| 1. |
- Botvinik-Nezer, Rotem, et al.
(författare)
-
Variability in the analysis of a single neuroimaging dataset by many teams
- 2020
-
Ingår i: Nature. - : Springer Science and Business Media LLC. - 0028-0836 .- 1476-4687. ; 582, s. 84-88
-
Tidskriftsartikel (refereegranskat)abstract
- Data analysis workflows in many scientific domains have become increasingly complex and flexible. Here we assess the effect of this flexibility on the results of functional magnetic resonance imaging by asking 70 independent teams to analyse the same dataset, testing the same 9 ex-ante hypotheses(1). The flexibility of analytical approaches is exemplified by the fact that no two teams chose identical workflows to analyse the data. This flexibility resulted in sizeable variation in the results of hypothesis tests, even for teams whose statistical maps were highly correlated at intermediate stages of the analysis pipeline. Variation in reported results was related to several aspects of analysis methodology. Notably, a meta-analytical approach that aggregated information across teams yielded a significant consensus in activated regions. Furthermore, prediction markets of researchers in the field revealed an overestimation of the likelihood of significant findings, even by researchers with direct knowledge of the dataset(2-5). Our findings show that analytical flexibility can have substantial effects on scientific conclusions, and identify factors that may be related to variability in the analysis of functional magnetic resonance imaging. The results emphasize the importance of validating and sharing complex analysis workflows, and demonstrate the need for performing and reporting multiple analyses of the same data. Potential approaches that could be used to mitigate issues related to analytical variability are discussed. The results obtained by seventy different teams analysing the same functional magnetic resonance imaging dataset show substantial variation, highlighting the influence of analytical choices and the importance of sharing workflows publicly and performing multiple analyses.
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| 2. |
- Elsaied, Nafesa, et al.
(författare)
-
Using history to protect children from extremist ideologies : The example of Noor Magazine in Egypt
- 2023
-
Ingår i: Historical Encounters. - : HERMES History Education Research Network. - 2203-7543. ; 10:1, s. 114-129
-
Tidskriftsartikel (refereegranskat)abstract
- In the past few years, cultural institutions in the Arab world have increased their interest in introducing history for children through different media channels, including printed magazines. One of these recent publications is Noor Magazine. One feature of Noor Magazine is its focus on the dissemination of Egyptian and Arabic and Islamic history along with its aim to protect children from extremist ideology. The present study aims to analyze the history presented in Noor Magazine in relation to how it may promote social welfare. The results of the present study show a rather great diversity among the included historical topics, which range from ancient Egyptian history to modern history, Arabic and Islamic history, and also world history. In regards to how this history is presented, there is a strong focus on politico-pedagogical, ideological, and moral uses of history, where children are presented with positive and character-building examples from the historical past to serve contemporary interests. A final prominent result is a focus on a traditional grand-narrative approach to the historical past where children are invited to learn about historical facts, rather than critically assess or engage with the historical narratives they are presented with and thus foster inclusive historical culture.
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| 3. |
- Motte, Damien, et al.
(författare)
-
A note on the debate on scientific process vs. design process
- 2011
-
Ingår i: Proceedings of the 18th International Conference on Engineering Design - ICED'11. - 2223-7941 .- 2220-4342. - 9781904670322 ; DS 68:2, s. 356-365
-
Konferensbidrag (refereegranskat)abstract
- It has been often claimed that the scientific process is quite opposite to the design process, mainly based on the former’s analysis of existing phenomena in order to develop a theory, while the design process is an act of synthesis that creates something new in the world. In the light of the developments that led to this conception, and with reference to the current views of the scientific process, we maintain that the scientific process has more similarities with the design process than differences from it. As parallels can be drawn between the two processes, some implications for further research into the fundamentals of the design activity are discussed.
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| 4. |
- Nygren, Thomas, 1972-, et al.
(författare)
-
Lärarstudenters ämnesdidaktiska reflektioner i geografi, historia, religion och samhällskunskap
- 2022
-
Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; 12:3, s. 122-148
-
Tidskriftsartikel (refereegranskat)abstract
- In this study we investigate subject didactic reflections of 183 teacher students in civics, history, geography or religion in primary, elementary or secondary schools. We ask teacher students to reflect on what they perceive to be important and difficult to teach in their subject and also what methods they think would be productive. A comparative content analysis shows that a majority of the teacher students view academic knowledge and skills as important and challenging to teach in their respective subjects, and pupil-centered methods as those that primarily should be used in teaching. We do, however, find significant differences between the four subjects, for example concerning focus on facts and teacher-centered methods versus attitudes and values and student-centered methods. The students’ subject didactic reflections indicate important insights about teaching but they generally lack insights into pupils’ subject specific difficulties and how different methods may be used to support pupils’ learning.
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| 5. |
- Nygren, Thomas, 1972-, et al.
(författare)
-
Promoting a Historiographic Gaze Through Multiperspectivity in History Teaching
- 2017
-
Ingår i: International perspectives on teaching rival histories. - London : Palgrave Macmillan. - 9781137554314 - 9781137554321 ; , s. 207-228
-
Bokkapitel (refereegranskat)abstract
- In this chapter, Nygren, Vinterek, Thorp, and Taylor show how a limited educational effort may support students’ historiographic gaze—the ability to identify, learn from, and critically reflect upon divergent perspectives and popularized representations of the past. This is a rare and constructive example of implementing multiperspectivity in secondary schools. Findings show how students’ understanding of divergent historical perspectives and critical attitudes toward popular historical writing can be affected by processing and problematizing historians’ conflicting perspectives on the causes of World War One. This exploratory study also highlights differences between Swedish and English students’ historical understanding and critical attitudes and raises questions about gender differences and how history in schools may support multiperspectivity among students, not least students with lower grades.
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| 6. |
- Persson, Anders, 1974-, et al.
(författare)
-
Historieundervisningens existentialiserande potential
- 2017
-
Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; :2, s. 59-74
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers.
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| 7. |
-
The Cold War in the Classroom : International Perspecives on Textbooks and Memory Practices
- 2019
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.
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| 8. |
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| 9. |
- Thorp, Robert, et al.
(författare)
-
Controversially uncontroversial? : Swedish pre-service history teachers’ relations to their national pasts
- 2020
-
Ingår i: Acta Didactica Norden. - Oslo : University of Oslo Library. - 2535-8219. ; 14:4, s. 1-21
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how Swedish pre-service history teachers narrated their nation’s past. Previous research on national history education has generally focused on the treatment of conflicts in national history and what challenges that poses for history education. The present study seeks to complement and broaden this research through its focus on a country where national history is generally perceived as uncontroversial and the debate on national history is generally characterised by consensus, and on what strategies future history teachers use when recounting the national history of Sweden. Using a qualitative approach, we asked our respondents to “Tell us the history of Sweden in your own words” in writing. The study finds that the vast majority of the respondents approach their national history in a way that reinforces a traditional view of Swedish national history. These narratives are generally presented in a way that does not engage with or show how perspective and position affects our rendering of history, which has often been regarded as problematic in history educational research. At the same time, these results also show that our respondents are well familiar with the dominant way of perceiving the Swedish past, something that could also be argued to be valuable in history education, depending on how we choose to approach national history.
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| 10. |
- Thorp, Robert
(författare)
-
Deconstructing Karlsson, Part 1: Historical Consciousness
- 2017
-
Ingår i: Historical Encounters. - Newcastle, NSW. - 2203-7543. ; 4:2, s. 1-10
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents an analysis of how leading Swedish historian and history didactical researcher Klas-Goran Karlsson presents the concept of historical consciousness in some of his most recent publications and seeks to analytically deconstruct his view of the concept. The study finds that Karlsson presents definitions of the concept that may not be compatible to each other. Using this result, the paper then tries to present and argue a view of the concept that harmonises with the one presented by Karlsson.
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| 11. |
- Thorp, Robert
(författare)
-
Experiencing, Using, and Teaching History : Aspects of Two History Teachers' Relations to History and Educational Media
- 2017
-
Ingår i: Journal of Educational Media, Memory and Society. - New York/Oxford : Berghahn Books. - 2041-6938 .- 2041-6946. ; 9:2, s. 129-146
-
Tidskriftsartikel (refereegranskat)abstract
- How do two Swedish lower secondary school teachers relate to and make sense of history via their experiences and educational media? The study seeks to gain knowledge about history education by analyzing two teachers’ narratives of their personal experiences of the Cold War and classroom observations of the teachers in practice. The study finds that the teachers’ narrations of personal experiences and observed teaching of the Cold War resemble the dominant historical culture on the Cold War in Swedish education. On the basis of these results, the author discusses the importance of a critical awareness of historical culture in order to further a complex understanding of history.
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| 12. |
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| 13. |
- Thorp, Robert
(författare)
-
Historical Consciousness and Historical Media : A History Didactical Approach to Educational Media
- 2014
-
Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 5:4, s. 497-516
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.
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| 14. |
- Thorp, Robert, 1976-
(författare)
-
Historical Consciousness, Historical Media, and History Education
- 2014
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical consciousness a complex and vague concept. The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, application, development, and significance. The study includes research about historical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes historical consciousness an important concept for identity constitution and morality. The third paper proposes a methodological framework of historical consciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.
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| 15. |
- Thorp, Robert
(författare)
-
Historiemedvetande, historiska medier och historieundervisning
- 2016. - 1
-
Ingår i: Medier i historieundervisningen. - Umeå : Umeå universitet. - 9789176014219 ; , s. 214-241
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I ljuset av samtidens förändrade medielandskap och samhällsgrundade spänningar om historieframställningar framstår de historiska mediernas roll i dagens och historiens historieämne i ungdomsskolan som en historiedidaktiskt angelägen fråga. Med denna fråga i fokus utformades forskarskolan Historiska medier: forskarskola i historia med didaktisk inriktning i början av 2011. I denna antologi ges en samlad presentation av elva studier från forskarskolan som berör de historiska mediernas roll, funktion, villkor och användning. Studierna bidrar till den historiedidaktiska forskningen, och erbjuder också verksamma och blivande historielärare en möjlighet att utveckla sin kunskap om hur medier påverkar undervisning och lärande i historia.
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| 16. |
|
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| 17. |
- Thorp, Robert
(författare)
-
How to develop historical consciousness through uses of history – A Swedish perspective
- 2020
-
Ingår i: Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education. - Newcastle, NSW. - 2203-7543. ; 7:1, s. 50-61
-
Tidskriftsartikel (refereegranskat)abstract
- Historical consciousness is a popular concept in history education that has often been considered as difficult to apply in educational practice. Taking its departure in the Swedish Schools’ Inspectorate’s recent critique of how Swedish history teaching cannot contribute to a development of students’ historical consciousnesses, this article discusses how we can theoretically understand how a development historical consciousness may happen. Using the results of this discussion, it is then suggested how historical consciousness could be developed in history education.
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| 18. |
- Thorp, Robert, et al.
(författare)
-
On historical thinking and the history educational challenge
- 2020
-
Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 52:8, s. 891-901
-
Tidskriftsartikel (refereegranskat)abstract
- The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails.
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| 19. |
- Thorp, Robert
(författare)
-
Pedagogical Entanglements and the Cold War : A Comparative Study on Opening History Lessons on the Cold War in Sweden and Switzerland
- 2019
-
Ingår i: The Cold War in the Classroom. - Cham : Palgrave Macmillan. - 9783030119980 - 9783030119997 ; , s. 423-447
-
Bokkapitel (refereegranskat)abstract
- Thorp uses the case studies of two classrooms, one Swiss, one Swedish, exploring different pedagogical approaches to the Cold War and addressing the challenges posed to teachers of history in general. There is, he argues, a tension inherent in history that arises because history is both fixed yet also contingent upon who relates it. In this chapter, Thorp examines the degree to which the two teachers in his case study operate within this contingency. Thorp’s model of the narratological uses of history allows him to formulate a pedagogical approach which prioritises critical enquiry and the awareness of historical consciousness. Teaching the Cold War particularly reinforces this conclusion, because the topic can be addressed from radically different perspectives.
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| 20. |
- Thorp, Robert
(författare)
-
Perspektiv på historiebruk - undervisa om hur historia används
- 2018
-
Ingår i: SO-didaktik. - 2002-4525. ; :5, s. 56-60
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Historiebruk intar en central plats i historieundervisningen. Klas-Göran Karlsson beskriver i en typologi hur historia används för olika syften av olika aktörer. Robert Thorp är kritisk till detta sätt att beskriva historie-bruk, och föreslår istället ett fokus på vad han vill kalla narratologiskt historiebruk. Fördelen, menar Thorp, är att kopplingen mellan historie-bruk och historiemedvetande blir tydligare.
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| 21. |
- Thorp, Robert
(författare)
-
Popular history magazines and history education
- 2015
-
Ingår i: Historical encounters: a journal of historical consciousness, historical cultures, and history education. - The University of Newcastle, Australia : The University of Newcastle, Australia. - 2203-7543. ; 2:1, s. 102-112
-
Tidskriftsartikel (refereegranskat)abstract
- This paper argues that popular history magazines may be a welcome complement toother forms of historical media in history teaching. By outlining a theoretical framework thatcaptures uses of history, the paper analyses popular history magazine articles from five Europeancountries all dealing with the outbreak of World War I. The study finds that while the studiedarticles provide a rather heterogeneous view of the causes of the Great War, they can be used todiscuss and analyse the importance of perspective in history, thus offering an opportunity tofurther a more disciplinary historical understanding.
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| 22. |
- Thorp, Robert
(författare)
-
Representation and interpretation : Textbooks, teachers, and historical culture
- 2015
-
Ingår i: IARTEM e-journal. - International Association for Research on Textbooks and Educational Media : International Association for Research on Textbooks and Educational Media. - 1837-2104. ; 7:2, s. 73-99
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how contemporary Swedish lower secondary school textbooks present the emergence of the Cold War and how 10 active lower secondary school history teachers interpreted a quotation that was ambiguous in relation to the general narrative in the studied Swedish textbooks, seeking to analyse textbooks both from the perspectives of content and reception. Applying a theoretical framework of uses of history, the study finds that the narratives presented in the studied textbooks are what could be called traditional in the sense that they do not acknowledge perspective and representation in history. While the interviewed teachers generally acknowledged that textbook narratives are representations of history and contingent on perspective, few teachers extended this to include how their own views affect their interpretations, suggesting an intermediary appreciation of the contextual contingency of historical narratives.
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| 23. |
- Thorp, Robert, et al.
(författare)
-
Sobre pensar historicamente e o desafio da educação histórica
- 2023
-
Ingår i: História & Ensino. - : Universidade Estadual de Londrina. - 1414-3488 .- 2238-3018. ; 29:1, s. 010-029
-
Tidskriftsartikel (refereegranskat)abstract
- Nos últimos anos, a noção de pensamento histórico tem se tornado popular em pesquisas sobre educação histórica, particularmente na América do Norte, no Reino Unido e na Austrália. O objetivo deste artigo é discutir as competências cognitivas relacionadas ao pensamento histórico como uma noção de história educacional a partir de dois aspectos, conforme defendido por alguns influentes pesquisadores canadenses: o que é o pensamento histórico e o que ele significa em um contexto educacional? Quais são as consequências do pensamento histórico para a educação histórica? Nossa discussão centrar-se-á nas possíveis implicações desta abordagem para o Ensino de História no que diz respeito ao que deve ser ensinado nas salas de aula de História e seus porquês. Ao centrar-nos na noção de historicidade, argumentamos que, embora seja bem-vindo um enfoque de abordagem mais disciplinar para o Ensino de História, pensamos que deveria ser dada maior atenção no que poderia ser qualificado como uma abordagem disciplinar. Argumentamos ainda que o pensamento histórico e o desafio da educação histórica devem ser compreendidos como mais amplos ecomplexos do que implica a educação histórica embasada no pensamento histórico.
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| 24. |
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| 25. |
- Thorp, Robert
(författare)
-
The concept of historical consciousness as an interpretive frame for historical media
- 2013
-
Ingår i: Papers & abstracts. ; , s. 188-202
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents an outline for how the concept of historical consciousness can be understood regarding (i) its definition, application, and qualitiative character, (ii) its relation to other history didactical concepts (i.e. ‘historical culture’ and ‘historical use’), (iii) its development, (iv) its significance, and, finally, how an aggregated understanding of the concept can be used as an interpretive frame for historical media. The paper will not present any new ideas on how to understand or approach the concept, but rather a selection of theoretical approaches that can be found in history didactical research. Given the rather limited space in this paper, some of the presentations will be shorter than others.
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| 26. |
- Thorp, Robert
(författare)
-
The Concept of Historical Consciousness in Swedish History Didactical Research
- 2013. - 1
-
Ingår i: Cultural and Religious Diversity and Its Implications for History Education. - Schwalbach : Wochenshau Verlag. - 9783899748925 ; , s. 207-224
-
Bokkapitel (refereegranskat)abstract
- This article presents a study of how the concept of historical consciousness is defined, applied and justified in Swedish history didactical research. The study finds that there is a common ground for understanding what a historical consciousness is, but that the concept is applied in a variety of ways. It is suggested that this variation is one reason why the concept is generally believed to be difficult to define and apply, since the application of the concept influences how a historical consciousness is interpreted. It is also suggested that the concept could be rendered more versatile by further theoretical investigation into how the concept’s definition and applications are connected.
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| 27. |
- Thorp, Robert
(författare)
-
Towards an epistemological theory of historical consciousness
- 2014
-
Ingår i: Historical Encounters: A journal of historical consciousness, historical cultures, and history education. - The University of Newcastle, Australia : HERMES History Education Research Network. - 2203-7543. ; 1:1, s. 20-31
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents a theoretical analysis of the concept of historical consciousness. It argues that a focus on the epistemological problems of the concept can be a way of constructing a theory of the concept that both incorporates the diverse perspectives that exist in research about the concept and specifies how a historical consciousness can be developed in an individual.
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| 28. |
- Thorp, Robert, 1976-
(författare)
-
Uses of History in History Education
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history.The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history.Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.
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| 29. |
- Thorp, Robert
(författare)
-
Vad är ett historiemedvetande egentligen och varför är det viktigt?
- 2013
-
Ingår i: Kritiska perspektiv på historiedidaktiken. - Eksjö : Historielärarnas förening. - 9789163743016 ; , s. 97-119
-
Bokkapitel (refereegranskat)abstract
- Historiemedvetande är ett centralt begrepp i svensk historiedidaktik samtidigt som det upplevs som vagt och svårt att tillämpa i undervisning. Den här studien presenterar en forskningsöversikt av hur historiemedvetandebegreppet används i svensk historiedidaktisk forskning utifrån frågeställningarna "Vad är ett historiemedvetande enligt svensk forskning?", "Varför anser forskarna att det viktigt?" och "Hur anser man i historiedidaktisk forskning att ett historiemedvetande utvecklas?"
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| 30. |
- Thorp, Robert, et al.
(författare)
-
Young children's historical consciousness : A Swedish case study
- 2017
-
Ingår i: Yearbook (of the International Society for History Didactics). - : Wochenschau Verland. - 1608-8751. ; 38, s. 215-234
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how groups of 7-year-old pupils in Swedish primary school with little or no experience of history education expressed historical consciousness. The results of the study show that a perception of linear time where the past is seen as distinct and separated from the present is a key characteristic among the children that showed indication of historical consciousness. These results suggest a view of historical consciousness as something individuals may develop, rather than something that is innately human and anthropologically universal, and that a focus on the fostering of a perception of linear time and the epistemological challenges this poses, may be key in enabling and developing children’s historical consciousness.
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| 31. |
- Thorp, Stephen, 1996-, et al.
(författare)
-
Using rest-frame optical and NIR data from the RAISIN survey to explore the redshift evolution of dust laws in SN Ia host galaxies
- 2024
-
Ingår i: Monthly notices of the Royal Astronomical Society. - 0035-8711 .- 1365-2966. ; 530:4, s. 4016-4031
-
Tidskriftsartikel (refereegranskat)abstract
- We use rest-frame optical and near-infrared (NIR) observations of 42 Type Ia supernovae (SNe Ia) from the Carnegie Supernova Project at low-z and 37 from the RAISIN (SNIA in the IR) Survey at high-z to investigate correlations between SN Ia host galaxy dust, host mass, and redshift. This is the first time the SN Ia host galaxy dust extinction law at high-z has been estimated using combined optical and rest-frame NIR data (YJ band). We use the BAYESN hierarchical model to leverage the data’s wide rest-frame wavelength range (extending to ∼1.0–1.2 μm for the RAISIN sample at 0.2 ≲ z ≲ 0.6). By contrasting the RAISIN and Carnegie Supernova Project (CSP) data, we constrain the population distributions of the host dust RV parameter for both redshift ranges. We place a limit on the difference in population mean RV between RAISIN and CSP of −1.16 < Δμ(RV) < 1.38 with 95 per cent posterior probability. For RAISIN we estimate μ(RV) = 2.58 ± 0.57, and constrain the population standard deviation to σ(RV) < 0.90 [2.42] at the 68 [95] per cent level. Given that we are only able to constrain the size of the low- to high-z shift in μ(RV) to ≲1.4 – which could still propagate to a substantial bias in the equation-of-state parameter w – these and other recent results motivate continued effort to obtain rest-frame NIR data at low- and high-redshifts (e.g. using the Roman Space Telescope).
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| 32. |
- Vinterek, Monika, et al.
(författare)
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Narrating the nation : Swedish and Australian pre-service history teacher’s conceptualisation of their national history.
- 2016
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Konferensbidrag (refereegranskat)abstract
- In Australia national history and the teaching thereof continues to be controversial. Concerns over whose history is being taught in schools (Blainey, 1993; Donnelly, 1997), parallels anxieties over what the public knows about their nation’s past (Ashton, Connors, Goodall, Hamilton, & McCarthy, 2000; Ashton & Hamilton, 2007). In Sweden, on the other hand, national history does not have a dominant role in public discourse or research on history education. This lack of attention could, however, also be problematic (Lozic, 2010; Nordgren, 2006).Using an open-ended narrative methodology inspired by Canadian researcher Jocelyn Létourneau (2006), the Comparing our Pasts (COP) project aimed to determine and compare what Swedish and Australian pre-service teachers, as an important group when it comes to their future influential position in schools, know, understand, and believe to be important about their countries’ past. This paper reports on the preliminary analysis of the pre-service teachers’ narratives, comparing their perception of the nation as a geographical, cultural, or constitutional entity as well as Swedish and Australian stories of foundation and conquest. Furthermore, the paper examines the way the participants framed their narratives and the lens they used to relate and interpret their respective national histories and their understanding of the nation and the past.
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| 33. |
- Vinterek, Monika, 1956-, et al.
(författare)
-
Tell us about your nation’s past : Swedish and Australian preservice history teachers’ conceptualisation of their national history
- 2017
-
Ingår i: Yearbook (of the International Society for History Didactics). - 1608-8751. ; 38, s. 51-72
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Tidskriftsartikel (refereegranskat)abstract
- The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.
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| 34. |
- Åström Elmersjö, Henrik, 1978-, et al.
(författare)
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The Cold War, Historical Culture and History Education : Swedish Teachers’ Entangled Narratives of History and Memory
- 2020
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Ingår i: Acta Didactica Norden. - : Oslo University. - 2535-8219. ; 14:1, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an analysis of seven Swedish lower secondary school teachers’ personal experiences of the Cold War period, told in life story interviews which also related to their profession as history teachers. The aim is to analyze how personal experiences of history and personal memories may affect how history is approached by teachers and to discuss what relevance that may have for history education. Applying theories of historical culture and collective memory, we argue that the interviewed teachers display a collectivized historical experience imbued with cultural contingency, both entangled with – and at the same time detached from– personal memory. The reproduction of historical culture and collective memory seems detached from personal experience and instead, related to cultural narratives. The study finds that the teachers’ personal experiences are strongly affected by and filtered through the culturally contingent narratives of the historical period in which the teachers have lived their lives. Furthermore, the interviewed teachers did not address the reconstructive and disciplinary aspects of history that may arguably be an essential aspect of history education in Sweden and most Western countries.
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