Frågedriven undervisning för att organisera normativa kunskapspraktiker i SO-ämnena

• 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. 

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Keyword

Inquiry

Ämnesdidaktisk modell

Didaktisk modell

Enquiry

Frågedriven undervisning

FDU

Rekontextualisering

Normativ kunskapspraktik

Samhällskunskapsdidaktik

Historiedidaktik

Religionsdidaktik

Ämnesdidaktik

Subject-specific education

Publication and Content Type

ref (subject category)

art (subject category)