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Hur bidrar styrdokument till kunskapsinlärning?: En studie om hur styrdokument är applicerbara i skolverksamheten.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
2020 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
How does governance documents contribute to knowledge learning? : A study on how governance documents is applicable in school operations. (English)
Abstract [sv]

Syftet med den här studien är att granska styrdokument som berör den svenska skol- och måltidsverksamheten samt undersöka förutsättningarna för lärare och pedagoger att utifrån dokumentens visioner lära ut ämnet mat och miljö till skolelever. Fokus för denna studie har varit att jämföra hur statliga styrdokument faktiskt är applicerbara på barns beteende och upplevda verklighet samt vilka faktorer som är avgörande för utfallet.Valda metoder i studien är observation och tematisk analys. Totalt har tre styrdokument valts ut och analyserats. Utöver dokumentanalys har tre observationer genomförts på tre olika grupper som alla är elever i årskurs fyra. Utifrån studiens syfte har det insamlade datamaterialet analyserats med hjälp av tematisk analys.Resultatet visar att det finns en svårighet i att barn inte upplever verkligheten på ett liknande sätt som ansvariga tjänstemän som formulerar styrdokumenten gör. Hur skoleleverna faktiskt upplever sin vardag, sina åsikter och sina prioriteringar stämmer inte överens med visionerna i dokumenten. Arbetet med att fylla utrymmet mellan visioner och verklighet landar på pedagoger och lärare som spelar en avgörande roll.

Abstract [en]

The purpose of this study is to examine the governing documents that are related to the Swedish schooling and it’s food program and to investigate the conditions for teachers and educators to teach food and environment topics to students based on the documents vision. The focus of this study has been to compare how government control documents are actually applicable to childrens perceived reality as well as which factors are decisive for the outcome.Selected methods in the study are observation and thematic analysis. In total, three control document rolls have been selected and analyzed. In addition to document analysis, three observations have been made on different groups, all of whom are students in grade four. Based on the purpose of the study, the collected data material was analyzed using thematic analysis.The result shows that there is a difficulty in the fact that children does not experience reality in a similar way as the responsible officials who formulate the steering documents does. How school students actually experience their everyday lives, their opinions and their priorities does not match with the visions in the documents. The work of filling the space between visions and reality lands on educators and teachers who play and play a crucial role.

Place, publisher, year, edition, pages
2020. , p. 34
Keywords [en]
Schools food program, vegetarian food, teaching, perceived reality, children's behavior
Keywords [sv]
Skolmåltid, vegetarisk mat, undervisning, upplevd verklighet, barns beteende
National Category
Environmental Sciences
Identifiers
URN: urn:nbn:se:kau:diva-77742OAI: oai:DiVA.org:kau-77742DiVA, id: diva2:1429409
Subject / course
Environmental Science, Bachelors´s thesis
Educational program
Environment and Safety (Bachelor program) , 180 hp
Supervisors
Examiners
Available from: 2020-05-13 Created: 2020-05-11 Last updated: 2020-05-13Bibliographically approved

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Environmental Sciences

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf