This report is based on a qualitative phenomenographic study that focuses on teachers’ experiences of young pupils’ study skills in primary school. The aim of this study was to increase the knowledge about how teachers perceive the concept “study skill” related to their pupils and also how they teach study skills. Data was collected by interviewing five primary school teachers according to the following research questions: What are good study skills for younger pupils, according to teachers? How do teachers describe their methods to support the learning of pupils? How is the learning process affected by study skills, according to teachers? The results show that the concept “study skills” is not used by the teachers, instead they use other words to describe how the pupils can increase their learning and become aware of their learning process. The teachers support the learning process in many ways, including giving concrete feedback and homework with clear instructions. Some of the participants think that homework can also increase the use of study skills. The conclusion drawn from this study is that the teachers interviewed believe that study skills raise pupils’ motivation, capacity, and control and make them more aware of how to take care ofthemselves and their knowledge.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-193295 |
| Date | January 2021 |
| Creators | Demir Sjödin, Gabriella |
| Publisher | Umeå universitet, Institutionen för tillämpad utbildningsvetenskap |
| 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 |
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