Att arbeta ämnesintegrerat med matematik En studie kring lärares syn på ämnesintegrerad undervisning Syftet med denna studie var att undersöka hur lärare såg på ämnesintegrerad undervisning i matematik. I denna studie undersöktes några lärares syn på ämnesintegrerad undervisning. För att försöka förstå och beskriva respondenternas vardag användes den etnografiska forskningsmetoden. De metoder som användes för att samla in data till studien var deltagande observationer och intervjuer. De resultat och slutsatser som framkom i denna studie var att lärare kände att det var viktigt att ge eleverna en möjlighet till djupare förståelse för hur de praktiskt kan använda matematiska verktyg och begrepp. En viktig faktor som ansågs vara avgörande för hur den ämnesintegrerade undervisningen lyckas var lärarnas planeringstid. / Working with subject integration in mathematics A study of teacher’s views on integrated teaching. The purpose of this study was to examine how teachers perceive integrated teaching in mathematics. In this study, teachers’ views on the subject integrated teaching were investigated. Ethnographic research methods were used in an attempt to understand and describe the respondents’ views on integrated teaching in mathematics. The methods used to collect data were participant observations and interviews. The results and conclusions that emerged from this study were that teachers felt it important to give students an opportunity to develop a deeper understanding of how they can use mathematical tools and concepts in a practical way. An important factor that was considered to be crucial for integrated education to be successful was the teacher’s time for planning.

Many agricultural educators fail to integrate core subject concepts into their classrooms. Current research addresses the perceptions of agricultural educators regarding core subject integration, but little research notes the barriers that are identified in the perception studies and the action of agricultural educators needed to overcome those barriers. The purpose of this study was to identify the path progressive agricultural educators, who are successful in integrating core subject concepts, particularly STEM, in their classroom followed. Additionally, to determine the tools and resources the progressive agricultural educators believe other agricultural educators need in order to follow a similar path. Overall the participants in the study all followed similar paths to become progressive in academic integration. All participants appeared to be highly self-motivated individuals because they seek out professional development opportunities in order to continuously improve the teaching in their classrooms and increase rigor within their curriculum. Collaboration between agricultural educators and core subject educators is crucial to increasing rigor in the agricultural education classroom (Myers & Thompson, 2008). Administrators at the participating schools were supportive of the idea of academic integration in the agricultural science classroom. According to the participants, longer professional development workshops are needed for teachers to successfully advance in the area of academic integration along with resource sharing opportunities between other agricultural educators and potentially core subject teachers. The participants all possess adequate facilities to conduct academic integration and believe available facilities and budgets affect the success of academic integration, because without proper facilities and supplies it is difficult for teachers to incorporate inquiry based instruction. According to the participants budgets also are a constraint for teachers when attempting to advance. If the teacher’s budget does not allow for extra purchases, then the teacher should take it upon themselves to seek out additional fiscal support to assist in classroom instruction, by writing grants or asking the local community for support.

The focus in this study are students’ experiences and opinions on interdisciplinary and subject integrated education with music. The collected material consists of a questionnaire to students in grade nine at two elementary schools in Sweden. The perspectives in the study are based upon Dewey and pragmatism, as well as Vygotskij’s thoughts on creative activities, imagination and creativity in school and have been interpreted through the methodology of hermeneutics. The study reveals that the students have different experiences and perceptions of interdisciplinary and subject integrated education. Some subjects are more occurring than others when it comes to collaboration and integration with music in different ways. Students also have different views if it could help them and as well as affect their learning if subjects collaborate and connects to each other in different ways. Whether they are positive or negative to this, there are several students that emphasize that the education and learning becomes more fun and creative.

The focus was on: 4.ESS2: Earth’s Systems 1) Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering. 2) Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns. 3) Provide examples to support the claim that organisms affect the physical characteristics of their regions. 4) Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.

Recently I discovered that preschool education has evolved from integration of various subject contents and working methods. The purpose of my study is to investigate preschool teachers' attitudes and ways of working with a theme-oriented approach. I also want to examine their opinions regarding the integration of subject content in terms of mathematics and science subjects (NO) in preschools theme-oriented work approach. My questions for this study are: What is a preschool teacher's attitude and their ways of working to a thematic-oriented approach? What is a preschool teacher's opinions regarding the integration of subject content, especially in mathematics and science subjects (NO) in their pre-schools theme-oriented work approach? I have used myself a qualitative method of investigation to produce materials for my research project. I collected my empirical material for my study from the semi-structured interviews that was done with four preschool teachers in two preschools in Botkyrka municipality. As for my theoretical perspective, I used John Dewey's well-known knowledge theory called “Learning by doing”, which he indicated as learning through practical work. These working methods based primarily on children’s experience and subject integration. My conclusion is that the four preschool teachers worked thematic in the preschool children in a natural way.  In fact, the thematic-oriented approach appeared in two different work situations (planned and unplanned work situations) in the pre-school. The four preschool teachers developed and improved their own professional skills in the working process and also the children's knowledge and learning skills by prioritizing the children's interests, needs and circumstances. It came to my understanding that both mathematics and science subjects content were integrated in a conscious way in these preschools thematic-oriented approach. The preschool teachers integrated the two subject contents through their creative and joyful way of working. The idea was that the children's curiosity, knowledge, experience and awareness can be raised through various activities and experiments. Hence through the subject integrated approach, the children develop both their skills and conceptual understanding of both subjects content.

<p>This study deals with integration between core subjects and character subjects on the upper secondary schools Electrical Engineering Programme. The purpose is to investigate how four teachers define subject integration, which the advantages and disadvantages are according to them and what the purpose is whit integrate the core subjects and the character subjects.</p><p>The finding in this study highlighted that between themselves the teachers had different definitions of subject integration. In order to start up with a integrated working model the teachers had to come up whit a mutual definition of subject integration.</p>

<p>The purpose of my essay is to see how teachers are working to integrate the two subjects Art and Swedish in their teaching, and to see how this integration is made. What do teachers think about subject-integration? What are the positive effects of it? Are there any difficulties involved? Do the teachers prioritize cooperation with other subjects?</p><p>To answer my questions I have interviewed eight teachers, four of them in upper secondary school and four in lower secondary school. I have also studied literature about subject-integration and children’s learning, curriculum’s and syllabi in the subjects of Art and Swedish.</p><p>The results of my study show that the interviewed teachers are positive when it comes to integrating Art and Swedish and other subjects. Most of them see no problems when integrating subjects. Still several teachers do not integrate Swedish and Art in their teaching, even if they find it positive. The teachers who are integrating Art and Swedish today present many practical ideas of how to do it, and they think that integration of subjects is very important.</p><p>As a teacher you have to be open-minded. There is no difference if you work in upper secondary school or in lower secondary school. The most important thing is your own attitude and your willingness to make subject-integration come true.</p> / <p>Syftet med min uppsats är att se hur lärare arbetar med att integrera ämnena Bild och Svenska i sin undervisning, och om det finns en integrering mellan dessa ämnen på skolorna. Vad tycker lärarna om ämnesintegrering? Ser de några positiva respektive negativa effekter av integreringen? Ser de några svårigheter med ämnesintegrering? Prioriteras samarbeten med andra ämnen?</p><p>För att svara på mina frågeställningar har jag intervjuat åtta lärare, fyra på högstadiet och fyra på gymnasiet. Jag har även studerat litteratur kring ämnesintegrering och barns lärande, läroplaner och kursplaner i ämnena Bild och Svenska.</p><p>Resultatet av min studie visar att de intervjuade lärarna är positiva till att integrera Bild och Svenska, och även andra ämnen, många av lärarna ser inga problem med denna integrering. Flera av dem integrerar inte dessa ämnen, trots att de säger att det är positivt med integrering. De lärare som integrerar Bild och Svenska har många praktiska idéer på hur man kan göra detta, och de tycker att ämnesintegration är väldigt viktigt.</p><p>Du måste ha ett öppet sinne som lärare, och vara öppen för att integrera ämnen. Det är ingen skillnad oavsett om du arbetar på gymnasiet eller högstadiet, det viktigaste är din egen attityd till att integrera ämnen och att du försöker att förverkliga ämnesintegreringen.</p>

This study deals with integration between core subjects and character subjects on the upper secondary schools Electrical Engineering Programme. The purpose is to investigate how four teachers define subject integration, which the advantages and disadvantages are according to them and what the purpose is whit integrate the core subjects and the character subjects. The finding in this study highlighted that between themselves the teachers had different definitions of subject integration. In order to start up with a integrated working model the teachers had to come up whit a mutual definition of subject integration.

The purpose of my essay is to see how teachers are working to integrate the two subjects Art and Swedish in their teaching, and to see how this integration is made. What do teachers think about subject-integration? What are the positive effects of it? Are there any difficulties involved? Do the teachers prioritize cooperation with other subjects? To answer my questions I have interviewed eight teachers, four of them in upper secondary school and four in lower secondary school. I have also studied literature about subject-integration and children’s learning, curriculum’s and syllabi in the subjects of Art and Swedish. The results of my study show that the interviewed teachers are positive when it comes to integrating Art and Swedish and other subjects. Most of them see no problems when integrating subjects. Still several teachers do not integrate Swedish and Art in their teaching, even if they find it positive. The teachers who are integrating Art and Swedish today present many practical ideas of how to do it, and they think that integration of subjects is very important. As a teacher you have to be open-minded. There is no difference if you work in upper secondary school or in lower secondary school. The most important thing is your own attitude and your willingness to make subject-integration come true. / Syftet med min uppsats är att se hur lärare arbetar med att integrera ämnena Bild och Svenska i sin undervisning, och om det finns en integrering mellan dessa ämnen på skolorna. Vad tycker lärarna om ämnesintegrering? Ser de några positiva respektive negativa effekter av integreringen? Ser de några svårigheter med ämnesintegrering? Prioriteras samarbeten med andra ämnen? För att svara på mina frågeställningar har jag intervjuat åtta lärare, fyra på högstadiet och fyra på gymnasiet. Jag har även studerat litteratur kring ämnesintegrering och barns lärande, läroplaner och kursplaner i ämnena Bild och Svenska. Resultatet av min studie visar att de intervjuade lärarna är positiva till att integrera Bild och Svenska, och även andra ämnen, många av lärarna ser inga problem med denna integrering. Flera av dem integrerar inte dessa ämnen, trots att de säger att det är positivt med integrering. De lärare som integrerar Bild och Svenska har många praktiska idéer på hur man kan göra detta, och de tycker att ämnesintegration är väldigt viktigt. Du måste ha ett öppet sinne som lärare, och vara öppen för att integrera ämnen. Det är ingen skillnad oavsett om du arbetar på gymnasiet eller högstadiet, det viktigaste är din egen attityd till att integrera ämnen och att du försöker att förverkliga ämnesintegreringen.

In this study, six teachers have been interviewed about their vision and teaching of reading comprehension, both for pupils who has cleared the reading code and those who have not. The aim is to illustrate if teachers in middle school spend time to exercise reading comprehension, or if this is left to the Swedish teachers. Thus only according to the subject Swedish, the students are entitled to be given the opportunity to develop reading strategies. The interviews are semi-structured based on qualitative research. The informants are three teachers of Swedish and three teachers of other subjects. Two different interview guides were used containing three questions. The main questions were the same but each guide had some question directly connected to the subject. The results show that all teachers believe that exercising reading comprehension is to be conducted in all subjects, not just Swedish. However, the work is done differently. Teachers in the Swedish subject discuss their teaching in a much more purposeful way than the other teachers. Teachers in the Swedish subject have developed their competence concerning reading comprehension and have got more knowledge than those on other subjects. Those teachers who do not teach Swedish as a subject say that lack of time is the reason why reading comprehension cannot be integrated to the extent that they desire / I den här studien har sex verksamma lärare intervjuats angående deras syn på undervisning av läsförståelse, både när det gäller elever som knäckt läskoden respektive de som inte har det. Syftet är att åskådliggöra om samtliga lärare på mellanstadiet lägger tid på läsförståelseträningen, eller om det är lämnat åt svensklärarna, då det enbart står i ämnet svenska att eleverna ska ges möjlighet att utveckla lässtrategier. Intervjuerna är semi-strukturerade och bygger på en kvalitativ studie. Informanterna är tre lärare i svenska och tre lärare i andra ämnen Två olika intervjuguider användes som innehöll tre frågor, huvudfrågorna användes till samtliga lärare medan någon fråga var direkt riktad till de ämnen lärarna undervisar inom. Resultatet visar att samtliga lärare är eniga om att läsförståelseträning ska bedrivas i alla ämnen och inte bara svenska. Däremot skiljer sig båda kategorierna åt då svensklärarna diskuterar sin undervisning på ett mycket mer målmedvetet sätt än de övriga lärarna