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Kognitiva respektive kroppsliga strategier vid handskrivning hos elever i årskurs 1 och 2
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching. 1987.
2019 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Cognitive and bodily strategies regarding handwriting among pupils in grade 1 and 2 (English)
Abstract [sv]

Syftet med studien är att genom en kvalitativ metod bidra till befintlig forskning om olika strategier som elever i årskurs 1 och 2 använder sig av vid handskrivning. I studien använder jag mig av individuella intervjuer med både lärare och elever, samt observationer av elever när de skriver med penna. Fenomenografi har använts som metod vid databearbetningen. Genom en kvalitativ metod och ”embodied cognition” som teoretisk utgångspunkt får jag både höra vilka strategier eleverna beskriver att de använder sig av, men även se vilka kroppsliga rörelser och strategier de uppvisar. Det framkommer även hur lärarna beskriver sin skrivundervisning och att de inte har tid att notera elevernas kroppsliga uttryck. Resultatet åskådliggör att eleverna uppvisar många kroppsliga rörelser vid handskrivning. Med stöd i tidigare forskning visar sig dessa rörelser vara både kognitiva och kroppsliga strategier, vilka hjälper eleverna i deras skrivprocess. Ibland signalerar även rörelserna behov av hjälp, trots att eleverna inte själva är medvetna om dem.

Abstract [en]

The purpose of this study is to, through qualitative methods, contribute to existing research about different strategies that pupils in grades 1 and 2 make use of in handwriting. In the study, I carry out individual interviews with both teachers and pupils, along with observations of pupils when they are writing with pencils. The method used in data processing is phenomenography. Through a qualitative method and “embodied cognition” as a theoretical starting point, the pupils describe which strategies that they use, but also which body movements and strategies they show. The result also shows how the teachers describe their writing instruction and that they do not have time to take note of the pupils’ bodily expressions. The result illustrates that the pupils display many bodily movements during handwriting. Drawing on earlier research, this study shows that these movements are both cognitive and bodily strategies, which help pupils in their writing process. Sometimes the movements signal a need of help, even though the pupils are not aware of it themselves.

Place, publisher, year, edition, pages
2019. , p. 70
Keywords [en]
handwriting, writing with pencil, writing acquisition, writing strategies, cognitive strategies, bodily strategies, embodied cognition
Keywords [sv]
handskrift, skrivning med penna, skrivinlärning, skrivstrategier, kognitiva strategier, kroppsliga strategier, embodied cognition
National Category
Pedagogical Work Pedagogy Didactics Learning
Identifiers
URN: urn:nbn:se:ltu:diva-74839OAI: oai:DiVA.org:ltu-74839DiVA, id: diva2:1329960
Subject / course
Student thesis, at least 30 credits
Educational program
Primary Education - Pre-School and School Years 1-3
Supervisors
Examiners
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-06-25Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
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  • en-US
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  • Other locale
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Output format
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