Att undervisa om berättelseskrivande i årskurs 3 och 4 – med variationsteorin som redskap

Abstract

Artikeln behandlar hur undervisningen kan mojliggora att elever i 9–10-arsaldern lar sig skrivaberattelser med ett valutvecklat handelseforlopp genom att beskriva vad undervisningen behoverbehandla och hur det kan ske. Dataunderlaget bestar av elevtexter, intervjuer samt filmade lektionerinsamlade under en Learning study. Learning study ar en metod dar verksamma larare och forskareiterativt undersoker hur ett avgransat kunnande kan utvecklas. Variationsteorin, dar larande ses somurskiljande av nya aspekter, anvands som teoretiskt redskap. Begreppet kritiska aspekter anvands foratt beskriva vad eleverna behover urskilja for att utveckla ett avsett kunnande. Resultatet visar atteleverna behover urskilja kritiska aspekter inom tre omraden: Lasarperspektivet, berattelsens struktursamt den interna logiken i berattelsen. Exempel pa en kritisk aspekt ar Att urskilja att berattelsen ar enfantasiprodukt som ska forstas av andra. Nar denna och andra aspekter synliggors i undervisningenvisar resultatet att textkontraster och dramatiseringar ar framgangsrika redskap for att oka elevernaslarande. Men for att dessa bada metoder ska fungera kravs att lararen utifran sin kunskap omde kritiska aspekterna skapar ovningar och samtal dar eleverna far hjalp att rikta fokus mot justdessa aspekter. Resultaten har relevans for verksamma larare da de ska planera sin undervisning iberattelseskrivande. Abstract Teaching story-writing in primary school – Using the analytic tool Variation Theory This article addresses how teaching can enable 9–10-year-old students to write stories with awell-developed plot. The data consists of interviews, video-recorded lessons and stories written bystudents, collected during a Learning study. In a Learning study teachers and researchers jointlyinvestigate an object of learning through an iterative process. The study used the theoretical toolVariation Theory, in which learning is considered as the discerning of new aspects. In this theory,the concept critical aspects is used to describe what students need to discern in order to develop acertain ability. The results show that the students need to discern critical aspects in three areas: Theperspective of a reader, the structure of a story and the internal logic of the story. One example of a criticalaspect is To discern that a story is a product of imagination and that a reader should be able to understandit. The results show that the use of text contrasts and dramatization are powerful tools for supporting the students’ discern about both the above-mentioned aspects and other aspects. To make these twomethods work, the teacher needs to be guided by the critical aspects and create tasks and interactionthat are oriented towards these specific aspects. This study is relevant for teachers’ planning ofhow to teach story-writing.