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During the break we have fun: a study concerning pupils' experience of school
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-0429-570X
2003 (English)In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 45, no 1, p. 17-28Article in journal (Refereed) Published
Abstract [en]

This paper attempts to elucidate pupils' experience of school and to interpret the meaning of their experiences. The theoretical roots of this study are to be found within the phenomenology of the lifeworld. The pupils' experience of school is made apparent with the aid of creative activity in the form of the production of drawings, combined with subsequent oral comments. During the analysis of the empirical material, different patterns and structures were noticed, and eventually six different themes emerged, which are presented without any relative order of precedence. The themes are in the space of experience of: learning and knowledge, social relations, orderliness and rules, subjects, feelings and time-dimensions. The results which emerged, in the form of the pupils' experience of school, show multifaceted experiences which have many nuances, such as a lack of time to accomplish schoolwork, the importance of breaks and relations between friends, the importance of the relations between the teacher and the pupils, the fact that rules are decided upon over the pupils' heads and the fact that learning things and developing knowledge are positive even if school is sometimes experienced as boring.

Place, publisher, year, edition, pages
2003. Vol. 45, no 1, p. 17-28
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-8486DOI: 10.1080/0013188032000086091ISI: 000182660900002Scopus ID: 2-s2.0-0037363506Local ID: 6ff6e1d0-497a-11db-9592-000ea68e967bOAI: oai:DiVA.org:ltu-8486DiVA, id: diva2:981424
Note
Validerad; 2003; 20060921 (cefa)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved

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Alerby, Eva

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CiteExportLink to record
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  • apa
  • harvard1
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