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- Boström, Ulrika, 1970-
(författare)
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”När man kollar på bilden tänker man så här” : en receptionsstudie av gymnasieelevers uppfattning om bilder som kunskapskällor i historieundervisningen
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Images are used in history education for a variety of reasons, not least to generate interest through a better understanding of historical events and people. The aim of this study was to investigate how historical pictures, either illustrated or documentary/photographic, can be used as a resource for activating and improving pupils' historical empathy, in the way described by Stéphane Lévasque.I conducted a reception study on five different focus groups consisting of pupils from different upper secondary schools in Sweden. The pupils varied with regard to number of credits for admission to upper secondary school. A sixth group of pupils was interviewed as a contrasting control group in order to add perspective to the results. The discussions were based on the pupils' interpretations of 34 selected pictures, all of which were taken from the most common history textbooks. Each pupil was asked to choose the picture he/she felt was the most representative historical image. On the basis of the strategies used by the pupils when interpreting the pictures and discussing them, the material was analysed in accordance with Lévesque's categories: imagination, historical contextualisation and morals. The last category, morals, was further divided into three sub-categories: sense of justice, sympathy and progression.The reflections of the pupils and the degree of contextualisation varied. It appeared that the pupils were less inclined to discuss assumptions about the persons in the pictures; instead they chose to discuss the historical context in question. The pictures in this study did not seem to trigger the pupils to fabricate anachronistic reasoning about history; when they did produce lengthy reasoning, it was contextual, structural and metahistorical. In this context, the pupils who belonged to the group with the highest average of credits showed some signs of reflection on the basis of historical context and some criticism about the historical sources. On no occasion did any of the pupils choose a picture as a concrete expression of injustice.One of the questions this study aimed to explore was whether a lack of historical context affects how pictures trigger emotions and reasoning on the basis of moral aspects. Some of the pupils displayed moral standpoints, primarily the degree of morals concerning injustice. One possible interpretation could be that the feeling of being unfairly treated and subjected to insulting behaviour and social injustice was something the pupils could relate to. The group of pupils who had not yet studied history at upper secondary school, the control group, generally made reflections using this sort of reasoning when they discussed the historical aspects of the pictures.
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| 2. |
- Schiöler, Katarina, 1967-
(författare)
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Kurskonstruktörer i ett målstyrt system : En studie av hur två lärare planerar en gymnasiekurs i historia
- 2012
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The focus of this study is planning for the school subject History in the Swedish upper secondary school. In a goal-oriented educational system teachers have – to some extent – the possibility to interpret and decide how the formal curriculum should be realized in practice. The starting point of this study is the claim that planning is a complex process and that more knowledge is needed about its implementation in today´s school.The planning of the History syllabus, as planned and performed by two teachers in upper secondary schools has been studied during one term with special emphasis on the teachers´ planning related to the national documents.Starting from the teachers´ description of their planning, a model that seems to be a relevant tool to help describe and analyse central aspects of planning, has been used. Their planning has also been described by the help of various concepts and perspectives. The study includes, among other things: the teachers´ selection of story and organizing principle, the measure of intention when planning for the goals in the formal curriculum, the selection of various analytical tools, the teaching for resonance, the planning for transparency and progression of the assessment, the selection of assessment tools and the basis for assessment.The study has also included the issue of whether the goals in the formal curriculum have primarily been interpreted in a general manner or related to the special school subject History, and to what extent the goals in the formal curriculum have been integrated in the didactic decisions made in order to plan teaching and evaluation.
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| 3. |
- Johansson, Maria, 1965-
(författare)
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Historieundervisning och interkulturell kompetens
- 2012
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Title: History teaching and intercultural competence This study takes as its starting point the relationship between the multicultural and globalised society and history as a school subject, and explores it theoretically as well as empirically. Intercultural historical competence, which is the main theoretical and analytical concept of the study, is developed from theories of narrative competence and theories of intercultural competence, and is positioned in the intersection between the two. Narrative competence describes historical consciousness as being characterised by three distinct sub-competencies, the competence of experience, the competence of interpretation and the competence of orientation. Historical learning is seen as the qualification of these competencies to be able to tell meaningful stories about our lives. The empirical case study explores how intercultural historical competence as a learning objective is interpreted and enacted in one history classroom. The enacted object of learning is regarded as a co-construction between the teacher, the pupils and historical narratives. This study explores how experiences and interpretations of the past are made and used in the work in the classroom. The question of what constitutes each narrative sub-competence is addressed and discussed in three empirical chapters respectively. The source material mainly consists of observations from a sequel of 25 history lessons in an upper secondary school The empirical results show how different dimensions of each sub-competence contribute to what is possible to learn in relation to intercultural historical competence. One important dimension of the competence of experience is the employment of strategies of pluralism, deconstruction and counter-narratives to open up closed narratives. The competence of interpretation is strengthened by the use of second-order concepts as tools to qualify historical thinking. Furthermore, it is demonstrated how it is possible to practise the competence of orientation by giving pupils the opportunity to use historical narratives and historical tools to make sense of the present and to think about the future. One additional conclusion is that the planning process, when the learning objective is interpreted and framed into lessons and exercises, is decisive for what is possible for pupils to learn. Finally, it is stated that history as a school subject has the capacity to develop knowledge, skills and attitudes that are relevant in a multicultural and globalised society. Key words: history teaching, historical learning, history education, intercultural competence, intercultural education, historical consciousness, upper secondary school, class room study, object of learning, learning objective, historical narrative.
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| 4. |
- Potapenko, Igor, 1970-
(författare)
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Historiemedvetande och identitet : Om historiens närvaro i några estniska ungdomars liv
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The issues that I deal with in this study arose as a result of a specific event in the Estonian capital Tallinn in the spring of 2007, when authorities removed from the city center the Soviet monument which shows a Soviet soldier during World War II. When the monument was moved to the war cemetery in another part of Tallinn, anger and frustration quickly spread among the Russian-speaking population and less than one day after the move Tallinn's streets filled with young Russian-speaking protesters. Two years later, a new war memorial was inaugurated by the Estonian authorities in the central part of town. This new memorial was Estonia's own Freedom Monument. In this study, the two concepts that I am focusing on are historical consciousness and identity. Historical consciousness is a key concept of the teaching of history. Identity is also one of the terms used often and in different contexts within the field of history teaching. The overall aim of this study is to highlight the relation between historical consciousness and identity among high school students in Estonia. I have focused on two groups of students in Estonian schools with two different languages of instruction. The collected materials for the study consist of surveys, the young people's own life stories in text form as well as interviews. This was supplemented subsequently with the relevant content of education, including curriculum, including both national and local curricula, especially in the subject of history. To illustrate the study´s problem, I have put together various stories, where I analyze and interpret the collected material. These stories are based on different parts of the data material and the stories reflected and illuminated by my research questions.
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