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Skolgården - ett möjligt rum för lek och lärande
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2019 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Skolgården är en institutionell miljö med normer och regler som de flesta barn och ungdomar vistas i dagligen, då obligatorisk skolgång gäller i Sverige. Skolgårdsmiljöerna utgör del i infrastrukturen av lärandemiljöer utomhus som förekommer i barns och ungas vardag, och förknippas ofta med elevers rastaktiviteter och paus från undervisningen inomhus. Det har dock i mindre utsträckning bedrivits empirisk forskning om skolgården som socialt såväl som pedagogiskt rum och dess betydelse för elevers lärande kopplat till lokalsamhället. Vi avser att med denna studie bidra med kunskap till detta område genom att undersöka hur skolgårdar är utformade och huruvida skolgården tillsammans med det omgivande landskapet skapar förutsättningar för elevers lek och rörelse och för pedagogisk verksamhet, som exempelvis undervisning i växt- och matodling och naturmiljö. Studiens fokus riktas till undersökning av skolgårdars fysiska och materiella utformning. Datainsamling har skett genom observationstillfällen på sex geografiskt spridda grundskolegårdar i Uppsala kommun, innerstad, förort såväl som landsbygd. Bearbetningen av data skedde genom analysprotokoll utifrån en teoretisk tematisering samt bearbetning av fotografier tagna på skolgårdarna.

Studiens resultat visade på vissa institutionaliserade värden om vad som ska ske på skolgården – friytor, fysisk aktivitet, sitt- och samlingsplatser, samt ytor för sportaktiviteter. Växtlighet och naturmiljöer var framträdande i varierande grad, och kunde utgöra olika funktioner i respektive skolgårdsrum, som avgränsningar mellan stadier, prydnader eller inramning av skolgården. Ingen av de undersökta skolgårdarna var belägna i naturmiljöer såsom skogsdungar, utan var byggda på utgrävda fundament och konstgjorda terränger, vissa kuperade och med konstgräs. I de fall där det fanns naturmiljöer i närheten fanns det tydliga avgränsningar mellan skolgård och naturmiljö. Vidare var endast en av de undersökta skolgårdarna som på skolgården verkade bedriva skolodlingsprojekt.

Abstract [en]

School grounds are institutional milieu with certain norms and rules and that most children and youth meet daily, due to mandatory schooling in Sweden. School ground environments are part of children’s and youth spaces of learning environments that occur in everyday life. The aim of this this study is to contribute with knowledge about the school grounds as social and pedagogical space and the school grounds potential to contribute to student learning connected to local community. This we intend by researching how school grounds are designed and how their potential institutional conditionings may convey values of play, physical activity and teaching. This includes pedagogical practices in natural environments as well as plant and food gardening. The focus of the study is directed toward the physical conditions and designs of school grounds, and not students’ interactions with the school grounds. The collection of data was managed through observations studies in six geographically scattered school grounds in the municipality of Uppsala, urban, suburban as well as rural. The processing of data was managed by an analysis protocol created by the theoretical framework of the study, which include aspects of play, physical activity and teaching, and of analysis of photos taken at the school grounds visited for this study.

The results of the study showed some institutionalized values on what activities should take place in the school grounds – open spaces of asphalt, physical activity in sport areas were represented, but there were few open spaced with surrounding natural environment such as shrubbery or groves. Natural environments occurred with varying functions – as boundaries between areas intended for students with different ages, as ornaments, or framing of the school grounds facing the surroundings. None of the school grounds observed hade natural environments inside them, as they were built upon artificially made terrain, for example hills and grass. In the school grounds that had natural environments in their proximity, there were clear boundaries made by fences of different sorts. Furthermore there was only one of the observed school grounds that seemed to be conducting outdoor education in terms of gardening. 

Place, publisher, year, edition, pages
2019. , p. 44
Series
Examensarbete vid Institutionen för pedagogik, didaktik och utbildningsstudier
Keywords [en]
school grounds, social space, place-based education, outdoor education
Keywords [sv]
skolgården, socialt rum, plastbaserat lärande, utomhuspedagogik
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-406514OAI: oai:DiVA.org:uu-406514DiVA, id: diva2:1413086
Subject / course
Education, Advanced Course C
Supervisors
Available from: 2020-03-16 Created: 2020-03-09 Last updated: 2020-03-16Bibliographically approved

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