| 1. |
- Franck, Olof, 1958, et al.
(författare)
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What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school
- 2015
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Ingår i: The 5th NoFa-Conference (Nordisk Fagdidaktisk konferens), Helsinki, Finland, 27-29 May.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the paper is to present the framework of this newly started project and report some initial findings. Questions about a compulsory school teaching ethics has regained urgency in Sweden since national tests are given in ethics. Every fourth child in grade six and nine are evaluated every year as having/not having approved knowledge of ethics, and one can ask if it is reasonable to be forced to undertake a test assessing your skills in ethics and risk being evaluated as not passing. This raises the question of what constitutes relevant knowledge in this field, a question which to a large extent has been absent in research. The purpose of the project is to identify and elucidate varieties of conceptions of ethical competence and critically analyse and discuss them, in relation to each other and in relation to ethical theory, as potential educational content in compulsory school.
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| 2. |
- Osbeck, Christina, 1969, et al.
(författare)
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Challenges of Assessment in Ethics – Teachers’ reflections when assessing National Tests
- 2015
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Ingår i: EDUCARE – Vetenskapliga skrifter. - 1653-1868. ; 2015:2, s. 19-47
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to identify and discuss challenges in assessing pupils’ knowledge in Ethics. The background of the study is the development of the knowledge field Ethics, a part of Religious Education (RE) in Sweden which in the sixties went from being a Christian school subject to a pluralistic and non-confessional one. The knowledge field Ethics is, in this school context, marked by vagueness, due partly to its indistinct frames and partly to a duality in the aims represented in the directives of the curriculum. Methodologically, data was produced through a think-aloud study where six teachers assessed pupil-responses in Ethics within the National Test for RE. The teachers’ ongoing assessments were audio recorded, transcribed and analysed in a qualitative text analysis that focused on different kinds of challenges that the teachers experienced. Since this kind of study has not been conducted before, the analyses were explorative and, rather than being theory guided, were guided by the aim and the research question of the study. The findings show three groups of challenges related to the assessment processes. The first group of challenges concerns interpretations of the assessment instructions, the second regards competing ideas about what students should be given credit for during assessment in Ethics and the third is about being positioned between the pupils’ need for good grades and the task of differentiating between students. The discussion distinguishes between general challenges in assessment and challenges related to Ethics and its partly unclear character in the RE school context. In such a situation when the construction of a knowledge field is vague, the influence of national tests can be assumed to be considerable and the need for research regarding different conceptions of ethical competence is therefore urgent.
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| 3. |
- Andersson, Klas, 1975, et al.
(författare)
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Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students
- 2013
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 5:12, s. 5135-5152
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Tidskriftsartikel (refereegranskat)abstract
- Currently, politicians, university representatives, scholars and leading NGOs share a strong belief in the ability of educational systems to generate positive attitudes to sustainable development (SD) among citizens, with the idea of Education for Sustainable Development (ESD) as perhaps the most apparent expression of this conviction. The aim of this paper is to investigate whether ESD might have the intended effects on teacher education students. More specifically, we account for the results from a panel study on the effects of a course on SD held in autumn 2010 at the University of Gothenburg (n = 323) on teacher education students. The surveys consisted of questions about the students’ concerns about various issues, including issues related to SD, and their attitudes towards SD and views of moral obligations to contributing to SD. The study included a control group (n = 97) consisting of students from the teacher-training programme at University West, which had not and did not include ESD. We find positive effects of ESD on almost all attitudes and perceptions, including e.g., personal responsibility in relation to SD and willingness to contribute to SD, while there is no noticeable effect in the control group. We conclude the paper by discussing the implications of our results for the idea of ESD in teacher training programmes at Swedish higher education institutions.
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| 4. |
- Franck, Olof, 1958, et al.
(författare)
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Constructing national tests in Religious Education: challenges concerning assessment and evaluation in relation to knowledge requirements applied to ethics and religious traditions.
- 2013
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Ingår i: The 14th Annual AEA-Europe Conference Association for Educational Assessment - Europé Sorbonne, Paris 7 - 9 November 2013.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the autumn of 2011 a new curriculum for compulsory school, that is grades 1 – 9, was introduced in Sweden. The syllabuses of all subjects were given a uniform structure where two parts in particular have become objects for discussion. 1. The core content of the syllabus presents the content which obligatorily must be highlighted during the course in question. The teacher is free to decide in which order the various parts of this content are going to be treated and how comprehensive the treatment of these parts is going to be. There is however a requirement that the education lays a foundation for a fair and substantial application of the prescribed knowledge requirements that constitute the criteria for the different marks. 2. These knowledge requirements are structured around a new marking scale where the best mark is A, the lowest approved mark is E (“pass”) while the weakest is F (“fail”). This scale has been designed in order to correspond to the core contents of the different school subjects. For more than 40 years, the subject of Religious Education (“religionskunskap”) has been a mandatory, non-confessional subject in the Swedish compulsory schools. According to the 2011 syllabus for compulsory school, the teaching in Religious Education “should essentially give pupils the opportunities to develop their ability to: • analyse Christianity, other religions and other outlooks on life, as well as different interpretations and use of these, • analyse how religions affect and are affected by conditions and events in society, • reflect over life issues and their own and other’s identity, • reason and discuss moral issues and values based on ethical concepts and models, and • search for information about religions and other outlooks on life and evaluate the relevance and credibility of sources.” (Lgr11 p 176f) The development of the national tests in Religious Education has to be anchored in these prescriptions concerning the teaching in the subject. At the same time it is worth noting, that the themes and the questions which are to be in focus for the tests are going to mirror and express the core contents and the knowledge requirements of the courses.
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| 5. |
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| 6. |
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| 7. |
- Lindskog, Annika, 1964, et al.
(författare)
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Att konstruera nationella prov i religionskunskap: utmaningar rörande bedömning och utvärdering i relation till kunskapskrav med tillämpning på etik och religiösa traditioner
- 2013
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Ingår i: NOFA4 i Trondheim 29 - 31 maj 2013.
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Konferensbidrag (refereegranskat)abstract
- Att konstruera nationella prov i religionskunskap: utmaningar rörande bedömning och utvärdering i relation till kunskapskrav med tillämpning på etik och religiösa traditioner Annika Lindskog, projektledare, och Olof Franck, bitr projektledare, Nationella prov i religionskunskap. Institutionen för didaktik och pedagogisk profession, Göteborgs universitet. Det svenska Skolverket utvecklar för närvarande nationella prov i de fyra samhällsorienterande ämnena geografi, historia, samhällskunskap och religionskunskap för årskurserna 6 och 9. Proven ska spegla det centrala innehåll och de kunskapskrav som föreskrivs i de kursplaner som började gälla hösten 2011 inom ramen för reformen för grundskolan Lgr11, och de ska genomföras med början vårterminen 2013. Konstruktion och utvecklande av nationella prov I religionskunskap genomförs vid Institutionen för didaktik och pedagogisk profession vid Göteborgs universitet. Under processens gång har ett samarbete utvecklats med olika skolor i syfte att inte bara politiska och byråkratiska krav och överväganden, utan också professionella lärares erfarenhet och kunskap, ska beaktas. Huvudsyftet med de nationella proven är att understödja likvärdig och rättvis bedömning och betygssättning, på samma gång som ett underlag för en analys av hur kunskapsmålen uppfylls både på skolnivå och i ett nationellt perspektiv tillhandahålls. En lång rad utmaningar har kunnat identifieras under det pågående arbetet – och nya utmaningar kommer att visa sig i framtiden. Några av dessa är relaterade till den grundläggande frågan hur valida och reliabla prov kan utvecklas i ett ämne vars själ rör djupa existentiella frågor om vad det innebär, och vad det tänkbarligen skulle kunna innebära, att vara en frågande, sökande människa.
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| 8. |
- Lindskog, Annika, 1964, et al.
(författare)
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Constructing national tests in Religious Education: challenges concerning assessment and evaluation in relation to knowledge requirements applied to ethics and religious traditions.
- 2013
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Ingår i: NCRE Reykjavik 10-13 juni 2013.
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Konferensbidrag (refereegranskat)abstract
- The Swedish National Agency for Education is now organizing the development of national tests in the subjects of social sciences: Geography, History, Religious Education and Civics, for grades six and the nine (age 12 and 15). The tests are supposed to refer to the core content and the knowledge requirements presented in the relevant syllabuses included in the latest school reform launched in 2011 (Lgr11), and they are carried out, for the first time, in the spring of 2013. The construction of the tests in Religious Education is performed at the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg. During the process, the project has initiated collaboration with various schools in order to develop tests in close connection, not only to political and bureaucratic demands, but also to the experience and knowledge of professional teachers. The main purposes of Swedish national tests are to support equal and just assessments and marking along with the provision of data for an analysis of how the knowledge goals are fulfilled at school level as well as on a national level. A lot of challenges have been identified during the work – and new challenges will meet in the future. Some of them are related to the basic question of how to develop valid and reliable tests in a subject whose “soul” could be said to touch profound existential questions concerning what it means, and what it possibly could mean, to be a searching human being.
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| 9. |
- Lindskog, Annika, 1964, et al.
(författare)
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Construction and deconstruction of the national tests in Religious Education in Sweden: lessons to be learned? Workshops x 2 at European Forum for Teachers of Religious Education (EFTRE), Wien 31augusti - 3 september 2016
- 2016
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Ingår i: http://eftre.weebly.com/workshops.html.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Is it possible to test religious issues without breaking up with the core of religious faith? What happens when matters of faith are made the object of a pedagogical dissection, described in supposedly impartial terms? What may occur when more or less complex dogmas and belief-sentences are made the objects of distanced questions intending to capture knowledge with reference to the wording in the core content and the knowledge requirements in a syllabus? In this workshop we will start by critically discussing some items from the first National Tests in RE from 2013. The discussions will establish a platform for further reflection and analysis, and together we will try to compose some items that might capture the core of religious belief at the same time as they satisfy pedagogical and subject matter demands with reference to the syllabus.
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| 10. |
- Lindskog, Annika, 1964
(författare)
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Ett nytt innehåll i gymnasieskolans religionskunskap?
- 2012
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Ingår i: Att undervisa om religion och vetenskap: med grund i ämnesplanen för religionskunskap. - Lund : Studentlitteratur. - 9789144078748 ; , s. 13-24
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Bokkapitel (refereegranskat)
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