Kunskapssyn i gymnasiesärskolan: En studie om elevers kunskapssyn och deras syn på sin kunskapsutveckling.
Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Students View of Knowledge in Special Education : A study of how students view knowledge and how they view their own acquisition of knowledge in upper secondary school. (Swedish)
The value of knowledge and the role of subjects have been questioned in recent years. Research shows that students need knowledge through subjects that develop their ability to participate in our society, economy and democracy. Acquisition of knowledge has to be an ongoing process where students learn how to learn by practicing how to reflect, critical thinking, practice problem solving and to set up hypotheses. The PISA report shows students skills in mathematics, science and reading. Research of today are concerned that the PISA report will undermine today’s view of what knowledge is.
The aim of this study is to examine how students with learning disabilities in special school experience their education, their view of knowledge and how they experience their own progress in learning and acquisition of knowledge. The study also views how the education mirror their self-esteem.
Data were gathered through interviews with students in an upper secondary school for students with mild learning disabilities. Theory analysis is based on Dewey´s theories of education and Moira von Wright´s reconstruction of G.H Mead´s theory about human intersubjectivity. Hermeneutic analysis were used for understanding of gathered data.
The outcome of this report is that students aim to learn is for a meaningful future and they wish to get a job and earn money. Important knowledge is mainly mathematics, Information Technology and language skills. Also to follow rules and social skills are important knowledge. There are traces of awareness in the students answers of skills of knowing that learning is an ongoing process and the importance of acquire information. The students strongly connect acquisition of knowledge to school situations. The study also shows lack of expectations from the surrounding society and in one view of self, there is a separation from themselves and important knowledge. This study also shows that the interviewed persons are aware of that others value their knowledge and that has affected their self-esteem positively.
Place, publisher, year, edition, pages
2015. , 62 p.
intellectual disabilities, knowledge, learning
gymnasiesärskola, inifrånperspektiv, intellektuella funktionsnedsättningar, kunskapssyn, utvecklingsstörning
IdentifiersURN: urn:nbn:se:lnu:diva-48257OAI: oai:DiVA.org:lnu-48257DiVA: diva2:878379
Subject / course
Speciallärarprogrammet Specialisering mot undervisning av elever med utvecklingsstörning
Frithiof, Elisabet, Lektor
Hellberg, Kristina, Lektor