Från tanke till samtal: : En kvalitativ studie av hur en pedagogisk intervention kan stödja elevers identifiering och verbalisering av etiska dilemman i årskurs 2

Sammanfattning

Title: From reflection to dialogue: A qualitative study of how a pedagogical intervention supports pupils’ identification and verbalization of ethical dilemmas in second grade. This practice-based study examines how second-grade pupils identify and verbalize ethical dilemmas when working with the educational film series Vara vänner (UR). The purpose is twofold: empirically, to explore how pupils notice ethical dimensions and articulate their thoughts in both individual written reflections and subsequent group discussions, and didactically to analyse what the instructional model, combining film, individual reflection and structured dialogue may support in early ethics education. The study addresses three research questions: (1) How do pupils identify an ethical dilemma in a narrative film, and which aspects do they attend to in their individual reflections? (2) How do pupils verbalize their ethical reasoning, and how may this shift in group dialogue? (3) How does the pedagogical model support pupils’ ethical understanding? Drawing on sociocultural moral development theory (Mark B. Tappan), care ethics (Nel Noddings) and variation theory (Ference Marton), the study employs a qualitative thematic analysis of pupils’ reflections, audio-recorded group conversations, and field notes. The findings show that pupils can identify ethical aspects such as exclusion, unfairness, and responsibility, and that their verbalizations tend to become more nuanced in group discussions, when they listen to and build on one another’s perspectives. The study concludes that young pupils have strong potential to engage in ethical reasoning, but that teaching needs to be dialogic, structured, and linguistically scaffolded to support the development of ethical competence.