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Lärares beskrivningar av sin undervisning kring berättande texter
Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Teachers' descriptions of their teaching about narrative texts (English)
Abstract [sv]

SAMMANFATTNING

Tidigare forskning har visat att elever i de lägre årskurserna som arbetar med att skriva sig till läsning, kan skriva längre texter eftersom det är fysiskt lättare för dem att skriva på datorn än för hand. Dock har vi inte funnit några belägg för hur elever organiserar och planerar sina texter vid skrivandet av berättande texter på datorn. Syftet med denna studie blev därför att undersöka vilka möjligheter elever i årskurs ett ges för att producera och organisera berättande texter, i en klass som arbetar med datorn som verktyg och en som inte gör det. Undersökningen utgick från två lärares beskrivningar av undervisningen och elevtexter. I studien utgick vi från ett sociokulturellt perspektiv eftersom vi tror att språk och skriftspråk konstrueras i en social kontext. Genom samtal kring texter, användningen av olika verktyg och stöd av en mer kompetent kamrat finner vi att elever kan utveckla sitt skrivande. Genom intervjuer har lärare fått beskriva sin undervisning. Denna undervisning jämfördes sedan med elevtexterna. Elevtexterna från de olika klasserna jämfördes också med varandra. I resultatet framkom det att båda undervisningssammanhangen möjliggör elevers skrivande, planerande och organiserande av berättande texter, fast undervisningssammanhangen ser olika ut. Klassen som arbetade med datorn skrev längre texter med ett bättre ordförråd än den andra klassen. Dock skrev den andra klassen med en mer sammanhängande röd tråd i sina berättande texter. I studien framkom även likheter mellan undervisningens stödstrukturer och hur eleverna organiserade sina texter.  

Abstract [en]

ABSTRACT

Previous research has shown that young children, who work with writing to reading, write longer texts because it is physically easier for them to write on the computer than by hand. However, we have not found any evidence of how pupils organize their texts when they write narrative texts. The aim of this study was to explore which possibilities the pupil gives to produce and organize the narrative texts, in the lower grades. One class worked with the computer as a tool and one did not. The survey was based on two teachers' descriptions of teaching and student texts. In this study, we assumed a sociocultural perspective because we think that language and written language is constructed in a social context. Through conversations about texts, the use of various tools and the support of a more competent person, we think that students can develop their writing. Through interviews with teachers who described their teaching and through pupil texts we found some interesting things. The result showed that both educational contexts allow students' writing, planning and organization of narrative texts. The teaching contexts were different from each other. The pupils who worked with writing through computers, wrote longer texts with a better vocabulary than the pupils who wrote by hand. However, the pupils who wrote by hand, had better support structures for the narratives red line and then wrote a more coherent text, than the pupils who worked on the computer. The study also showed similarities between the education support structures tours and how the students organized their text.                      

Place, publisher, year, edition, pages
2015. , 34 p.
Keyword [en]
narratives, writing tools, strategies for writing, teaching, organize narrative texts
Keyword [sv]
berättande texter, skrivverktyg, strategier för skrivande, undervisning, att organisera berättande texter
National Category
Learning
Identifiers
URN: urn:nbn:se:hj:diva-27469ISRN: JU-HLK-JU-2-20150060OAI: oai:DiVA.org:hj-27469DiVA: diva2:826502
Subject / course
HLK, Learning
Supervisors
Examiners
Available from: 2016-02-26 Created: 2015-06-25 Last updated: 2016-02-26Bibliographically approved

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Type fulltextMimetype application/pdf

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CiteExportLink to record
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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