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- Holmberg, Ulrik, et al.
(författare)
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Frågedriven undervisning för att organisera normativa kunskapspraktiker i SO-ämnena
- 2022
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Ingår i: Nordidactica. - : Karlstads universitet. - 2000-9879. ; :4, s. 124-153
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Tidskriftsartikel (refereegranskat)abstract
- This is a mainly conceptual and argumentative article which presents a model for enquiry-based teaching (Swedish acronym FDU - frågedrivenundervisning). The purpose is to suggest and discuss how enquiry-based teaching can contribute to organising qualified subject teaching in history, religious education and social studies. This is dealt with through two sections. The first section presents a structure for enquiry-based teaching through tested teaching designs in the three subjects, and the second section discusses certain qualities of enquiry-based teaching that we argue should be maintained. Based on actual teaching and teachers' experiences of designing enquiry-based teaching, the article positions FDU as a subject didactic teaching model. Hordern's (2022) framework for normative knowledge practices forms the theoretical starting point for discussing FDU as a subject didactic model that can help teachers in designing, planning, implementing and evaluating qualified subject teaching.The article argues that FDU can be regarded as a normative knowledge practice that is characterised by the qualities of being enquiry-based, prospective, consistent, assessment-oriented, and continuous.
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- Nordgren, Kenneth, 1962-, et al.
(författare)
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Intercultural historical learning : A conceptual framework
- 2015
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; 47:1, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- This paper outlines a conceptual framework in order to systematically discuss themeaning of intercultural learning in history education and how it could be advanced. Wedo so by bringing together theories of historical consciousness, intercultural competenceand postcolonial thinking. By combining these theories into one framework, we identifysome specific and critical aspects of historical learning that are relevant for today. Wehave constructed a matrix with three rows of narrative abilities intersecting with threecolumns of intercultural dimensions. This generates a matrix that consists of nine cells.By formulating a set of questions and answers for each cell, we outline learning applica-tions and demonstrate how the historical and intercultural concepts are mutually enrich-ing. The framework addresses two issues: firstly, the intercultural historical competencethat may result; and secondly, how it can be developed. This can be used by researchersto analyse the intercultural elements of historical learning, in schools and in society, andby educators to construct relevant learning activities.
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