Livsfrågor inom samhällsorienterande ämnen : Hur hanterar lärarna livsfrågor i undervisningen?

The purpose of our study is to investigate and gain a deeper understanding of how teachers in grades F-3 address existential questions in the social sciences from a didactic perspective. To answer the purpose of this study, we gave employed semi-structured interviews, interviewing five F-3 teachers. The results section has been divided into five categories: opportunities and the significance of existential questions, approaches to working with existential issues, challenges and how existential questions are interpreted as concepts. The conclusion is that teachers of grades F-3 are aware of the importance and significance that existential questions hold for pupils, yet their interpretations of how to address these questions are vague. F-3 teachers find it challenging to determine how much or how little existential questions should be incorporated into teaching and to what extent these questions should be addressed.