Traditionellt har fokus i bildundervisningen varit att eleverna ska lära sig tekniska färdigheter, vilket kan leda till att de sociala och subjektiva aspekterna förbises. Samtidigt glöms elevernas förmåga att utforska och tänka kritiskt bort, vilket minskar den sociala interaktionen i klassrummet och hindrar eleverna från att fördjupa sin förståelse och insikt i viktiga samhällsfrågor genom diskussioner och dialog med varandra som ett kollektivt samarbete i klassrummet. I mitt examenarbete undersöker jag vilken potential har kritiskt utforskande samtal om aktuella nyhetshändelser i bildundervisning på högstadiet? Och på vilket sätt utvecklas elevers uppfattningar om bildskapande i mötet med metoder relaterade till samtida konstutövande, genom arbete med kollektivt undersökande, kritiskt tänkande och skapande metoder? Studien syftar till att undersöka potentialen i en kritisk och utforskande metodik i bildundervisningen, där högstadieelever i årskurs 9 kollektivt utforskar nyhetshändelser och skapar kritiska koncept relaterade till samhälleliga frågor för att besvara studiens syfte och frågeställningar. Studiens empiriska material består av elevarbeten, ljud- och filmmaterial från workshopen. Jag observerade både elevernas arbete och diskussioner mellan lärare och elever. Resultaten och tolkningen av den insamlade data kommer att presenteras i mitt gestaltningsarbete genom visuella tolkningar av data och analysresultaten. Till exempel har jag i min gestaltning försökt tolka elevernas samtal och deras visuella arbete, med utgångspunkt i det omfattande arbete som deltagarna i studien har utfört. De genomgående och betydelsefulla teman som framträdde i flera av deras gestaltningar var "skolskjutningar", "psykisk ohälsa" och "krig och konflikt". Genom att analysera och tolka deras verk har jag strävat efter att belysa de djupgående och mångfacetterade uttrycken av deltagarnas visuella verk, samtal och engagemang i undersökningen. Samtidigt har jag också undersökt aspekter av social interaktion, kritiskt utforskande och en relationell syn på kunskap.

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Barn idag möter ständigt olika kommunikationsmiljöer och behovet att kunna uttrycka sig genom olika uttrycksformer är därför stort. Skolan skall rusta framtida samhällsmedborgare och behöver således anpassa undervisningen utefter rådande samhälle. Därför behöver eleverna få kunskap om hur de producerar men även hur de konsumerar de texter som ofta innehåller ett stort flöde av olika intryck och inputs att sålla och värdera.   I tidigare forskning framgår det tydligt om vad multimodalitet innebär och hur multimodalitet uttrycks i undervisningen. Däremot saknas det forskning om hur lärare upplever den faktiska multimodala undervisningen. Inte minst saknas det forskning om hur lärare påverkas av bedömningssituationer när det kommer till att utveckla elevers multimodala kompetens. Syftet med föreliggande studie är att bidra med kunskap om lärares uppfattningar om vilka förutsättningar som förefinns för att bedriva ett multimodalt arbetssätt i svenskundervisningen Studien avgränsas till årskurs f-3 och avser besvara följande frågeställningar:    -        Hur arbetar verksamma lärare med multimodala uttrycksformer i sin undervisning?  -        I vilken utsträckning får eleverna möjlighet att utveckla multimodal kompetens?  -        Hur resonerar lärarna om bedömning av multimodal kompetens?   Denna kvalitativa studie har genomförts genom semistrukturerade intervjuer med sex verksamma lågstadielärare för att ta reda på deras uppfattningar om att arbeta multimodalt och elevers möjligheter att utveckla multimodal kompetens. Undersökningen gjordes med utgångspunkt i den sociokulturella teorins infallsvinkel om att lärande sker i mötet med andra.    Resultatet åskådliggör att arbete med multimodala verktyg genomförs men i olika utsträckning och att lärarna som är intervjuade känner stor osäkerhet om begreppet multimodalitet vilket visar sig i deras beskrivna arbetssätt. Slutsatsen dras att lärarnas uppfattningar om begreppet påverkar elevernas möjlighet att utveckla multimodal kompetens. Vidare behöver en revidering av det bedömningsunderlag som tillhör läroplanerna ske för att lärarna i studien skall känna förtrogenhet till arbetet med multimodalitet. / Children of today constantly encounter a rich variety of communication arenas, and the need for the ability to express oneself through various modalities is therefore significant. The school must equip future citizens of society and therefore need to adapt the teaching according to the prevailing society. Consequently, students need to acquire knowledge about how to produce, but also how to consume the texts that often contain a large flow of different impressions and inputs to sift and evaluate.  Previous research reveals how multimodality is expressed in actual teaching and focuses on the fact that teachers today feel uncertain about the concept. However, there is a lack of research on how the teachers experience actual multimodal teaching. Not least, there is a lack of research on how teachers are influenced by assessment situations when it comes to developing students´ multimodal competence. The purpose of this study is therefore to contribute knowledge about teachers’ perceptions of what conditions exist for conducting a multimodal working method in Swedish education. The study is limited to elementary school and intends to answer the following questions:    ·       How do active teachers work with multimodal forms of expression in their teaching? ·       To what extent do students can develop multimodal competence? ·       How do teachers reason about the assessment of multimodal competence?   This qualitative study was conducted through semi-structured interviews with six active primary school teachers to find out their perceptions of working multimodally and the student's ability to develop multimodal competence. The survey was based on sociocultural theory´s perspective that learning occurs in the interaction with others.    The results demonstrate that work with multimodal tools is implemented, but to various extent, and that interviewed teachers feel a great uncertainty about the concept of multimodality. The conclusion is that the teacher's perception of the concept affects the student's ability to develop multimodal competence. Furthermore, a revision of the assessment framework needs to take place for the teachers in the study to feel familiarity with the work of multimodality.

Syftet med denna studie är att undersöka förskollärarnas resonemang om litteracitet samt utforska hur de använder sig av litteracitet i sin undervisning för att främja barns utveckling och lärande. Den teoretiska ramen för studien är det sociokulturella perspektivet där fokus ligger kring begreppen kulturella redskap, språk som redskap och den proximala utvecklingszonen. Kvalitativ studie där data har samlats in genom semistrukturerad intervju, där frågorna var baserade på studiens undersökningsfrågor. Data analyserades med hjälp av färgkodning, för att sedan kategoriseras in i teman baserat på likheter och skillnader i förskollärarnas svar. Resultatet visar förskollärarnas resonemang om hur förhållningsätt och relationer kan påverka barnens intresse och lust för att lära. De resonerar också kring uppbyggnaden av en inspirerande miljö för barnen. Resultatet lyfter även att förskollärarna använder sig av verbala arbetsmetoder som högläsning och boksamtal. Förskollärarna berättar även om hur de integrerar litteracitet i miljön genom alternativa kommunikationsformer som bilder och symboler. Resultatet visar även att förskollärarna använder digitala verktyg i sin undervisning med barnen.  Studiens resultat visar behovet av kompetensutveckling och visar på utmaningar som kan uppkomma i arbetet med litteracitet. / The purpose of this study is to investigate the pre-school teachers' reasoning about literacy. It further aims to explore how they use literacy in their teaching to promote children's development and learning. The theoretical framework for the study is the socio-cultural perspective where the focus is on the concepts of cultural tools, language as a tool and the zone of proximal development. It is a qualitative study where the data has been collected through semi-structured interview, the questions were based on the study's research questions. Data were analyzed using color coding, then categorized into themes based on similarities and differences in the preschool teachers' responses. The results show the preschool teachers' reasoning about how attitudes and relationships can affect the children's interest and desire to learn. They also reason about building an inspiring environment for the children. The results also highlight that the preschool teachers use verbal work methods such as reading aloud and book discussions. The preschool teachers also talk about how they integrate literacy in the environment through alternative forms of communication such as pictures and symbols. The results also show that the preschool teachers use digital tools in their teaching with the children. The results of the study show the need for competence development and show challenges that can arise in the work with literacy.

Studiens syfte är att belysa förskollärares syn på stöd till särskilt begåvade barn i förskolan. Särskild begåvning är ett område där det råder kunskapsbrist och är något som behöver synliggöras i samhället. Det för att kunna uppmärksamma och upptäcka begåvningen i tidig ålder för att förebygga negativa konsekvenser som kan uppstå. Här kan förskolan och skolan vara en avgörande faktor för barnens framtid. Studien utgår från en kvalitativ ansats med semistrukturerade intervjuer, där sex förskollärare i två kommuner deltog. Studien utgår ifrån den sociokulturella teorin där väsentliga begrepp som scaffolding, proximala utvecklingszonen, mediering och artefakter tas upp som en grund för studiens resultatanalys.  Resultaten visar att förskollärarna har vissa kunskaper om de mest centrala kännetecken vid särskild begåvning, och kan på så vis ofta identifiera barn med dessa förmågor i förskolans verksamhet. När det gäller att utforma stödet för särskilt begåvade barn uttrycker majoriteten en önskan om fortbildning inom området. Förskollärarna uppvisar en viss kompetens kring att utforma stöd för barnen men använder inte relevanta termer för de olika insatserna. Slutsatsen visar att särskild begåvning behöver synliggöras på lärarutbildningar och i förskoleverksamheten för att kunna ge stöttning och utmaningar som är synnerligen gynnsamma för de särskilt begåvade barnen. / The purpose of the study is to highlight preschool teachers' views on support for gifted children in preschool. Giftedness is an area where there is a lack of knowledge and is something that needs to be made visible in society. This is to be able to pay attention to and detect giftedness at an early age in order to prevent negative consequences that may arise. Preschool and school can be a decisive factor for the children's future. The study is based on a qualitative approach with semi-structured interviews, in which six preschool teachers in two municipalities participated. The study is based on the sociocultural theory where essential concepts such as scaffolding, proximal development zone, mediation and artifacts are raised as a basis for the study's result analysis.  The results show that preschool teachers have some knowledge of the most central characteristics of giftedness, and can thus often identify children with these abilities in preschool activities. In terms of designing support for gifted children, the majority express a desire for further training in this area. The preschool teachers show some competence in designing support for the children but do not use relevant terms for the different interventions. The conclusion shows that giftedness needs to be made visible in teacher training programs and in preschool activities in order to be able to provide support and challenges that are particularly beneficial for gifted children.

This study examines how young women are affected by the body ideals on Instagram. Eight women from a university in the south of Sweden are interviewed. The results are discussed in this qualitative study by using the social comparison theory, sociocultural theory, the gender system and postfeminism. Through the interviews about how the body ideals on Instagram work and are created, the study shows a nuanced picture of how young women are affected by the body ideals that are spread. The study shows that Instagram has a significant impact on the respondents, which leads to an increased pressure and stress in connection with striving for the body ideals. Their perceptions of the idealized body ideal are changing, and striving to achieve this ideal creates strains on their standards. By applying chosen theories of social comparison, gender systems, sociocultural factors and postfeminism, this research contributes to a deeper understanding of how young women navigate and shape their self-images in a digital context. The findings underscore the importance of recognizing and addressing the challenges young women face in terms of body ideals and self-image formation on social media platforms such as Instagram.

The purpose of this essay is to find out if there is a general understanding of what the concept of ”a competent child” is in the writings of Maria Montessori, as well as in books written about Loris Malaguzzi. The essay then compares this with the answers from pre-school teachers in two Montessori and two Reggio Emilia pre-schools about their understanding of what a competent child is, how that shows in their behaviours and attitudes towards the children and in how they use this to arrange the pre-school physical environment. The essay also takes a look at how the teachers work with documentation, how they perceive their chosen pedagogy helps them in their work with the pre-school curriculum and with the requirement that the pre-school teachings should be grounded in the scientific method, and also explores what does the teachers think about their role as a teacher. The essay then tries to analyse why Reggio Emilia has grown to be the predominant pedagogy   in the Swedish pre-schools and why Montessori has not. The investigation is based on qualitative interviews as well as observations made by the author. The study is based on Vygotskijs socio-cultural theory, which could be summarised that we all learn in social relations.   The conclusion of the study is that there is a general understanding about the competent child in the books written by Maria Montessori and Loris Malaguzzi, as well as in the teacher’s answers to interview questions and in their acting in teaching situations. The study could see some differences in the design of the physical environments, theteachers’ views of their roles in their answers about the curriculum and that the pre-school should be based on the scientific method. These answers combined with the authors’ observations, the literature used for reference and the socio-cultural theory written by Vygotskij brings the author to the conclusion that Reggio Emilia could be seen as modern version of Montessori. Reggio Emilia is more up to date with a modern take on the role of teachers in advancing children’s learning and development, and the pedagogy also has the socio-cultural theory as a base for understanding how both adults and children learn. The Reggio Emilia pre-schools visited by the author also work with aesthetic expressions in a way that the pre- schools based in the Montessori pree-schools don´t. Reggio Emilia also ”gave” the Swedish pree-schools a tool for seeing the children, the teacher´s and the pree-school itself. It gave us pedagogic documentation.

Studenter vid högskolor och universitet ska utveckla informationskompetens. Syftet med den här studien är utifrån såväl campus- som distansstudenters upplevelser undersöka vilka kunskaper som anses viktiga för att kunna söka, finna och kritiskt använda sig av information. Studiens teoretiska ramverk utgörs av fenomenografisk variationsteori, sociokulturell teori och filosofisk hermeneutik. Det empiriska materialet inleds med fem semi-strukturerade intervjuer med studenter. Därefter har en kvalitativ innehållsanalys av fyra kursers kursplaner och studiehandledningar i ämnena kriminologi och pedagogik, relaterat till informationskompetens genomförts. Studiens resultat visar att studenterna har varierande erfarenheter av informationskompetens, samt att de utvalda kursplanerna och studiehandledningarnas innehåll relaterat till informationskompetens utgår från olika perspektiv. I den kunskap som studenterna utvecklar i samband med författandet av inlämningsuppgifter och uppsatser fokuserar de på att bli godkända på respektive kurs. I studiens resultat problematiseras därmed hur den kunskap studenterna har förvärvat kan användas i deras framtida yrkesliv. Studien är en del av ett utbildningsprojekt som sker i samverkan mellan Universitetsbiblioteket och Lärande- och resurscentrum vid Mittuniversitetet gällande studenters informationskompetens. / Students at colleges and universities are to develop information literacy. The purpose of this study is to examine, based on experiences from both campus- as well as distance students, what kind of knowledge is important in order to search for, find and critically use information. The theoretical framework of the study constitutes of sociocultural theory, phenomenographic variation theory and philosophical hermeneutics. The empirical material starts with five semi-structured interviews with students. Following that, a qualitative analysis of content of four selected courses’ syllabus and study guidelines in relation to information literacy was carried out. The result of the study show that students have various degrees of experience of information literacy and also the contents of the chosen syllabus and study guides in relation to information literacy emanates from different perspectives. The knowledge which students develop in connection with the writing of essays and reports is the focus for students to pass their respective course. Therefore, the result of the study problemizes how the knowledge that the students have acquired can be used in their future professional life. This study is a part of an educational project in co-operation with the University Library and the Learning and Resource Centre at the Mid Sweden University regarding the students’ information literacy. / <p>Godkännandedatum: 2016-05-17</p>

This study examined the formative assessment practices of three teachers in English as a Second Language (ESL) classrooms using a sociocultural theoretical framework. The study was conducted in a postsecondary ESL setting at a large public university in the southeastern United States. Using an embedded mixed methods design, this study employed teacher interviews and classroom observations to address the overarching question: What individual and contextual factors are present in the formative assessment practices of participant ESL teachers? The study also explored the relationship between student metacognitive judgments of learning (JOL) and performance with the purpose of informing formative assessment practice. To this end, 51 students responded to pre and post surveys on their metacognitive beliefs and judgments of learning questionnaires prior to three unit tests. Summary reports of students’ JOL were provided to teachers for their review and use. Findings showed teachers in this ESL setting engaged in a variety of formative assessment techniques; successful implementation of their techniques were influenced by their instructional style and student attributes like attendance, class participation, and students’ academic or educational experiences. Findings also indicated the central role of assessments in this context that provided ample opportunity for formative assessment. Overall, findings point to the value of using a sociocultural theoretical lens to examine the nature of factors affecting teachers’ formative assessment practice. With regard to the use of metacognitive judgments of learning in formative assessment, findings showed a mixed relationship between student JOL and performance, and there was no change in students’ metacognitive beliefs about writing over the duration of the semester. Although teachers did not use the JOL information in their instruction, they attributed inaccuracies in judgments to students’ achievement level. These findings are limited by implementation issues and sample size. Further study is needed to understand the nature of postsecondary ESL students’ JOL in authentic assessment situations and their applicability in the formative assessment process.

Made available in DSpace on 2016-07-27T13:44:56Z (GMT). No. of bitstreams: 1 LACY RAMOS JUBE RIBEIRO.pdf: 636841 bytes, checksum: edd6dbe6573a29a6f3a4f26a8378a1cf (MD5) Previous issue date: 2011-02-01 / The main aim of this study is to examine the development processes of thought and language in Vygotsky s thinking, in an effort to appreciate its contributions towards understanding the teaching and learning of the mother tongue. This choice of theme arose out of two concerns: the first has to do with the precariousness of the mastery of reading and writing skills among Brazilian students, which imposes limits on abilities and skill building in language use as well as learning subject content at all levels of teaching; the second has to do with the fact that there are supposed theoretical and practical differences in the theoretical interpretations of the Vygotsky School in relation to the role of thought and language in the development of cognitive processes and their consequences for teaching the language. Consequently, this study first sought to elucidate Lev Vygotsky s theoretical presuppositions on the interrelations between thought and language and then went on to identify theoretical elements in two different theoretical interpretations of those presuppositions, the historical-cultural theory and sociocultural theory, which can offer theoretical and practical contributions to the teaching of the language. To do so, a bibliographical research was carried out on the original works of L. S. Vygotsky, A. R. Luria, A. N. Leontiev, V. V. Davidov and the followers or interpreters of these works, such as J. V. Wertsch, M. Cole, B. Rogoff, S. Chaiklin and M. Hedegaard. Other secondary sources were also used in order to clarify concepts such as thought and language, social interaction, mediation, internalization and the zone of proximal development. The literature review led to the conclusion that, despite the fact that there are different understandings of the central concepts of Vygotsky s thinking, both tendencies make significant contributions towards improving the teaching-learning process of Portuguese in the school, provided that the vygotskian idea of language as organizer and planner of the thought processes through the formal learning of the standard language is maintained. / O presente estudo tem como objetivo principal o exame dos processos de desenvolvimento do pensamento e da linguagem no pensamento de Vygotsky, buscando apreender contribuições para a compreensão dos processos de ensino e aprendizagem da língua materna. A escolha do tema surgiu de duas preocupações: a primeira, ligada à precariedade do domínio da leitura e da escrita entre estudantes brasileiros, impondo limites tanto à formação de capacidades e habilidades no uso da língua quanto ao cumprimento dos conteúdos das disciplinas em todos os níveis de ensino; a segunda, a presumíveis diferenças teóricas e práticas em interpretações teóricas da Escola de Vygotsky, em relação ao papel do pensamento e da linguagem no desenvolvimento dos processos cognitivos e suas consequências no ensino da língua. Desse modo, este estudo buscou elucidar, primeiramente, os pressupostos teóricos de Lev Vygotsky sobre as inter-relações entre pensamento e linguagem para, em seguida, identificar elementos teóricos de duas diferentes interpretações daqueles pressupostos, a teoria histórico-cultural e a teoria sociocultural, capazes de oferecer contribuições teóricas e práticas ao ensino da língua. Para tanto, foi realizada pesquisa bibliográfica em obras originais de L. S. Vygotsky, A. R. Luria, A. N. Leontiev e V. V. Davydov, e de seguidores ou intérpretes dessas obras como J. V. Wertsch, M. Cole, B. Rogoff, S. Chaiklin e M. Hedegaard e outras fontes secundárias, a fim de explicitar conceitos como pensamento e linguagem, interação social, mediação, internalização, zona de desenvolvimento proximal. A pesquisa bibliográfica levou à conclusão que, a despeito de haver distintos entendimentos de conceitos centrais do pensamento de Vygotsky, as duas correntes trazem relevantes contribuições ao aprimoramento do processo ensinoaprendizagem da língua portuguesa na escola, desde que mantida a ideia vygotskiana da linguagem como organizadora e planejadora dos processos do pensamento científico mediante aprendizado formal da língua padrão.