I tid och rum : Ett designteoretiskt perspektiv på undervisningen i samhällskunskap i de lägre åldrarna

• Main Author: Bäck, Sophia
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2016
• Subjects: teaching; didactic design; social studies; primary school; multimodality; design theory; undervisning; didaktisk design; samhällskunskap; årskurs 1-3; multimodalitet; designteori
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30262

Time and space is not regulated in the Swedish curriculum. In regard to that freedom, the aim of this study is to examine the choices teacher make when teaching social studies in primary school. The study proceed from the following questions: Which are the didactic tools, in special regard to how the tables are organized, how the time is used and other material resources? Which impact will the didactic tools have on the social relations in the classroom? Which effect does the two questions above have on the constitution of social studies as a school subject? The study is based on a qualitative method including both observations and interviews. The theoretical frame is the one of multimodal design. The results show that teachers’ choices are both conscious and unconscious. Their choices also impact on the social relations in the class and the pupils possibilities to participate. The pupils do not have as much freedom in time and space to express themselves as the teachers do. A fact teachers doesn’t seem to reflect. In what way teachers’ choices have an impact on the constitution of social studies is harder to show.