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Den fysiska klassrumsmiljön ur ett koncentrationsperspektiv: Vad det innebär att vara koncentrerad och hur klassrummets fysiska miljö ser ut
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2010 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

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Vår utgångspunkt har varit att utgå från den fysiska miljö som elever vistas i dagligen och den påverkan den kan ha på deras koncentrationsförmåga. Uppsatsen handlar i teoridelen om vad det innebär att vara koncentrerad samt att ha svårigheter att koncentrera sig. Vi beskriver olika typer av koncentrationssvårigheter, vad perception är, vad som främjar och vad som försvårar koncentrationen. Vi skriver om hur man på olika sätt kan underlätta för elever med primära koncentrationssvårigheter. I undersökningsdelen tar vi reda på vilka visuella stimuli elever utsätts för genom de observationer vi gjort i elevtomma klassrum. Vi har tittat på vilka, och i vilken utsträckning, visuella stimuli förekommer i klassrummen. Resultatet redovisas i en tabell och tolkas sedan i text med hänvisning till det litteraturen beskriver om miljöns påverkan på koncentrationsförmågan. Syftet är att undersöka hur den fysiska klassrumsmiljön är utformad och inredd utifrån ett koncentrationsperspektiv. Resultatet visar att elever utsätts för en oerhörd mängd visuella stimuli och enligt den litteratur vi läst påverkar det koncentrationen negativt.

Place, publisher, year, edition, pages
2010. , 35 p.
Keyword [sv]
Klassrumsmiljö, fysisk miljö - inlärning, koncentrationssvårigheter, lärmiljö, ovidkommande stimuli, visuella stimuli
Identifiers
URN: urn:nbn:se:su:diva-43823OAI: oai:DiVA.org:su-43823DiVA: diva2:359626
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2011-02-15 Created: 2010-10-28 Last updated: 2011-02-15Bibliographically approved

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