Pupils ́ interaction and learning in four Social Science Learning Design Sequences

This article concerns the use of digital learning resources in the Swedish Social Science classroom. The aim is to find specific patterns in pupils ́ subject related interaction and learning when they work with digital learning resources. This is illustrated by means of a Learning Design Sequence LDS which is a model for research and analysis developed within the project Digital media and learning design sequences in Swedish schools – user’s perspective, from which the empirical research material derives. The case study has a multimodal perspective on learning and is understood within social semiotic and socio cultural frames, with a focus on didactic design and multimodal analysis. The material consists of multimodally transcribed video recordings from four Learning Design Sequences in Social Science with pupils aged 6 to 11. The result divides the usage into four categories; search for; document, process and present information. Further the result present patterns in pupils ́ interaction and learning and tries to understand these specific patterns according to above mentioned theories as well as related research.