Läsförståelse av naturvetenskapliga texter
: Mellanstadieelevers användning och upplevelse av arbete med CSR-modellen

  • Embla Bragée
  • Maja Lundgren

Student thesis: Professional degree, Advanced level

Abstract

In middle school, texts become more difficult and the demands on students
increase as they are expected to acquire knowledge through written language. This
is clearly visible in science texts, where texts are more information-rich, have
difficult terms and make higher demands on the reader. In order to understand
such texts more easily, it can benefit the reader to master a reading comprehension
strategy. The aim of this study is to investigate how students in grade four use the
reading comprehension strategy CSR after completing the teaching sequence. The
aim is also to investigate how students experience working with CSR on science
texts. This is investigated by teaching CSR in a grade four class. The method is
observing 15 students divided into four groups and interviewing eight of them
about their work and experiences. The results of the students' implementation
show that the instructions for CSR could be followed after the teaching period but
that cooperation in the groups was an obstacle. The students' experience of CSR is
predominantly positive but there are parts that are perceived negatively. The
results are analyzed based on the theoretical framework, which is the four
theoretical perspectives of cooperative learning.
Date of Award2024-Jun
Original languageSwedish
SupervisorMaria Eriksson (Supervisor), Maria Rosberg (Assessor) & Petra Magnusson (Examiner)

Educational program

  • Grundlärarutbildning: årskurs 4-6

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogy (50301)

Keywords

  • CSR
  • reading comprehension
  • science texts
  • group work
  • cooperative learning
  • middle school

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