Samtalsklimatets betydelse för samhällskunskapsämnet

Sammanfattning

Abstract This study aims to examine how upper secondary school students perceive the classroom discussion climate in social studies education and the significance it has for their learning. The background of the study is based on increasing political disillusionment among young people, where schools become an important arena for creating the right conditions for students to gain greater knowledge and practice essential democratic skills. The study is grounded in a sociocultural perspective, in which learning takes place through interaction with others and communication is considered a central component of knowledge development. The data collection was conducted through a qualitative survey study involving upper secondary school students. The material was analyzed thematically. The results show that students perceive the discussion climate in the classroom as important for enabling conversations and discussions in social studies. A key factor for a well-functioning discussion climate is that students feel safe and respected by their classmates. The findings also indicate that even when these conditions are established, additional teaching methods are needed to reach all students and support their knowledge development, since not all students feel comfortable expressing themselves verbally. Considerable responsibility therefore lies with the teacher, who must be attentive in creating an appropriate discussion climate that fosters a sense of security for all students in the classroom. In conclusion, the study demonstrates that several factors are necessary for students to increase their knowledge and engagement in social and political issues. A safe discussion climate is needed, as well as discussions and conversations about concrete and relevant issues that engage students and stimulate their interest in social studies, thereby enhancing their knowledge in the subject. Keywords: Discussion climate, social studies, safety, knowledge development, democracy.