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BYGGA kunskap: Ett praktiknära forskningsprojekt om hur lässtrategier kan inkluderas i undervisning i yrkesämnen på gymnasiet och vilka förutsättningar det skapar för eleverna
Luleå University of Technology, Department of Arts, Communication and Education.
2019 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
BUILDING knowledge : An action research project on how reading strategies can be included in vocational teaching in upper secondary school and what conditions it creates for the students (English)
Abstract [sv]

Syftet med det praktiknära forskningsprojektet var att förstå hur läraren i undervisningen kan kombinera kunskaper om yrkesämnet med aspekter av läsning och vilka interaktioner det skapade i klassrummet. Vidare analyserades hur lärarens språkliga stöttning synliggjorts i elevernas egna texter samt elevernas tankar om undervisningen utifrån genomförda fokusgruppsintervjuer. Deltagare i studien utgjordes av elever i gymnasieskolan som läser inriktningen Samhällsbyggande och miljö på Teknikprogrammet. Eleverna är inte alltid medvetna om vilka strategier de använder när de läser en faktatext. Resultatet visar dock att eleverna som fått undervisning som inkluderar lässtrategier i ett yrkesämne har större förtrogenhet med ämnets innehåll och ämnesspecifika begrepp. Lärarens arbete med att inkludera läsning skapade interaktioner som väckte elevernas engagemang och gav eleverna fler möjligheter att medvetet välja strategi när de läste en faktatext.

Abstract [en]

The purpose of the action research project was to understand how the teacher can combine vocational knowledge and include aspects of reading and see what interactions it creates in the classroom. Furthermore, how the teacher's linguistic support was made visible in the students' own texts and in the students' thoughts about the teaching based on focus group interviews is analyzed. Participants in the study consisted of pupils in the upper secondary school who studied the specialization Community building and the Environment at the Technology program. The students are not always aware of which strategies they use when reading a factual text. The result, however, shows that students who have received vocational teaching that include reading strategies have a greater familiarity with the subject’s content and subject-specific concepts. The teacher's work on including reading created interactions that sparked student engagement and gave the students more opportunities to deliberately choose a strategy when reading a factual text.

Place, publisher, year, edition, pages
2019. , p. 76
Keywords [en]
Action research, upper secondary school, vocational knowledge, factual texts, reading strategies, linguistic support
Keywords [sv]
Praktiknära forskning, gymnasiet, yrkesämne, faktatexter, lässtrategier, språklig stöttning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:ltu:diva-76413OAI: oai:DiVA.org:ltu-76413DiVA, id: diva2:1361612
Subject / course
Student thesis, at least 15 credits
Educational program
Educational Sciences, master's level (60 credits)
Supervisors
Examiners
Available from: 2019-11-20 Created: 2019-10-16 Last updated: 2019-11-20Bibliographically approved

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2930313233343532 of 78
CiteExportLink to record
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
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