”Man behöver inte vara äldre för att kunna mer för man kan ju olika saker”: En fenomenologisk studie av 9- och 10-åriga elevers upplevelser av lärande i skolan och vilka förutsättningar och faktorer de ser som betydelsefulla för sitt lärande och sin utveckling
Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Primary education is an urgent and recurring topic in the public debate. Among the issues discussed are how the learning process can be stimulated and how learning environments should be shaped. Swedish National Agency for Education (Lgr11) clearly states that students should be given influence over the content of their education. By assuming the perspective of students and allowing their voices to be heard in the debate, further knowledge can be gained on the issue of how different aspects of the learning environment could create good conditions for students’ learning and development.The aim of this study is to gain a better understanding of the student’s learning experience based on their own opinions, experiences and feelings, considering what factors they see as important for their own learning and development. The study takes a phenomenological approach, with the opinions, experiences and emotions of students constituting the phenomena investigated. The nine students who participated in the study are nine and ten years old and go to the same class. In the form of case studies interviews have been carried out in groups of three students. The collected material – the students’ voices about the phenomenon which was examined – has been analyzed with a focus on relating the experience of the students in a way which is faithful to the original expression. Four themes emerged from the empirical data, which were then given the following titles: Learning together with others; Learning by letting thoughts return and be reprocessed; Learning through varied activities; and Learning with the help of aids. The results show that students emphasize the importance of good and varied social contexts and co-operation, the chance for reflection as an aid for learning, meaningful and diverse teaching methods which stimulate both body and mind, and the access to physical and mental aids. In the results section of this study, the students’ accounts are co-read with the National Agency for Education, Lgr11. Taking seriously the experiences and perspectives of students will have consequences for the form of the teaching. By pointing to the didactic implications that follow, the results of the study illuminate the potential benefits of granting students influence over their learning environment.Key words: learning, learning environments, student perspective, student learning experience, student voice, co-operation, reflection.
Place, publisher, year, edition, pages
2013. , 56 p.
Social Behaviour Law
Samhälls-, beteendevetenskap, juridik, Lärande, lärmiljöer, elevers perspektiv, elevers upplevelser, elevers inflytande, samverkan, reflektion
IdentifiersURN: urn:nbn:se:ltu:diva-56786Local ID: d87c505e-ee72-4c79-b2f8-2702df16f6cdOAI: oai:DiVA.org:ltu-56786DiVA: diva2:1030173
Subject / course
Student thesis, at least 15 credits
Educational Sciences, master's level
Validerat; 20130522 (global_studentproject_submitter)2016-10-042016-10-04Bibliographically approved