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Före och efter undervisning - barns föreställningar om månen
2003 (Swedish)Independent thesis Advanced level (degree of Master (One Year))Student thesis
Abstract [en]

This qualitative study examines if teaching influence children’s (year 1-3 in a nine year compulsory school) conceptions. Research are accounted for which shows that children’s everyday conceptions can hardly be changed. Different factors that influence children’s learning in the classroom – the school´s curriculums, the teacher and the children themselves - are also accounted. The study was accomplished with the starting-point in a socioculturell perspective, where communication is an important ingredient for learning. The study has been accomplished in a nine-year compulsory school, year 1-3, where the children and the teacher have been interviewed and lessons have been observed. The material of the analyses includes fourteen interviews of children before and after teaching, one interview of the teacher and seven observations. The result shows that teaching influence children’s conceptions. The children’s conceptions about the moon before teaching show a grouping into four categories: The Old Man in the Moon, Hokus Pokus, The Lamp and The Celestial Body. After teaching the conceptions are changed towards more scientifically conceptions, which led to analyses of the children’s conceptions of colour, movement and phases of the moon. The group of children who had changed their conceptions most are to be found in the category The Lamp. It can due to their conception that the moon is something we have use for on earth, and therefore they can have been more motivated and interested during the learning. The result of the analyses shows that most children have changed their conceptions of the moons movement. The explanation can be that the children dramatized that item, twice. The children expressed their changed conceptions about the moon after teaching without using scientifically words to a great extent. The explanation can be that they through earlier experiences already had a well working vocabulary to express their conceptions of the moon. The results significance for teaching: * This study shows that interviews are a possible way to increase the knowledge about children’s conceptions of different phenomenon to make teaching better. That can help teachers and children to find common starting-points for teaching, in an easier way. * To use drama in education is something that can have a positive influence on learning and understanding, comes out of this study. * The study shows that motivation is important för interest and learning. * To vary discussions in the whole class with discussions in smaller groups increases the possibility that more children will express their conceptions with that they learn of each other. * If the children will be stimulated to use specific words about an item, their vocabulary will grow and make further learning and understanding easier.

Place, publisher, year, edition, pages
2003. , 45 p.
Identifiers
URN: urn:nbn:se:kau:diva-58412Local ID: PED D-2OAI: oai:DiVA.org:kau-58412DiVA: diva2:1123041
Subject / course
Pedagogy
Available from: 2017-07-12 Created: 2017-07-12

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Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • 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