Block scheduling may mean that the schedule structure of a school is adapted to create longerlessons or that students have fewer subjects parallel to each other. This study examines how socialscience teachers in high school perceive that their didactic conditions change during blockscheduling. The study uses qualitative method in the form of interviews with four social scienceteachers at three different schools to find out how they adapt to block scheduling. The studyexamines the teachers’ thoughts regarding didactics with regards to block scheduling. Thedidactics refers to different educational purposes of social science, student assessment and otherconsiderations that the interviewed teachers consider to be important. The study highlights in what ways some schools and social science teachers have chosento work with block scheduling to strengthen their pupils’ prerequisites for learning. The studyshows that social science teachers at high schools may have positive experiences of blockscheduling. According to the interviewed teachers, extended lesson sessions may bring benefitssuch as flexibility in working methods and arrangements, an in-depth lesson content and a strongerinteraction between students and teacher. According to the interview teachers, block schedulingmay also lead to an increased workload for teachers, but this workload decreases over time.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-170781 |
| Date | January 2020 |
| Creators | Svahn, Sebastian |
| Publisher | Umeå universitet, Statsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.002 seconds