| 1. |
- Bjerre, Loa Ingeborg, et al.
(author)
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Videnstaksonomier, progression og fordybelse i historieundervisning
- 2020
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2020:3, s. 1-24
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Journal article (peer-reviewed)abstract
- The present article discusses, first, a conception of learning progression which understands pupils’ (history) learning as a question of their ‘ascending’ to more and more advanced taxonomical levels of reflection – and which has played a major role in history didactics generally as well as in a Danish context in particular. Against this conception the article argues that (history) learning progression should be understood as a many-sided phenomenon to which a number of different forms of knowledge contribute and which cannot adequately be conceived as an increasing command of a sequence of (meta-)levels of reflection but needs a wider understanding of the nature of knowledge.
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| 2. |
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| 3. |
- Bøndergaard Butters, Nanna
(author)
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Når elever gør kultur og bruger historie
- 2015
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In: Nordidactica. - Karlstad : CSD Karlstads universitet. - 2000-9879. ; :2015:3, s. 53-82
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Journal article (peer-reviewed)abstract
- When Students Do Culture and Use HistoryThe article discusses the production and reproduction of cultural identities, cultural communities, cultural experiences and differences in three different history classrooms. The empirical case study material consists of observations followed by three individual interviews with history teachers. The setting is an urban Danish public school, with 60 per cent plurilingual students. Central analytical concepts are derived from social constructivism and, in particular, a dynamic and complex understanding of culture. History is here understood as a subject in which culture is preserved and transmitted but also as a subject in which culture and identities are developed, negotiated and differentiated. The article suggests that intercultural history education should be about making the students aware of these processes as they take place during history lessons, as metareflection on the historical knowledge construction process. The empirical case study suggests this is not yet the case as teachers’ intentions to implement intercultural perspectives are challenged by curricular demands.
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| 4. |
- Christensen, Anders Stig
(author)
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Demokrati- og medborgerskabsbegreber i grundskolens samfundsfag i Danmark, Norge, Sverige og Tyskland
- 2015
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2015:1, s. 64-92
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Journal article (peer-reviewed)abstract
- Citizenship education and social science education aims at preparing the students for participation in the development of democratic societies. But which concept of democracy is the education based on, and aimed at? This article takes as its point of departure a discussion of concepts of democracy/citizenship including liberal, communitarian, republican and deliberative democracy. Through an analysis of curricula from social science education or citizenship education in lower secondary schools in Denmark, Norway, Sweden and politische Bildung (political education) in Berlin-Brandenburg, it is discussed which concepts of citizenship prevail in these, and, in the case of Denmark and Sweden, how these have developed in the last 40 years. Furthermore it is discussed, with reference to the German "Beutelsbacher-Konsensus" whether the citizenship education should be aimed at one concept of democracy if this concept is contested in itself.
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| 5. |
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| 6. |
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| 7. |
- Christensen, Torben Spanget, et al.
(author)
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Interdisciplinaritet – en udfordring til fagdidaktikken
- 2014
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2014:1, s. i-xiv
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Journal article (peer-reviewed)abstract
- This editorial outlines a theoretical, general didactical framework for analysing demands for interdisciplinarity that we see arising in the school system, and why they occur. It also outlines a theoretical, subject specific didactically framework for analysing challenges school subjects are facing when meet with the requirement of interdisciplinarity. The intention is to provide a theoretical framework for understanding the theme of interdisciplinarity in Social Science Education in primary and secondary education and also to set a frame which cuts across the questions taken up in the various articles of this issue. It thus provides a scaffold for transverse reflections on general and subject specific didactic problems related to interdisciplinarity in primary and secondary education and in teacher training programmes. We also give short introductions to how each article in Nordidactica 2014:1 contributes to the theme of interdisciplinarity. For more adequate introductions we refer to the abstracts of the articles themselves.
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| 8. |
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| 9. |
- Engström, Arne, 1953-
(author)
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Matematikvanskeligheder : nogle grundlæggende problemstillinger
- 2013. - 1
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In: Håndbog om matematik i grundskolen. - Köpenhamn : Dansk psykologisk Forlag. - 9788777067617 ; , s. 293-307
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Book chapter (peer-reviewed)abstract
- Kapitlet giver en introduktion ti nogle grundlæggende problemstillinger for det specialpædagogiske arbejde i skolen. Svage præstationer i matematik beskrives som et socialt problemområde. Her anlægges et systemteoretisk perspektiv, som betragter symptomer inden for problemområdet som et resultat af et samspil mellan tre faktorer: elev, matematik og omgivelser. Den store spredning mellan elever på en og samme årgang opfattes som et grundlæggende pædagogisk dilemma. Alle moderne uddannelsesystemer, der bestræber sig på at højne uddannelseniveauet, er nødt till at håndtere dette dilemma.
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| 10. |
- Eskelund Knudsen, Heidi
(author)
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Historiefagets forhold till redegörelse
- 2015
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2015:1, s. 47-63
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Journal article (peer-reviewed)abstract
- The article focuses the concept of narrative (redegørelse) as it appears in teachers’ and students’ utterances in and about history as a subject matter. The main finding of the article concerns the observation that narrative on the one hand reflects a dichotomy between narrative understood as both knowledge transfer and knowledge construction. On the other hand, since history teaching is organized and regulated through ideas of cognitive taxonomy thinking and progression, narrative gets evaluated and assessed as knowledge transfer only. The article discusses the fact that narrative as knowledge construction appears in the way teachers and students reflect on subject issues meanwhile the transferring of a grand and common narrative occupy a great deal of the history teaching. In the light of a postmodern perspective, the article draws the conclusion that history as a subject matter can gain from considering its approach to narrative as knowledge construction.The findings of the article rely on thorough and in-depth analysis of teachers’ and students’ utterances transformed into speech act codes established during ethnographic field-studies in Danish upper secondary schools. In supporting the study, theorists such as J.L. Austins, Ole Togeby, Kathy Charmaz and Peter Seixas have all been helpful.
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