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- Aldrin, Viktor, Docent, 1980-
(författare)
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Eleven och den andre : Statliga attityder till religion och livsåskådning i riktlinjer om sammankomster med religiösa inslag i skolan 2012 och 1967
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 2020:1, s. 137-153
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Tidskriftsartikel (refereegranskat)abstract
- This study aims at investigating and comparing state attitudes towards confession in policies regarding meetings with religious elements at schools. Two state policies have been examined through a text analysis inspired by Critical Hermeneutics – the 2012 guidelines, currently in use, and a historic guideline from 1967. Results show that two different stands are emerging regarding confessional elements. In the 1967 policy, pupils are encouraged to meet and tolerate different religious perspectives including non-religious attitudes in order to develop a democratic consciousness. Half a century later, the 2012 policy consider confession as problematic and something from which pupils ought to be protected. The study ends with a discussion of how recent regulations align with the ambition of training pupils in the encounter with religious others in the multicultural society Sweden and Europe presently are part of. Perhaps, something could be learned from previous state regulations – that encountering otherness does not necessary lead students to question their own beliefs, rather it may expand their horizon of cultural competence.
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| 4. |
- Alvén, Fredrik, 1972-
(författare)
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Historiemedvetande och jämställdhetstankar hos svenska ungdomar
- 2021
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Ingår i: Nordidactica. - : Karlstad University Press. - 2000-9879. ; 11:1, s. 22-53
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Tidskriftsartikel (refereegranskat)abstract
- Because Swedish teenagers bring with them a cultural background that affects their perception of history, this, in turn, affects how they understand and receive the history taught in school. For some decades now, the students´ historical consciousness should be the starting point to their history education in compulsory school in Sweden, that is, their understanding of their own lives in a temporal perspective. Consequently, educators should be interested in how the students understand societal issues through time, as this influences how they will understand history. This study explores the students’ understanding of gender equality in a temporal perspective. As the method is quantitative, the results must therefore be interpreted with caution. Nonetheless, there are some interesting results that should be taken into account before teaching gender equality in history. The girls understand the theme as mostly a conflict in the past, while the boys worry about the future. Moreover, the girls more easily imagine perspectives where women are the victims, while the boys more easily understand perspectives where men are the victims. These results call for a nuanced history teaching to reach both boys and girls.
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| 5. |
- Andersson, Klas, 1975, et al.
(författare)
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Elevers perspektivbyten i svar på uppgifter från det nationella provet i samhällskunskap
- 2023
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 13:2023:3, s. 66-84
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Tidskriftsartikel (refereegranskat)abstract
- Developing students' critical thinking is an important task for Swedish schools. Especially in the social studies subjects, where issues of democracy and human rights always are present. In both national and international educational science research there are however some uncertainties concerning how critical thinking manifests among students. The article sheds light on a specific component of critical thinking, namely the ability to alternate points of view. Initially, classical theoretical literature on critical thinking is used to discuss this component. The main part of the article uses students' own descriptions of societal challenges to show more precisely how alternating points of view are manifested in student answers. To our help, we have a unique empirical material in the form of data from the Swedish national test in civics for year 9. 600 student responses from one question are analyzed with the ambition of finding students' ability to see, and discuss, social issues from different points of view.
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| 6. |
- Banik, Vibeke, et al.
(författare)
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Kollektive minner og universalisering. Holocaust i den nye norske læreplanen for grunnskolen
- 2022
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 12:2022:3, s. 149-170
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Tidskriftsartikel (refereegranskat)abstract
- In the new national curricula for Norwegian basic education (Kunnskapsløftet, LK20), introduced in 2020, Holocaust is included as a historical subject for the very first time. This is in itself an interesting development, made even more significant by the fact that every other historical subject is removed from the national curricula. However, no explanation for this contradiction is given, nor does the curricula give any insight into how teachers and students should interpret it. In this article, we argue that the contradictory and somewhat poorly defined role given to the Holocaust in LK20, together with other perspectives introduced in the new curricula, is likely to lead to two major shortcomings. Firstly, the curricula’s insistence on dealing with the past only on an individual level may create blind spots for the students when they try to make sense of the Holocaust as a historical subject. What LK20 fails to acknowledge, in our opinion, is the important role played by collective memory in dealing with the past. These are significant when confronted with historical subjects related to the Second World War, as these collective memories are particularly strong in cultures with a history related to this conflict. Secondly, we argue that the contradictory introduction of the Holocaust in LK20 is likely to strengthen the universalisation of the Holocaust in Norwegian schools, i.e. using the genocide of the European Jews as a generic symbol of prejudice, racism and evil. We argue that the preventive perspective of teaching the Holocaust in school may suffer from this approach, as it decontextualises the genocide from its historical context, thereby making it more difficult for the students to understand. However, we also discuss how these shortcomings may be alleviated through a realisation of the importance of a collective memory culture when learning about the Holocaust, and how a historical contextualisation of the genocide may contribute to improved understanding of this historical subject.
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| 7. |
- Berg, Mikael, Universitetslektor, 1970-
(författare)
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Bedömning som ett kunskapsideologiskt ställningstagande: lärares bedömningsstrategier och samhällskunskapsämnets laborativa, analytiska och avgränsade kunskapsinnehåll
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2020:3, s. 109-133
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Tidskriftsartikel (refereegranskat)abstract
- During the last decade, the Swedish research field has gained an increasing interest in what knowledge content to use in the subject of social science. However, less interest has been given the didactical questions on how and what relates to each other in constructing knowledge content. The aim of this article is, therefore, to explore how teacher’s assessment strategies relate to selecting knowledge content. The method used is semi-structured interviews with four experienced secondary school teachers on how they work with assessment. The results show three assessment strategies, which are reasoning, systematic and correcting assessment strategies. In different ways, the assessment strategies then relate to several knowledge content positions. Firstly, to a more tentatively and elaborating position with focus on the student’s questions. Secondly, to an analytical and progress-oriented position with focus on disciplinary concepts. Finally, to a more definitive and orienting position with focus on democratic values. Therefore, I argue that we need to pay more attention to the didactical question of how and what relates to understanding the complexity in constructing a knowledge content.
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| 8. |
- Berg, Mikael, Universitetslektor, 1970-, et al.
(författare)
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Graderande granskning och förklarade glapp : Svensk historie- och samhällskunskapsdidaktisk forskning om lärares bedömningspraktik 2009–2019
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 18-44
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Tidskriftsartikel (refereegranskat)abstract
- During the last decade there has been an increasing interest in the Swedish research field concerning assessment in schools, especially with focus on the school subject’s history and social science. The aim of this article is therefore to explore what perspectives that have being used by researchers in the Swedish field of history and social science subject didactic, when investigating teacher’s assessment practice. The method used in the article is a text analysis of 13 Swedish thesis and articles that deal with teacher’s assessment practice within the Swedish field of history and social science subject didactics between 2009 and 2019. The result shows that there an overwhelming part of the studies deals with examine teacher’s assessment practice. Another dominant trend is to explain the variations in teacher’s assessment practice. Overall the result shows that there is a lack of studies which begin with teachers subject specific experiences and also a lack of studies with a policy critical approach. To try to capture the complexity in assessment we therefore argue in the light of the result that there is a need of both a theoretical and cumulative broadening of the Swedish research field concerning teacher’s assessment with focus on the school subject’s history and social science.
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| 9. |
- Bjerre, Loa Ingeborg, et al.
(författare)
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Videnstaksonomier, progression og fordybelse i historieundervisning
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2020:3, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- The present article discusses, first, a conception of learning progression which understands pupils’ (history) learning as a question of their ‘ascending’ to more and more advanced taxonomical levels of reflection – and which has played a major role in history didactics generally as well as in a Danish context in particular. Against this conception the article argues that (history) learning progression should be understood as a many-sided phenomenon to which a number of different forms of knowledge contribute and which cannot adequately be conceived as an increasing command of a sequence of (meta-)levels of reflection but needs a wider understanding of the nature of knowledge.
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| 10. |
- Björk, Oscar, 1990-, et al.
(författare)
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Barn skriver historia: En studie av fjärdeklassares skrivande i historieämnet
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 10:2020:2, s. 73-106
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Tidskriftsartikel (refereegranskat)abstract
- In this study we analyze subject specific content in texts written in history education in school year 4 in a Swedish context. The study employs two different approaches to (text) content analysis: Analysis of representation of an historic vis-à-vis a practical perspective on the past, and analysis of the specific linguistic construals of the texts, based on a systemic functional linguistics approach. The results from the analyses are then compared to enable a synergetic account of the specific linguistic fabrics of the two historical perspectives. The results show that there are key differences in how the historical vis-à-vis the practical perspective on the past are linguistically construed, thus highlighting the intricacies of writing in history education. These findings are significant for researchers and teachers interested in furthering emergent historical literacy in early school years.
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