| 1. |
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| 2. |
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| 3. |
- Blanck, Sara, 1980-
(författare)
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Elever möter samhällsfrågor : Didaktiska och bildningsteoretiska perspektiv på samhällsorienterande undervisning om epoktypiska samhällsfrågor
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Med utgångspunkt i didaktik och bildningsteoretiska perspektiv är syftet med denna avhandling att undersöka och analysera ämnesövergripande undervisning om epoktypiska samhällsfrågor i grundskolan för att utveckla kunskap om undervisningens didaktiska möjligheter och utmaningar.Avhandlingen är en sammanläggning och består av tre ingående texter: en licentiatuppsats om samhällskunskapsämnet i ämnesintegrerad undervisning som genomfördes 2012–2014 samt två artiklar från forskningsprojektet ”Att utveckla undervisning i samhällsfrågor: om didaktiska val i SO-ämnena i grundskolans mellanår 4-6” som genomfördes 2017–2022. I de empiriska undersökningarna användes olika metoder såsom observationer och ljudinspelning av undervisning, intervjuer med lärare, enkät, fokusgruppsintervjuer med elever samt forsknings- och utvecklingscirkel tillsammans med lärare. Vid analysen används didaktiska och bildningsteoretiska perspektiv för att analysera empirin. Resultaten presenteras i form av så kallade curriculumprinciper som kan fungera som utgångspunkter för lärares didaktiska analys, val och handlingar, när det kommer till undervisning om epoktypiska samhällsfrågor. Genom en analys av de didaktiska relationerna visas betydelsen av att lärarens didaktiska val görs utifrån ett relevant och kraftfullt innehåll som också blir meningsfullt för elevers samtid och framtid. Fyra curriculumprinciper föreslås som utgångspunkter för lärare när de planerar och genomför undervisning om epoktypiska samhällsfrågor. De två första principerna handlar om hur ett flerdimensionellt bildningsbegrepp, där kognitiva, etiska och estetiska dimensioner samverkar, kan utgöra en målsättning för undervisningen. Innehållet kan struktureras i ämnessamspel med skolämnenas olika bidrag till förståelsen av dessa komplexa samhällsfrågor. Den tredje och fjärde principen har utgångspunkt i dels elevers begreppsliga utveckling genom autentiska exempel och inferenser dels i hur lärares didaktiska val av exempel blir betydelsefulla för hur innehållet förstås av eleverna.
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| 4. |
- Estenberg, Martin, 1970-
(författare)
-
"Ett snäpp högre" : En studie av historielärares hanterande av tankeredskap.
- 2016
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract The aim with this study is to examine how practicing history teachers in upper secondary school deal with historical thinking concepts. The three main questions are: which concepts do teachers use in their courses and when do they use them? How can teachers’ use of different historical thinking concepts be described in terms of reconstruction and construction? What factors influence teachers when they work with historical thinking concepts? To answer these questions, the material, for example tests, lesson plans and notes of seven teachers has been analyzed. These analysis were followed by interviews with the teachers. The empirical data have been handled in two steps. The first step is a survey of what historical thinking concepts teachers use and when they use them. The survey was done as a detailed reading of the teachers’ material. In this survey two historical thinking concepts, evidence and cause and consequence, have been selected for further analysis, which is the second step. The results show that when teachers deal with the historical thinking concept of evidence they show their students models and ways to handle evidence. This is not the case when teachers handle the historical thinking concept of cause and consequence. Models are shown here as well but not to the same extent. The result also shows that the teachers’ handling of evidence in a greater extent leads to construction compared with their handling of cause and consequence. The explanations provided in the study also point to the different character between the two concepts and what form of test the teachers’ use and what words are used to communicate for example cause and consequence. Furthermore, the explanations also indicate that the teachers’ view of what historical knowledge contains of, together with what kind of students and what other subject they teach play some part in their dealing with historical thinking concepts.
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| 5. |
- Forsell, Anders, 1978-
(författare)
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Kommunala ideal och politisk verklighet. : En jämförande fallstudie av frisinnad politisk organisering i Filipstad och Skövde, ca 1880-1920.
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Most studies of emerging Swedish parties and politics have mainly focused on the Swedish Social Democrats and their struggle for democracy and political power, most as a prelude to the so called ”Swedish Model”. Competing parties have received attention from historians on the national level, but their local origin remains to large extent an open field.The aim of this study is to investigate how local political factors shaped the emerging liberal party organizations in two small Swedish towns. By a case-oriented comparison two towns are contrasted, Skövde in Skaraborg county and Filipstad in Värmland.This thesis suggests that the distinction between national politics and municipal government, based on the interests of economic elites, was transformed during the period 1880-1920. During this period local elections and local government became increasingly sites for political struggle between different parties, with new agendas.With a framework that considered parties in light of their functions rather than organizational types and theoretical concepts borrowed from the sociology of social movements, the thesis main results suggest that political mobilization and liberal party-formation was depending on the local political traditions.The theoretical framework made it possible to pinpoint both similarities and differences between the cases. The results of the study indicate that the historical tradition is central to parties to emerge and flourish. This suggests that it is more meaningful to focus attention on local and regional processes to understand the historical development than has previously been done.
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| 6. |
- Sandelin, Kenneth, 1952-
(författare)
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Historieundervisning i mångkulturella klassrum på grundskolans högstadium : En analys av lärares narrationer utifrån deras tal om sin historieundervisning
- 2020
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Vilket innehåll kännetecknar historieundervisningen i klasser där samtliga eleverna har sin bakgrund i icke- europeiska länder? Hur ser innehållet ut i historieundervisningen i klasser där tvärtom alla eleverna har sin bakgrund i Sverige? Frågorna ledde fram till syftet för denna studie: att undersöka hur historielärare på grundskolans högstadium talar om innehållsval i mångkulturella klasser.Studiens datainsamlingsmetod utgörs av intervjuer, både individuella och fokusgruppsintervjuer. De lärare som kom att medverka i studien har alla stor erfarenhet av att undervisa i mångkulturella klasser på grundskolans högstadium.Resultaten av studien visar att lärare befinner sig i en balanssituation i skiljelinjen mellan ämnestradition, styrdokument och elever. Vidare framgår av samtalen att utgångspunkten för allt innehållsurval utgörs av den traditionella västerländska berättelsen, som i studien benämns ”det dominerande narrativet”. Beroende på klasskontext öppnas narrativet upp. I klasser med en hög andel elever med annan bakgrund än Sverige öppnas narrativet upp mot en minoritetsanpassning.Även i klasskontexter med få elever med annan bakgrund än Sverige har innehållet genomgått förändringar, men helt inom ramen för det dominerande västerländska narrativet. Det samtalas bland annat om andra sätt att bruka tid på än den traditionella kronologiska. Vidare hanteras delar av det traditionella narrativet utifrån olika perspektiv. Allt inom ramen för en majoritetsanpassning.Studiens bidrag kan uttryckas som att den synliggör den komplexa situation som historielärare befinner sig i, samtidigt som erfarna lärare har utvecklat strategier. Avslutningsvis hoppas jag att undersökningen bidrar till att nyansera bilden av en historieundervisning som fortgår som den alltid har gjort.
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| 7. |
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| 8. |
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| 9. |
- Åberg, Martin, 1962-, et al.
(författare)
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Historia i Karlstad
- 2023
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Ingår i: Historielärarnas förenings årsskrift. - Stockholm : Historielärarnas förening. ; :1, s. 96-107
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 10. |
- Arvidsson, Björn, 1952-, et al.
(författare)
-
Förändringar och kontinuitet i vardagslivets Värmland
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Den här studien ingår i Karlstads universitets och fakultetens för samhälls- och livsvetenskaper satsning på mångvetenskaplig forskning om "uthålliga livsmiljöer och komplexa nätverk". Målet med fakultetens satsning är att stimulera forskning och samverkan mellan offentliga och privata aktörer så att Karlstads universitet effektivt kan bidra till och bli en motor i det långsiktigt hållbara utvecklingsarbetet i regionen. Studien tar sin utgångspunkt i intervjuer med några värmländska familjer om hur vardagen gestaltar sig idag, hur det såg ut historiskt och hur det kan tänkas se ut i framtiden. Intervjuerna kommenteras av forskare från olika ämnesområden. I mötet mellan forskare från olika ämnen och forskningstraditioner uppstår nya sätt att problematisera det komplicerade växelspelet mellan olika sektorer av vår tillvaro. Problemen kan omformuleras, nya möten och kontakter vänder invanda tankegångar mot nya och innovativa riktningar och beredskapen att möta framtida utmaningar såväl för forskare som för regionala aktörer stärks och uppgraderas. Förhoppningen är att studien ska fungera som en plattform för den viktiga diskussionen kring uthållig regional utveckling för kvinnor, män, barn och gamla och stimulera innovationer och forskning som garanterar en framtid där utveckling och tillväxt balanseras mot uthållig miljö för människor och natur.
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| 11. |
- Berg, Mikael, Universitetslektor, 1970-, et al.
(författare)
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School Trips to Historical Sites : Pupils' Cognitive, Affective and Physical Experiences from Visits to Auschwitz
- 2024
-
Ingår i: History Education Research Journal (HERJ). - 2631-9713. ; 21:1, s. 1-18
-
Tidskriftsartikel (refereegranskat)abstract
- History can be experienced in many ways, including visits to historical sites. Indeed, it is becoming increasingly common for Swedish schools to organise trips for their pupils to historical sites, in this case, to concentration camps. This article analyses how cognitive, affective, and physical experiences frame pupils' interpretations of historical sites and discusses how visits to historical sites might contribute to history education. The research questions we examine are as follows: What forms of experience did the pupils express, and how did these forms relate to each other? What implications might these expressed experiences pose for how teachers organise their teaching, including trips to Holocaust memorial sites? This article analyses seminars that comprised part of the examinable work in a course that involved a study trip to the Auschwitz concentration camp. Empirical data were analysed using a model in which cognitive, affective and physical experiences were identified and described. The results demonstrate how cognitive, affective and physical responses interact with pupils’ experiences. Pupils described how the school trip contributed to their understanding of what is and is not possible to know, and to their will to influence society. Thus, the results indicate that physical encounters with historical sites can create new opportunities for pupils’ learning of history and the meaning-making that comes from it.
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| 12. |
- Berg, Mikael, et al.
(författare)
-
School Trips to Historical Sites : Students' Cognitive, Affective and Physical Experiences from Visits to Auschwitz
- 2024
-
Ingår i: History Education Research Journal (HERJ). - : UCL Press. - 2631-9713. ; 21:1, s. 1-18
-
Tidskriftsartikel (refereegranskat)abstract
- History can be experienced in many ways, including visits to historical sites. Indeed, it is becoming increasingly common for Swedish schools to organise trips for their students to historical sites; in this case, to concentration camps. This article analyses how cognitive, affective and physical experiences frame students’ interpretations of historical sites, and discusses how visits to historical sites might contribute to history education. The research questions we examine are as follows: What forms of experience did the students express, and how did these forms relate to each other? What implications might these expressed experiences pose for how teachers organise their teaching, including trips to Holocaust memorial sites? This article analyses seminars that comprised part of the examinable work in a course that involved a study trip to Auschwitz concentration camp. Empirical data were analysed using a model in which cognitive, affective and physical experiences were identified and described. The results demonstrate how cognitive, affective and physical responses interact with students’ experiences. Students described how the school trip contributed to their understanding of what is and is not possible to know, and to their will to influence society. Thus, the results indicate that physical encounters with historical sites can create new opportunities for students’ learning of history and the meaning making that comes from it.
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| 13. |
- Berg, Mikael, Universitetslektor, 1970-, et al.
(författare)
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Studieresa till Auschwitz : Elevers perspektivtagande i arbetet med förintelsen
- 2018
-
Ingår i: SO-didaktik. - 2002-4525. ; :5, s. 8-19
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Inom historiedidaktiken är begreppet perspektivtagande centralt för förståelsen av ett historiskt fenomen. I den här artikeln tas utgångspunkt i en studieresa till Auschwitz för att undersöka med vilka kunskaper elever försöker skapa förståelse. Resultatet visar att eleverna anänder sig av olika emotioner och ämneskunskaper i sin strävan att tolka sin intryck från studiebesöket.
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| 14. |
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| 15. |
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| 16. |
- Friberg, Henrik, 1965-
(författare)
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Historielärares klassrumsbedömningar : Innehåll och roll i ett historiedidaktiskt perspektiv
- 2017
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Assessment is a permanent part of history teaching, and the interest in assessment is highly current in the Swedish educational system. One aspect is formative assessment and feedback as a tool for learning; another aspect is that assessment tends to be more and more formalized.Earlier research on written assignments and tests show that history teachers often focus on assessing history knowledge as content and memorizing school textbook. Thus the risk is that history education and assessment does not correspond to the new curricula and rating scale with a wider range of goals.This study investigates the ongoing assessment in the history classroom, frequently entitled ”the black box”. Four history teachers in Swedish upper secondary school were interviewed about assessment, and their classroom assessments in a series of lessons were observed and recorded. The requested historical competencies in teachers´ questioning and feedback are interpreted through the concepts of the historical thinking tradition. Similarities and differences are discussed.Results show a great variety in questioning and feedback. Closed questions are present, but are not in majority, and encouraging feedback is more frequent than rejective. All teachers have the same principle – first order concepts or content come first, then second order concepts or thinking about the first order concepts. Among the second order concepts comparision stands as a universal tool to understand content and handle second order concepts. Cause and consequence combined with continuity and change (most focus on change) also appear to be common in the classroom assessements. More rare are historical persectives and significance. Most teachers consider the classroom assessment as valuable chances to get to know pupils´ history knowledge, but one teacher consider the ongoing pupils’ statements as far more reliable than the written ones, when it comes to grading.The over all result indicates that classroom assessments can involve more than history knowledge as memorized content like single facts.
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| 17. |
- Gericke, Niklas, 1970-, et al.
(författare)
-
Powerful knowledge and transformations processes across school subjects: interdisciplinary perspectives from the field of subject didactics
- 2018
-
Konferensbidrag (refereegranskat)abstract
- In this paper we outline an empirical research framework building on the concepts of powerful knowledge and transformation. Powerful knowledge as an idea was coined by Michael Young (2009) to re-establish the importance of knowledge in teaching and curriculum development. Powerful knowledge is defined by Young as a subject specific coherent conceptual disciplinary knowledge that when learnt will empower students to make decisions, and become action-competent in a way that influence their lives in a positive way. We develop the concept of powerful knowledge in two important ways. First, instead of only discussing powerful knowledge as an idea related to educational practices, we take a research position suggesting that powerful knowledge could be used as a tool in educational research related to subject specific education. In doing so we, in line with Deng (2015), propose to align the curricular concept of powerful knowledge to the European research tradition of didactics in general, and subject didactics in particular. Second, we develop the concept of powerful knowledge by refuting the dichotomization suggested by Young (2015) that curriculum (‘what to teach’) can be separated from pedagogy (‘how to teach’). Instead we view these two questions as interrelated in didactical research.We suggest an expansion of the concept of powerful knowledge by using the analytical concept of transformation as a key concept in describing powerful knowledge in different disciplines, institutions and school subjects. The reason for this is that the concept of transformation is a central issue for didactical research from different European research traditions. Transformation as we understand it can be described as an integrative process in which the content knowledge is transformed into knowledge that is taught and learned through various transformation processes outside and within the educational system in relation to individual, institutional and societal level. Such processes of transformation are apparent in concepts related to a number of different frameworks including: ‘transposition’ (Chevallard 2007), ‘omstilling’ (Ongstad 2006) and ‘reconstruction’ (Duit et al. 2012), and are also reflected in the work of Bernstein (1971) in relation to the concept of ‘re-contextualisation’ within the curriculum tradition. The school subject is never a simple reduction of the discipline. The content knowledge is always transformed to fit the educational purpose of teaching. Hence, to study the concept of powerful knowledge within school subjects we need to study its transformation processes, and address the ‘why’ question in addition to the ‘what’ and ‘how’ questions.Moreover, the concept of powerful knowledge and the transformation processes the content of powerful knowledge undergo, must be placed in a wider context, where questions addressing societal challenges are raised. In a changing society the argument is being made that it is not obvious that powerful knowledge only stems from academic disciplines. For example, how does the emerging and rapidly changing media landscape affect powerful knowledge and how could powerful knowledge be understood in a connected classroom? How should interdisciplinary topics such as sustainability and migration be taught? What is powerful knowledge in such topics then emerges as a relevant question.
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| 18. |
- Gericke, Niklas, 1970-, et al.
(författare)
-
Powerful knowledge, transformations and the need for empirical studies across school subjects
- 2018
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Ingår i: London Review of Education. - London : UCL Press. - 1474-8460 .- 1474-8479. ; 16:3, s. 428-444
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.
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| 19. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Researching powerful knowledge and epistemic quality across school subjects
- 2022. - 1
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Ingår i: International Perspectives on Knowledge and Curriculum. - London : Bloomsbury Academic. - 9781350167094 - 9781350167124 - 9781350167100 ; , s. 1-16
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Bokkapitel (refereegranskat)abstract
- Niklas Gericke Brian Hudson Christina Olin-Scheller Martin Stolare Knowledge building in schools can be a transformative and empowering process, transforming pupils’ capacities, sense of self-efficacy and agency, while also acting as a powerful engine of social justice and social transformation (Muller 2016) . Still, knowledge building is notorious for sometimes being a dry and inert process that makes little difference to pupils’ lives and entrenches social inequality (Young and Muller 2010) . This book aims to develop understanding of how educators and education systems can ensure that school-based knowledge building reaches its transformative potential. In so doing, it draws on the concepts ‘powerful knowledge’ and ‘epistemic quality’ to help understand knowledge building’s qualities when it is effective and empowering, and how educational processes can build and develop these characteristics. The underlying research studies focus on the ways in which knowledge itself is transformed as it is re-contextualized at the individual,...
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| 20. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Trajectories of epistemic quality and powerful knowledge across school subjects
- 2022. - 1st
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Ingår i: International Perspectives on Knowledge and Curriculum. - London : Bloomsbury Academic. - 9781350167094 - 9781350167124 - 9781350167100 ; , s. 197-221
-
Bokkapitel (refereegranskat)abstract
- In reflecting on the studies outlined in this book, we return to the KOSS research questions with respect to how the nature of powerful knowledge and epistemic quality in different school subjects can be characterized. We also consider how one may describe the transformation processes related to powerful knowledge and epistemic quality. As we do so, we develop a theoretical framework based on the concepts outlined earlier in the volume: powerful knowledge, transformation processes and epistemic quality. Our ambition with this book, and this chapter in particular, is to help create a common conceptual framework as well as a language for subject-specific research and scholarship as concerns different disciplines and school subjects. In this way, we try to find common ground for use by teachers, scholars and educational researchers interested in subject-specific research. In this final chapter, we will not once again...
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| 21. |
- Holmberg, Ulrik, 1976-
(författare)
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Significant history and historical orientation : Ugandan students narrate their historical pasts
- 2016
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In 2012, Uganda celebrated 50 years of independence. The postcolonial era in the country has been marked by political turmoil and civil wars. Uganda, like many other postcolonial states in Africa, cannot be described as an ethnically or culturally homogenous state. However, history education has globally been seen as a platform for constructing national identities in contemporary societies. At the same time, it is assumed that specific historical experiences of countries influence historical understanding. This study takes its starting point in the theories of historical consciousness and narrativity. A narrative could be viewed as a site where mobilization of ideas of the past to envisage the present and possible futures is made and hence the narrative expresses historical orientation. Through the concept of historical orientation historical consciousness can be explored, i.e. what history is viewed as significant and meaningful. The aim in the study is to explore in what ways students connect to their historical pasts. The study explores 219 narratives of 73 Ugandan upper secondary students. Narratives elicited through written responses to three assignments. Designed to capture different approaches to history: either to start from the beginning and narrate history prospectively or to depart from the present narrating retrospectively. The colonial experience of Uganda affected the sampling in the way that students were chosen from two different regions, Central and Northern Uganda. The comparison was a way to handle the concept of ‘nation’ as a presupposed category. Narrative analysis has been used as a method to explore what the students regarded as historically significant and what patterns among the narratives that point towards particular historical orientations. The empirical results show how different approaches to history, a prospective or a retrospective approach, influence the student narratives. For instance, valued judgments on past developments were more common with the retrospective approach. The results also show differences in evaluating past developments according to regional origin. Students from northern Uganda were generally more inclined to tell a story of decline. Also, it is argued that the student narratives were informed by a meta-narrative of Africa. It was as common to identify oneself as African as it was to identify as Ugandan.
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| 22. |
- Hudson, Brian, et al.
(författare)
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Trajectories of powerful knowledge and epistemic quality : analysing the transformations from disciplines across school subjects
- 2023
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 55:2, s. 119-137
-
Tidskriftsartikel (refereegranskat)abstract
- This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of ‘powerful knowledge’ and ‘transformation’ and ‘epistemic quality’ within which transformation processes from the classroom to the societal level are considered as ‘trajectories of powerful knowledge and epistemic quality’. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network. 1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK).
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| 23. |
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| 24. |
-
International perspectives on knowledge and curriculum : Epistemic Quality across School Subjects
- 2022. - 1st
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to ‘knowledge of the powerful’ for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers’ powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
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| 25. |
-
International Perspectives on Knowledge and Quality : Implications for Innovation in Teacher Education Policy and Practice
- 2022. - 1
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
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| 26. |
- Johansson, Maria, 1965-
(författare)
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Interkulturalitet och historia : Historieundervisningens teori och praktik i en mångkulturell värld
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to investigate interculturality in history as an idea and practice. Two overarching research questions are raised, each concerning the theoretical and practical levels: How can history, as a field of knowledge and teaching, be related to intercultural learning as a normative practice? What obstacles and opportunities for teaching and learning emerge when intercultural historical learning is the goal? This thesis comprises four published studies. Through a hermeneutic process, the aspects of interculturality and history are investigated as interplays between theory and empirics and between generic outcomes and specific cases. Cases from three Swedish upper secondary history classrooms provide data. They are analysed narratively, using both analytical tools based on the theories of historical consciousness and historical thinking, as well as the framework of threshold concepts. Utilising the theory of powerful knowledge, interculturality, as a normative and extrinsic goal, is brought together with history as a dynamic body of knowledge. In the thesis, I argue that interculturality in history teaching is best understood as a shift in perspectives, adopting a specific gaze on historical narratives. The identified obstacles relate to the normativity of interculturality, the methodological nationalism of history and the pedagogical risk of fragmentation and deconstruction. A major result is the potential to construct complex, multidirectional narratives centred on cultural encounters and migration processes, which combine temporal and spatial layers to open the past for intercultural connections. There also seem to be specifically productive learning situations and liminal spaces in which students acquire new subject understandings. Finally, in a systematic approach, a didactic model of intercultural historical learning is presented, constituting the final, but still provisional, hermeneutic loop of the research project.
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| 27. |
- Johansson, Patrik, 1972-
(författare)
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Att tolka spåren från det förflutna : Innebörder, lärande och meningsskapande av historisk källtolkning i gymnasiet
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis explores the activity of historical reasoning in terms of primary source analysis among upper secondary school students. The thesis is a compilation of two scientific articles in history didactics. Two Learning studies, a theory-informed and interventionistic research methodology, were organised to explore historical reasoning. Three research questions are ad- dressed: (1) what does it mean to be able to analyse historical primary sources, (2) what is critical to discern when learning primary source analysis, and (3) what is characteristic for the processes of learning and meaning- making when students work with source analysis assignments? The first article uses phenomenography to explore fifteen students’ perceptions of a historical primary source and the difficulties they face when examining the source. Data was collected through a series of group interviews where stu- dents were asked to respond to a historical letter. The analysis resulted in four qualitatively different categories of perceptions of the source and three critical aspects that emerged between the categories. It is suggested that it is critical to (1) discern and separate the historical perspective, (2) to discern and separate the perspective of the historical actor and (3) to discern and separate the subtext of the source in relation to the historical context. The second article uses a form of content focused conversation analysis to ex- plore the processes of learning and attributing meaning when students work with primary sources. Data was collected through audio recordings of stu- dents’ collaborative work on two assignments. The main results are descrip- tions of the students’ learning and meaning making processes. For instance, when students discern and separate the historical perspective and historical actors’ perspectives. An interesting finding was a strategy used by students to take on the roles of hypothetical historical agents. It is suggested that cer- tain aspects of school culture might inhibit students’ learning of primary source analysis and that students’ life-world perspective is vital in creating meaning. Finally, historical reasoning is discussed in relation to the concept of historical consciousness and it is argued that historical reasoning should include the perspectives of deconstruction, subjectivity and interpretation to better comply with history teaching.
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| 28. |
- Kisiel, Marta, 1984-, et al.
(författare)
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Medical students' self-reported gender discrimination and sexual harassment over time
- 2020
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 20:1
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Gender discrimination (GD) and sexual harassment (SH) occur at all academic institutions worldwide. Medical students report high prevalence of GD and SH, which may negatively affect their education and health. There are indications that policies and reforms on reducing GD/SH are insufficient. Swedish medical students' experiences of GD/SH are monitored by course-evaluations and bi-annual student union evaluations; however, the response rate is usually low. The aim of this study was to compare the exposure to and context of self-reported GD/SH over an 11-year period amongst medical students at a Swedish university.METHODS: In 2002, a questionnaire (n = 622) was mailed to medical students' home addresses. It was repeated in 2013 and then distributed during mandatory lectures (n = 856). The questions used a behavioristic approach and asked about specific GH/SH experiences. Participation was voluntary and anonymous. The changes in prevalence over time were calculated by sampling weights in order to obtain comparable estimates, representative of both cohorts.RESULTS: The response frequency was 55% (62% women) in 2002 and 81% (59% women) in 2013. The prevalence of GD tended to decrease for male and clinical students in comparison to female and pre-clinical peers. However, the prevalence of SH increased for female compared to male students. The ratio of SH for female pre-clinical students doubled in many instances; most often, the mistreatment occurred in the clinic. Medical doctors were indicated as perpetrators up to five times more often by all students in 2013.CONCLUSION: Our results show a disproportional change in exposure to GD/SH between female and male medical students, resulting in a widening of the gender gap regarding prevalence of GD and SH between 2002 and 2013. In particular, personal experiences of SH increased for both sexes. It is proof that institutional efforts to fight mistreatment might be ineffective.
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| 29. |
- Ludvigsson, David, 1971-, et al.
(författare)
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Collective Immersion by Affections : How Children Relate to Heritage Sites
- 2021
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Ingår i: Public History Review. - Sydney, Australia : U T S ePRESS (University of Technology Sydney). - 1037-9851 .- 1833-4989. ; 28, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- This article explores, through group-interviews and in terms of peer-culture, the ways in which pupils negotiate experiences from school-excursions to three heritage sites, Vadstena Castle, a former Royal Castle connected to the royal dynasty of Vasa; Witches’ forest, the place for interrogation by torture and executions of nine women, accused of witchcraft in 1617, and Linköping Cathedral Ages at the visitor programs “Middle Ages in the Cathedral”. The article, which is part of a larger project on learning processes and historical sites, investigates how pupils collectively load the heritage site with values reflected in immersion by affections, and what significance immersion of affections can have on the pupils’ process of stock of knowledge. The following research questions are asked: What kind of affections are evoked? Which situations and circumstances during the visit at the heritage site, mould impressions and immersion in the collective recalling?By drawing on affection, peer culture and critical heritage studies’ verb “heritaging”, we have studied how the pupils collectively load the heritage sites with values reflected in immersion by affections, and what significance immersion of affections have on the pupils’ process of historical understanding. To understand how the heritage site in terms of a material and physical place loaded with narratives of the past affects the children, the analysis aimed to explore under what circumstances the immersion took place.The article localize three situations that led to surprise and thereby friction between the expected (the stock of knowledge) and what was experienced at the site (the immediate experience), namely conflicts caused by expectations and experiences at the site, conflict caused by replicas in relation to originals, and finally conflict between lived experiences and insights at the site.
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| 30. |
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| 31. |
- Ludvigsson, David, 1971-, et al.
(författare)
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Here and Now at Historic Sites : Pupils and Guides Experiencing Heritage
- 2024. - 1
-
Bok (refereegranskat)abstract
- The study explores the meaning-making of cultural heritage in school field trips to five sites in the region Östergötland in Sweden. It treats the materiality of the place and experiences of the guides and the pupils, obtained in school as well as in other contexts, as meaning-making resources during the site visits. It emphasises that sites should be seen as processes, open to interpretations and reinterpretations. The visitor is steered by expectations and common values as well as by the ways in which the heritage site is displayed and presented. In the present study, both adults (guides) and children (pupils) are defined as visitors. The authors draw on theories from history education research and from heritage studies when interpreting how pupils encounter heritage sites, they underline the centrality of 'the flesh and embodied agency' in the experience of sites.
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| 32. |
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| 33. |
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| 34. |
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| 35. |
- Ludvigsson, David, 1971-, et al.
(författare)
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Primary school pupils learning through haptics at historical sites
- 2022
-
Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575. ; 50:5, s. 684-695
-
Tidskriftsartikel (refereegranskat)abstract
- Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference.
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| 36. |
- Ludvigsson, David, 1971-, et al.
(författare)
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Skolbarn relaterar till historiska platser
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Studien ”Skolbarn relaterar till historiska platser” analyserar hur kulturarvsmiljöer används i skolans undervisning, och som en viktig del därav hur skolbarn relaterar till sådana miljöer. Studien baseras på en digital enkät, observationer av skolklassers besök i kulturarvsmiljöer, intervjuer med elever, lärare och kulturmiljöpedagoger, samt berättelser och teckningar som producerats av elever i anslutning till deras besök. Teoretiskt används begreppen plats, haptik (haptics), affektiva praktiker (affective practices, immersion), kamratkultur (peer culture) och kunskap genom bekantskap (knowledge by acquaintance).Studien visar att grundskolelärare inom ramen för sin undervisning i historia besöker en varierad mängd kulturarvsmiljöer med sina elever. Många lärare har nämnt muséer, hembygdsgårdar, slott, kyrkor, klosterruiner, kyrkogårdar, torp, gamla industrier, forntidsbyar, fornminnen och även andra typer av historiska spår. Variationen speglar det historiska landskapet i den del av Sverige där studien genomförts. Men svaren knyter också tydligt an till grundskolans kursplan. Ett antal grundskolelärare besöker dock inte kulturarvsmiljöer; enligt vår enkätstudie är det en minoritet bland lärarna, men på grund av osäkert bortfall går det inte att säkert säga hur stor andelen är som inte besöker kulturarvsmiljöer.Flertalet lärare i studien uppger att de brukar kontakta guider, museipedagoger eller andra företrädare för kulturarvsmiljön inför ett besök. Besöken är enligt lärarna ofta men inte alltid integrerade med övrig undervisning. Ett annat motiv som lärare anför för att genomföra besöken är att eleverna ska lära sig mera om lokalsamhället och att besöket har att göra med lärarens ambition att ge eleverna lokal förankring, bildning och bidra till deras lokala identitet. Ett betydande antal lärare anför också elevernas lärande som det primära skälet till att besök i kulturarvsmiljöer genomförs. Dessa lärare talar om att mötet med fysiska platser erbjuder konkretion, vilket kontrasteras med det abstrakta historieämnet. Ord som används är till exempel ”visualisera”, ”konkretisera”, ”mer verkligt”, ”levande”. Dessa röster uttrycker att besöken ger en extra dimension till undervisningen och erbjuder en egen unik väg till historisk kunskap.En väsentlig aspekt av skolelevers möte med kulturarvsmiljöer är, som pekades ut av en del lärare ovan, att lärande kan stimuleras och ske med hjälp av flera sinnen. Vi har under analysen av observationer och intervjuer med elever fokuserat på kroppsliga, fysiska upplevelser och har ställt frågan på vilka sätt haptik leder till lärande när unga elever besöker historiska miljöer? Det haptiska lärandet sker på tre sätt. Den första aspekten av haptik handlar om beröring vilket i vårt material visas genom några uppenbart starka upplevelser då eleverna fått arbeta med sina händer. Det andra aspekten, andra kroppsliga erfarenheter, som att vandra, klättra och möta värme, kyla, buller och knott fick också eleverna att reflektera och fundera över livsvillkoren i det förflutna. Även det skolbarnen såg och hörde gjorde starkt intryck på dem under besöken i kulturarvsmiljöerna. I praktiken samspelar många sinnen under besök i en kulturarvsmiljö, varför det lärande vi definierat som baserat på syn och hörsel i praktiken också hänger ihop med lärande genom andra sinnen.Vid flera gruppintervjuer blev det tydligt att eleverna förhandlade med varandra om exkursionernas mening. Denna iakttagelse är i sig en bekräftelse på vårt grundantagande att kulturarv konstrueras genom en process och att besökarna kan finna olika saker meningsfulla. I elevernas tal om besöken i kulturarvsmiljöer finns ett starkt inslag av känslor, inte minst skratt och glädje. Elevernas humoristiska tolkning av händelser och iakttagelser under besöket tyder på att det är deras egen fysiska och mentala erfarenhet som är utgångspunkt när de talar om kulturarvsmiljön, snarare än den historiska berättelse som presenteras av vuxna. Elevernas egna livsvärldsreferenser påverkar hur eleverna relaterar till det förflutna.Genom att lyfta fram materiella aspekter, som kulturarvet, och koppla det till ett teoretiskt perspektiv (affektiva praktiker) har vi i detta projekt kunnat visa på de möjligheter som finns i ett bredare perspektiv på historiskt lärande.
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| 37. |
- Lönnbring, Gunilla, et al.
(författare)
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Bilder av Värmland
- 2007
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Ingår i: Bilder av Värmland. - Karlstad : Karlstad University Press. - 9789185335855 ; , s. 12-15
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Bok (refereegranskat)
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| 38. |
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| 39. |
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| 40. |
- Olofsson, Hans, 1960-
(författare)
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Fatta historia : En explorativ fallstudie om historieundervisning och historiebruk i en högstadieklass
- 2011
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Studiens huvudsyfte är att utforska hur historieämnet konstitueras av lärare och eleverunder arbetet med ett ämnesområde, i det här fallet första världskrigets och mellankrigstidenshistoria. Närmare bestämt undersöker den hur informanterna gemensamt skaparhistorisk mening genom att erfara och tolka det förflutna i klassrummet. En teoretiskutgångspunkt är att skolans historieundervisning bör betraktas som ett organiserat kollektivtbruk av det förflutna som står i nära förbindelse med andra samhälleliga historiebruk.Studien omfattar data från 16 observerade lektioner, intervjuer med läraren och elevernaoch analyser av elevernas essäskrivningar.Studien visar hur realhistoriska kunskaper i, metahistoriska kunskaper om ochvärdeförmedlande kunskaper av historia framträder och tvinnas samman till en helheti undervisningen. En hypotetisk slutats är att dessa tre kunskapsformer är ömsesidigtberoende av varandra i den konkreta undervisningssituationen. En didaktisk implikationär indikationer på att olika metaperspektiv i historieundervisningen kan behöva utvecklas.Särkilt gäller det om de historiska aktörsperspektiven som förefaller vara viktiga för attstärka elevers förmåga att artikulera sitt historiemedvetande. Ett teoretiskt bidrag rörstudiens medvetet eklektiska användning av (”tyska”) teorier om historiemedvetande och(”anglosaxisiska”) teorier om historiskt tänkande.Hans Olofsson är verksam som lärare i historia, religionskunskap och svenska påAbrahamsbergsskolan i Stockholm och forskarstuderande vid Karlstads universitet.Han är också aktiv som läromedelsförfattare. ”Fatta historia – en explorativ fallstudie omhistorieundervisning och historiebruk i en högstadieklass” är hans licentiatavhandling.Licentiatavhandlingen har skrivits inom Forskarskolan för lärare i historia ochsamhällskunskap, en särskild fortbildningssatsning för yrkesverksamma lärare. Centrumför de samhällsvetenskapliga ämnenas didaktik vid Karlstads universitet har ansvarat förforskarskolan i samarbete med Högskolan Dalarna.
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| 41. |
- Olofsson, Hans, 1960-
(författare)
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Historia på högstadiet : Historiekulturella yttringar i och utanför ett klassrum i Sverige hösten 2009
- 2019
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How do students use schools´ history education to develop their historical consciousness? In which ways could history education be regarded as a historical-culture expression, i.e. as a part of a society’s interest in the past? This thesis takes its point of departure in these overarching questions. More specifically the research was carried out as a contextualised case study of sixteen history lessons in a Swedish Year 9 class, in the autumn of 2009. The contextualisation consists of an analysis on historical-culture expressions in Sweden at that time. Despite conflicting opinions, the major finding was the common view of Sweden as a country that solves her problems in a peaceful way, both in the past, the present and the future. The classroom study was conducted with an ethnographical approach with close attention to teacher-student interactions. The research was guided by an analytical model inspired by the historian Jörn Rüsen’s theories on history learning processes.The results show in detail the complicated learning processes in the classroom but also the connection with the historical-culture expressions in Sweden at that moment. One major finding was the tendency to react to the rise of contemporary islamophobia and nationalism in Sweden by making comparisons with the development in Weimar Germany in the beginning of the 1930s. This tendency was present both in and outside the classroom.
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| 42. |
- Persson, Anders, 1974-, et al.
(författare)
-
Att använda historiska begrepp
- 2018
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Ingår i: Historiedidaktik i praktiken. - Malmö : Gleerups Utbildning AB. - 9789140697141 ; , s. 73-100
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 43. |
- Persson, Anders, 1974-, et al.
(författare)
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Att använda historiska begrepp
- 2023
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Ingår i: Historiedidaktik i praktiken. - Lund : Gleerups Utbildning AB. - 9789151108810 - 9789140697141 ; , s. 79-103
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 44. |
- 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
-
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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| 45. |
- Stolare, Martin
(författare)
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ABF i Munkfors : En aktör i det lokala utbudet av studier
- 2009
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Ingår i: I lärandets gränsland : formella, icke-formella och informella studier igår och idag. - Hedemora : Gidlunds. - 9789178447886 ; , s. 173-191
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 46. |
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| 47. |
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| 48. |
- Stolare, Martin, 1969-
(författare)
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Att lära genom brev
- 2022
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Ingår i: Brevet. - Möklinta : Gidlunds förlag. - 9789178444755
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 49. |
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| 50. |
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