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Ämnessamverkan i grundskolan: En studie av lärares syn på ämnessamverkan mellan slöjd och matematik respektive slöjd och svenska
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
2016 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Cross-curricular teaching at primary school : A study of teachers’ views on cross-curricular teaching between handicraft and mathematics and between handicraft and Swedish (English)
Abstract [en]

The aim of this study is to investigate how primary school teachers perceive and apply cross-curricular teaching between handicraft and mathematics and between handicraft and Swedish. The study highlights the teachers vision of subject interaction, the degree to which, the manner in which the subject interaction takes place, and if there are pros, cons or concrete gains by working with the topic subject interaction. The study also investigates primary school teachers’ attitude towards cross-curricular teaching and the degree and manner that this is implemented. Furthermore, what are the advantages and disadvantages with cross-curricular teaching? In the study, a survey was conducted in thirteen primary schools in a municipality in the south of Sweden. The survey contained both open-ended and closed-ended questions. The result of the survey shows that teachers generally have a positive attitude towards cross-curricular teaching and believe that it could bring many advantages. However, insufficient planning by school management and lack of time were obstacles to successful cross-cultural teaching that were identified by the teachers. The respondents state that they apply cross-curricular teaching to some extent. When asked how this is implemented 70 per cent of the respondents answers that cross-curricular teaching is applied among the subjects they teach instead of cooperating with other teachers. The study’s theoretical approach is built on Dewey’s theory and writings on didactics from across-curricular point of view. The analysis shows that when you break down the questions into the didactic questions why, what and how the answers vary and provide a deeper insight on how the informants view cross-curricular teaching.

Place, publisher, year, edition, pages
2016. , 66 p.
Keyword [sv]
ämnessamverkan, slöjd, matematik, svenska
National Category
URN: urn:nbn:se:lnu:diva-52184OAI: diva2:922216
Subject / course
Educational program
Pedagogical Science Master’s Programme (1 yr), 60 credits
Available from: 2016-04-29 Created: 2016-04-22 Last updated: 2016-04-29Bibliographically approved

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Pettersson, Erica
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