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Design och meningsskapande i förskolan: En multimodal designteoretisk studie av fyra lärandesammanhang kring matematik
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2014 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesisAlternative title
Design and Meaning making in Preschool : a multimodal design perspective of four learning contexts surrounding mathematics (Swedish)
Abstract [sv]

Studiens syfte var att, med utgångspunkt i ett designteoretiskt multimodalt perspektiv, beskriva, analysera och tolka hur tre förskolepedagoger designar lärandesammanhang, kring ämnet matematik. Förutom detta var också syftet att få insikt om hur lärandesammanhangets design kunde förstås och tolkas i termer av lärande och meningsskapande. Den metod jag valde var uppbyggd kring en icke-deltagande videoobservation med ett kvalitativt upplägg där målet var att försöka förstå det som ägde rum genom relevanta tolkningar. I resultat och slutsatser framkom det till exempel att förskolepedagogerna använder en mängd semiotiska resurser och teckensystem i form av fysiska redskap tillsammans med ansiktsuttryck, tal och handrörelser i kommunikationen med barnen. Dessutom framkom det att barnen också använde sig av ett antal olika semiotiska resurser och teckensystem i arbetet med att skapa mening kring de olika lärandesituationerna. Det blev också tydligt att barnens tidigare erfarenheter fick en betydande roll då barnen använde de tidigare erfarenheterna som ett tankeredskap i de meningsskapande processer, designade av förskolepedagogerna, de deltog i.

Abstract [en]

The study's purpose was, based on a design theoretical multimodal approach to describe, analyze and interpret how three preschool teachers design learning contexts, on the subject of mathematics. Besides, this was also the aim to gain insight on how context of learning designs could be understood and interpreted in terms of learning and meaning. The method I chose was built around a non-participating video observation with a qualitative approach where the goal was to try to understand what took place through the relevant interpretations. The results and conclusions that emerged was that the preschool teachers used a variety of semiotic resources in the form of physical tools along with facial expressions, voice and gestures in their communication with the children. Moreover, it appeared that the children also used a number of different semiotic resources in their work of creating meaning around the different learning situations, designed by the preschool educators, they participated in. It also became clear that the children's previous experiences had a significant role as they also used past experiences as a tool in the meaning-making process.

Place, publisher, year, edition, pages
2014. , 32 p.
Keyword [en]
Design, Meaningmaking, Multimodality, Semiotic, Learning
Keyword [sv]
Design, Meningsskapande, Teckenskapande, Multimodalitet, Lärande, Semiotiska resurser, kommunikation, matematik
National Category
Educational Sciences Didactics
Identifiers
URN: urn:nbn:se:su:diva-117242OAI: oai:DiVA.org:su-117242DiVA: diva2:812132
Supervisors
Examiners
Available from: 2015-05-18 Created: 2015-05-15 Last updated: 2015-05-18Bibliographically approved

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