Föreställande som verktyg för förändrad förståelse

This thesis attempts to describe the application of variation theory, as developed by Ference Marton, at a Swedish primary school, intermediate level. The aim of the thesis was to investigate some aspects of a learning process. The students were introduced with the theme of ?sustainable ecological development?. This included theoretical and practical knowledge of the art of sustainable living. As part of this process of study, the students were given tools of learning: drama, storyline, imagination, and enactment. The practical process can be summarised as follows: The students were presented with images of an agricultural living situation from the north of Sweden inland in the 1930s. Seven students were chosen for interviews which were analysed. From the first interview critical aspects were identified and an educational-learning environment was created. During the period of two month a mixture of learning techniques and tools were used to investigate the chosen theme. Empirical data from the interviews were gathered during the process and afterward analysed. The result of the study depicts the cumulative and integrative change of understanding. The overall main conclusions of this study are: • According to the results the students were able to discern their initial critical aspects of understanding when they later, in the middle of the process were presented with a transcription of their first interview. • Different aspects in the focus of the students way of imagine seemed to have fundamental consequences for the development of a complex understanding. • These different aspects of focus are: the difference between imagining persons in subject- or object form and the difference between imagining the actions of a person as compared to imagining the state-of- mind of a person. • Some students need special support to develop the ability to enact, represent, imagine, and visualize.

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