som framkom angående elevernas intressen inom de naturorienterande ämnena och andra skolämnen som kan relateras till dem. Den första dimensionen var intresse för att deras prestationer resulterar i ett färdigt resultat, där den färdiga produkten var grunden för intresset. Den andra dimensionen var arbetssättets och arbetsformens påverkan för intresset där laborativt arbete, praktiskt arbete och grupparbete togs upp. Om dessa arbetssätt och arbetsformer användes menade eleverna att arbetspasset blev roligare och mer lustfyllt. Den sista dimensionen var elevernas intresse för omvärlden, både med koppling till de naturorienterande ämnena och andra skolämnen som kan kopplas till undervisningen i dessa. I diskussionen berörs bland annat att det finns risker då inte arbetssättet används för att belysa en teori och även att det verkar som görandet i sig är det intressanta för elever och inte varför ett moment görs.</p> / <p>The aim of this study was to find which areas within the natural science subjects interests students the most and why this is the case. The aim was also to investigate if an interest in another subject can be used when teaching the natural science subjects. To answer these questions, a qualitative method was used where students were interviewed. The study was performed from a student point of view with ambition to obtain their opinions. Nine interviews in pairs were carried out with students in the sixth grade from a single class in a medium sized school in western Sweden. The results were divided into three different aspects with regards to the students' interest in the natural science subjects and other related subjects. The first aspect describes the interest that their achievements results in actual progress, where the finished product was the foundation for the interest. The second aspect was the impact of the ways of working on the interest, where laboratory, practical and group work were covered. When these ways of working were used the students felt that the work was more joyful. The last aspect was the students' interest for the surrounding world, both with regard to the natural science subjects and other subjects connected to the teaching of these. The discussion covers, among other things, the risks when the way of working is not used to illustrate a theory and the fact that the actual performance of a task seems more interesting to the students, than the aim of it.</p>

This study aims to investigate how four teachers work with fiction in science lessons and the teachers' views on whether fiction promotes the students' language- and knowledge development within the nature-oriented subjects. The study's two questions are: ·      How do the teachers in the study implement fiction in teaching within the nature-oriented subjects? ·      In what/in what ways do the teachers in the study believe that fiction can influence students' knowledge development in the nature-oriented subjects?  The study is based on Cummins four field model and the sociocultural perspective with a main focus on the connection between language and learning and the concept scaffolding. The material that has been used in this study has been collected through qualitative teacher interviews as well as qualitative classroom observations of the participating teachers. When analyzing the study's material, thematic analysis constituted the method. The results of the study show that the participating teachers advocate a varied working method and use several working methods when working with fiction during science lessons, for example reading aloud, silent reading and classroom discussions. The results also show that the teachers believe that fiction in science class can promote students' language and knowledge development, for example by developing the students' subject-specific language in parallel with everyday language and by making natural science phenomena concrete. The results of the study also show that the teachers have experienced difficulties while working with fiction during science lessons, but the possibilities that fiction brings means that the teachers' attitude to working with fiction in science class is positive.

Syftet med denna undersökning är att undersöka hur undervisningen om partikelmodellen bedrivs i årskurserna 4–6 och hur undervisningen utformas. Studien genomfördes med hjälp av kvalitativt inriktade intervjuer med fem olika lärare som undervisar inom No-ämnena i de aktuella årskurserna. Resultatet visar att alla fem lärarna undervisar om fasövergångar och materians byggstenar, men att lärarna fördjupar sig inom olika delar av dessa områden.  Lärarna i undersökningen väljer olika undervisningsmetoder när de undervisar om partikelmodellen: Traditionell undervisning, hypoteser, datoranimeringar, laborationer, dramatiseringar och användning av konkret material. / The purpose with this paper has been to examine how the education about the particle model in grades 4–6 is conducted and how the education is carried out. The study was carried out with the help of qualitatively directed interviews with five teachers that teach in the science subjects in the grades in question. The results show that all five teachers teach about, phase transitions and the building blocks of matter, but choose to immerse in different parts of these subjects. The teachers choose different teaching methods to teach about the particle model: Traditional teaching, hypotheses, computer animations, laboratory, dramatization and use of concrete materials.

This thesis enquires into the role of values in the attrition of teachers of physical science subjects in the formative years of their teaching careers. Recruitment and attrition have contributed to a shortage of these teachers in English schools (Bousted, 2016), and while recruitment has benefited from increased investment (Gov.uk, 2017), attrition has largely gone unaddressed. In belief system theory, values are considered to be intrinsically linked to the behaviours people exhibit (Ajzen and Fishbein, 1980). As the behaviour of interest in this thesis is the departure of these teachers from the profession, it was decided that the values informing this behaviour should be investigated. Values are also components of an organisation's culture, which is linked to job commitment and satisfaction (Branson, 2008). It is therefore possible that when the values of these teachers and those in school culture are aligned, this will contribute to reduced attrition. Based on the works of Rokeach (1973) and Schwartz (2012), an adapted value scale using Q-method was developed to measure the value systems of student teachers and those contributing to school culture as determined by secondary school department leaders. The measurement and comparison of these value systems showed: values held by these teachers in the formative years of their careers evolve, and ITT guides this; physical science and non-physical science student teacher value systems were shown in some instances to be similar, and in others to be noticeably different; one of the two physical science student teacher value systems was in most instances aligned with the value systems identified as being present in English secondary school culture; misalignment showed that physical science specialists place less emphasis on having a sense of belonging and on benevolence oriented values; when compared with the values in English secondary school culture, teachers in the formative years of their careers, regardless of their specialism, have the potential to overemphasise the importance of conformity oriented values. It is suggested that these combined factors contribute to the attrition of teachers of physical science subjects in the formative years of their careers.

The aim of this study is to investigate the factors ethnicity and social class and how this affects the language development of elementary school students. To be able to fulfill our purpose with this study, we have selected one question to be answered. The following question is: "How can teachers contribute to language development teaching for students with different ethnicities and social classes in the society?". Our information was gathered from two databases with scientific articles accessible for us students in Malmo University. We have used databases Eric ProQuest and ERIC EBSCO. The searching was done in English for a successful finding of relevant sources and a literature search in survey has been done in the Malmo University's library and well-known researchers. The result, conclusion and discussion has shown that second language students in a low social class have poorer conditions and opportunities for improved language development compared to students in a high social class background. This study also shows that these students have a tendency to lack Swedish language knowledge due to low social class in the family background. The result, conclusion and discussion mostly shows that teachers have a hard time to meet second language students of different social class backgrounds in the best way for their language development. Research in the result chapter shows that social class and ethnicity should be taken into account by teachers in their pedagogical planning. In the socially oriented subjects, teachers should higlight the two factors and neutralize them in the teaching. From this, teachers should keep in mind that the two factors can affect students' language development and hence apply this complexity to the didactic question "who?". To prevent differences in the classroom, can genre pedagogy be a solution to include all pupils to encourage language development, regardless of social or ethnic background in the classroom.

Syftet med denna studie är att bidra med ökade kunskaper om hur lärare använder och uppfattar undersökande arbete samt undersöka om det finns några skillnader beroende på om de använder sig av NTA-materialet eller inte. Dataempirin samlades in genom semistrukturerade intervjuer från tio lågstadielärare där hälften använde sig av NTA-materialet. Resultatet visar att det inte är några större skillnader mellan de två grupperna i varför lärare använder sig av ett undersökande arbete och vad eleverna ska lära sig. Skillnaderna fanns främst i hur lärarna använder sig av undersökande arbete och vilka förutsättningar som finns på skolan för att arbeta undersökande. Det fanns ett tydligt samband mellan hur de arbetade och lärarnas engagemang och intresse. Lärarnas yrkeserfarenhet och ämneskunskap visade sig även ha en stor betydelse vid användningen av arbetsmetoden. / The purpose of this study is to contribute with increased knowledge of how teachers use and perceive inquiry-based work methods as well as to see if there are any differences depending on if they use the NTA-material or not. The data was collected through qualitative interviews where ten primary school teachers were interviewed. The results shows there are no major differences in why teachers use inquiry-based work methods and/or what students will learn when the methods are used. The differences rather appeared in how the teachers used the inquiry-based work methods and what type of prerequisites that are available. Furthermore, there was a strong correlation between what methods they used and the teacher’s engagement. Lastly the teachers professional experience and subject knowledge proved to have a significant meaning when using the work method.