| 1. |
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| 2. |
- Demker, Marie, 1960, et al.
(författare)
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Hur karaktärisera Sverigedemokraterna?
- 2011
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Ingår i: Religion och livsfrågor. - 0348-8918. ; 2011:1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln rymmer några intervjufrågor till professor Marie Demker rörande hur Sverigedemokraterna bör karaktäriseras med hänsyn till begrepp som främlingsfientlighet, demokrati och högerextremism.
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| 3. |
- Franck, Olof, 1958
(författare)
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Ann Heberlein
- 2011
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Ingår i: Nationalencyklopedin.
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Tidskriftsartikel (refereegranskat)
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| 4. |
- Franck, Olof, 1958
(författare)
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Att gå på värdegrund
- 2010
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Ingår i: Pedagogiska magasinet. ; 2010:1, s. 27-31
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Franck, Olof, 1958
(författare)
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Att undervisa gymnasieungdomar om religion och vetenskap
- 2012
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Ingår i: Att undervisa om religion och vetenskap i gymnasieskolan: Filosofiska och pedagogiska perspektiv med hänsyn till den nya ämnesplanen i religionskunskap! 31/1 2012. Teologiska institutionen, Uppsala universitet..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 7. |
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| 8. |
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| 9. |
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| 10. |
- Franck, Olof, 1958, et al.
(författare)
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Constructing national tests in Religious Education: challenges concerning assessment and evaluation in relation to knowledge requirements applied to ethics and religious traditions.
- 2013
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Ingår i: The 14th Annual AEA-Europe Conference Association for Educational Assessment - Europé Sorbonne, Paris 7 - 9 November 2013.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the autumn of 2011 a new curriculum for compulsory school, that is grades 1 – 9, was introduced in Sweden. The syllabuses of all subjects were given a uniform structure where two parts in particular have become objects for discussion. 1. The core content of the syllabus presents the content which obligatorily must be highlighted during the course in question. The teacher is free to decide in which order the various parts of this content are going to be treated and how comprehensive the treatment of these parts is going to be. There is however a requirement that the education lays a foundation for a fair and substantial application of the prescribed knowledge requirements that constitute the criteria for the different marks. 2. These knowledge requirements are structured around a new marking scale where the best mark is A, the lowest approved mark is E (“pass”) while the weakest is F (“fail”). This scale has been designed in order to correspond to the core contents of the different school subjects. For more than 40 years, the subject of Religious Education (“religionskunskap”) has been a mandatory, non-confessional subject in the Swedish compulsory schools. According to the 2011 syllabus for compulsory school, the teaching in Religious Education “should essentially give pupils the opportunities to develop their ability to: • analyse Christianity, other religions and other outlooks on life, as well as different interpretations and use of these, • analyse how religions affect and are affected by conditions and events in society, • reflect over life issues and their own and other’s identity, • reason and discuss moral issues and values based on ethical concepts and models, and • search for information about religions and other outlooks on life and evaluate the relevance and credibility of sources.” (Lgr11 p 176f) The development of the national tests in Religious Education has to be anchored in these prescriptions concerning the teaching in the subject. At the same time it is worth noting, that the themes and the questions which are to be in focus for the tests are going to mirror and express the core contents and the knowledge requirements of the courses.
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