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Att lära med många sinnen: Pedagogers erfarenheter av att arbeta med elever i gymnasiesärskolan
Linköping University, Department of Culture and Communication.
2011 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Multi-Sensory Learning : Teachers' Experiences of Working with Pupils with Learning Disabilities in Upper Secondary School (English)
Abstract [sv]

Syftet med mitt arbete är att ta del av pedagogers erfarenheter av att arbeta med sinnligt lärande på en gymnasiesärskola. Hur skapar pedagogerna en kreativ lärmiljö för sina elever? Använder de sig av några sinnliga lärmetoder och i så fall hur? Min metod består bl.a. avdeltagande observationer och semistrukturerade intervjuer i en etnografisk studie. Analysen har visat att innebörden av ett framgångsrikt pedagogiskt arbete med dessa ungdomar på gymnasiesärskolan kan ses som en god praktik där fenomen som individuella mål, erfarenhet, intresse, delaktighet, sinnligt lärande, upplevelse, synliggörande samt att lära av varandra är centrala och viktiga delar. Min uppfattning är att pedagogerna försöker variera sina lärmiljöer och använder sig av sinnliga lärmetoder i undervisningen. Hela läsårets löpande arbete läggs upp i olika tema-moduler där undervisningen sker både inne och ute i natur och kulturlandskap. För vidare forskning kan det vara intressant att ta reda på om lärdomar från en lärmiljö kan överföras till en annan lärmiljö, och om ungdomarnas sociala erfarenheter och lärande i sinnliga rum blir överfört till vardagen hemma eller till skolarbetet generellt.

Abstract [en]

The subject of my paper is to examine the experiences of teachers using a multi-sensory teaching approach when working with pupils with learning disabilities in upper secondary school. How can they create a creative learning environment for their students? Do they use any multisensory teaching methods and, if so, how? My methodology has mainly consisted in participating observation and semi-structured interviews in an ethnographic study. Analysis has shown that the significance of a successful educational effort with these young people at upper secondary school can be seen as a good practice, in which phenomena such as individual objectives, experience, interest, participation, multi-sensory learning, experiential learning, visualization and learning from each other, are central and essential elements. My view is that the teachers try to vary their learning environments and that they are using different multi-sensory teaching methods. All the day-to-day schoolwork is set-up in different theme modules, where teaching takes place both indoors and outdoors in wilderness and cultivated landscapes. For further research, it might be interesting to find out if the lessons learned from one learning environment can be transferred to another, and if the social experiences and lessons learned in multi-sensory environments will be transferred to the young people’s everyday home life or to their schoolwork, in general.

Place, publisher, year, edition, pages
2011. , 70 p.
Keyword [en]
multi-sensory room, outdoor education, experiential learning, authentic settings
Keyword [sv]
sinnliga rum, utomhuspedagogik, upplevelsebaserat lärande, autencitet
National Category
Natural Sciences Humanities
Identifiers
URN: urn:nbn:se:liu:diva-73121ISRN: LIU-IKK-MOE-D--11/012--SEOAI: oai:DiVA.org:liu-73121DiVA: diva2:466762
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2011-12-21 Created: 2011-12-16 Last updated: 2011-12-21Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • nn-NB
  • sv-SE
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