Lärares syn på hur den fysiska klassrumsmiljön påverkar elevernas lärande
My main purpose for this paper was to find out what the four teachers I interviewed thought about the design of their classroom and how they linked that to pedagogy, pupils learning and policy documents. I also wanted to find out if classroom design were something they discuss and reflects on in the college.My questions for this study were: What do some teachers who work in the early ages in the school think about the classroom design? Do these teachers link the classroom design to policy documents or pedagogy? Do these teachers consider classroom design to be something that should be discussed in the same way as other factors (for example teaching aids, resources etc.) within the college?My method was to make qualitative interviews with four teachers, analyze their answers and link them to my main theories and research in the area of the study. My main theories were multimodal communication, which means that there are several systems of signs in communication, which all have an essential function for the meaning of the communicated. It also means that learning happens both individually and socially and that school is a social construction, and that the system of opportunities and boundaries in which it takes form is mediated within our multimodal systems. Another theory for the study is Interaktionism, which means that learning is context-dependent and that learning happens in an interaction with the environment, both in and amongst persons.Summary conclusions of the study are that the teachers have a conceived idea of what they want their classroom environment to mediate to their pupils and what kind of teaching they want to accomplish with it. Purchase to improve the physical environment in school often has to stand back because of lack of resources. The study also showed that classroom environment seldom is discussed within the college and that the teacher?s didn´t link it to the policy documents.