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“Läsa för livet!”: En studie rörande sambandet mellan presentation, genomförande och uppföljning av fiktionstext i gymnasieskolan
2011 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The object of this study has been to establish whether there is a correlation between a teachers efforts in presenting, working with and creating a connection to “real life” when working with fictional texts. A further hypothesis is that presentation, realization and the follow up activities has a correspondence to how well the goals for the lesson are achieved. In order to achieve the presented objects the methods of observation and interview are chosen. Firstly classroom observations are made and subsequently interviews with teachers that struggle with these questions on a regular basis are conducted. The study has taken place in two different upper secondary schools in the northern part of Sweden. In order to evaluate and understand the collected information thoughts regarding literary canon are used. The result has been that there indeed is a connection between how well the teacher manages to present the fictional text, how the text is used and how the usage of the text is followed up. It has further shown that there indeed is a correlation between these three components and how the outcomes of the lessons are. Viewed from a didactic point it has proved vital that the teacher gives the students real life connections when working with fictional texts in order to get them to see the importance and validity in reading at all.

Place, publisher, year, edition, pages
2011. , 35 p.
Keyword [en]
Social Behaviour Law
Keyword [sv]
Samhälls-, beteendevetenskap, juridik, fictional texts, literary canon, teaching aid
URN: urn:nbn:se:ltu:diva-55978Local ID: cc5bdd99-37ea-460a-b7c1-926f215e6b7bOAI: diva2:1029364
Subject / course
Student thesis, at least 15 credits
Educational program
Education, master's level
Validerat; 20110606 (anonymous)Available from: 2016-10-04 Created: 2016-10-04Bibliographically approved

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Degerlund, YlvaPersson, Jonna

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