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- Dalevi, Sören, et al.
(författare)
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Kyrkopedagogik i Munkfors : En utvärdering av ett samarbetsprojekt skola-kyrka
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Svenska kyrkor och kyrkogårdar bär ofta på ett unikt arv av bygdens kulturella och religiösa historia. Men frågan är om och i så fall hur svenska skolelever kan tillgodogöra sig kyrkorum?Under åren 2009 till 2011 arbetade Thomas Pfitzinger-Drewes och ett arbetslag i Svenska kyrkan, Munkfors församling i Värmland, med att inhämta kunskap om och omsätta den tyska kyrkopedagogiska metoden till svenska förhållanden. De arbetade kontinuerligt i nära samarbete med skolor i Munkfors kommun. Kyrkopedagogikens målsättning är att ge människor möjlighet att få en relation till och förståelse av kyrkorummet utan att för den skull behöva bekänna sig till någon tro. I den här boken beskriver Sören Dalevi och Christina Osbeck hur framförallt elever på de skolor som deltog upplevde dessa kyrkopedagogiska visningar men också lärares och skolledares perspektiv synliggörs.I ett avslutande kapitel diskuteras projektet i relation till den svenska skolans läroplan. Erfarenheterna från projektet, exempelvis om förarbetets betydelse för deltagarnas upplevelse, är intressanta att uppmärksamma både då det gäller studiebesöksmetodik generellt och för skolans relation till andra trossamfund.
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| 2. |
- Franck, Olof, 1958, et al.
(författare)
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Teaching and learning Ethics at intermediate stage in Sweden
- 2014
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Ingår i: Nationell Ämnesdidaktisk konferens (NÄD) i Göteborg den 9 -11 april.
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Konferensbidrag (refereegranskat)abstract
- This paper reports findings from two research projects in Religious Education (RE), one ethnographic study in three Swedish school classes in grade six and one textbook study focussing on intermediate stage. Previous research indicates that ethics is one of the areas that attend least attention in RE. The reasons for this we do not know. The character of teaching, teaching tools and pupil responses in ethics at intermediate stage is almost not researched. This paper starts by discussing important ethical competences of tweens. The Swedish syllabus of RE is here related to other European syllabuses and to ethical perspectives and theories. On this base we report findings from the ethnographical study, and its questionnaire with one larger ethical task given to the pupils in the beginning of the academic year as well as in the end of the second term. Skills which seem to be present to lesser and larger degree are accounted. Perspectives that seem to be more present in the end of the academic year - which could have been developed during the academic year - are emphasised. In relation to these findings we pay attention to available and absent perspectives in some textbooks and some lessons in ethics. The paper is ended with an overarching discussion about to which degree the current perspectives of the pupils can be related to offered and absent perspectives of the textbooks and the lessons. What kind of offer of meaning, in the field of ethics, would the pupils need in order to develop such an ethical competence that the questionnaires indicate as present in a lesser degree? This question may also be seen as relevant to research concerning challenges related to an education for sustainable development.
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| 3. |
- Franck, Olof, 1958, et al.
(författare)
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Teaching and learning in Ethics at Intermediate Stage in Sweden
- 2014
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Ingår i: Konferensbidrag. ECER 1 - 5 september 2014 i Porto. "The Past, Present and Future of Educational Research in Europe"..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Teaching and learning Ethics at intermediate stage in Sweden This paper reports findings from two research projects in Religious Education (RE), one ethnographic study in three Swedish school classes in grade six and one textbook study focussing on intermediate stage. Previous research indicates that ethics is one of the areas that attend least attention in RE. The reasons for this we do not know. The character of teaching, teaching tools and pupil responses in ethics at intermediate stage is almost not researched. This paper starts by discussing important ethical competences of tweens. The Swedish syllabus of RE is here related to other European syllabuses and to ethical perspectives and theories. On this base we report findings from the ethnographical study, and its questionnaire with one larger ethical task given to the pupils in the beginning of the academic year as well as in the end of the second term. Skills which seem to be present to lesser and larger degree are accounted. Perspectives that seem to be more present in the end of the academic year – which could have been developed during the academic year – are emphasised. In relation to these findings we pay attention to available and absent perspectives in some textbooks and some lessons in ethics. The paper is ended with an overarching discussion about to which degree the current perspectives of the pupils can be related to offered and absent perspectives of the textbooks and the lessons. What kind of offer of meaning, in the field of ethics, would the pupils need in order to develop such an ethical competence that the questionnaires indicate as present in a lesser degree? This question may also be seen as relevant to research concerning challenges related to an education for sustainable development. In the first project three Swedish school classes in grade 6 have been followed for one academic year, autumn 2011until spring 2012. The three classes have been located in different schools and housing areas and the focus of the observations has been “social studies” – a knowledge area which includes history, geography, civics, and religious education. The main interest, however, has been RE. Besides observations the field work has included interviews with teachers and pupils as well as collection of material used and produced in the classroom practices. The study has also included a sort of “pre test-post test design” where the same questionnaires focusing central themes in the curriculum of RE in Sweden have been used. The overarching aim of the project is to describe changes and developments in expressed perspectives of the pupils in relation to teaching and potential learning during lessons, i.e. collectively constructed meaning. In the second project, textbooks in RE for grades 4 – 6 and 7 – 9, respectively, is analyzed with a focus on how the wordings in the new curriculum, falling under the heads of core content and knowledge requirements, are treated and highlighted within relevant parts. Ethics in RE in Sweden includes teaching about ethical concepts and theoretically founded perspectives as well as specific questions concerning normative arguments and virtue ethical reasoning. The overarching aim of this project is to map some details and, perhaps, patterns regarding how ethical issues, anchored in the new curriculum and its syllabus for RE, are presented and elucidated in textbooks used within RE. Both projects may give important contributions to common research regarding ethics education for grades 4 – 6 in Swedish RE. The ethnographic study and the intertextual study both highlight important dimensions with possible relevance also in relation to a diskcussion concerning ethics education in general.
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| 4. |
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| 5. |
- Larsson, Bengt, 1966-, et al.
(författare)
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Bringing environmentalism home : Children’s influence on family consumption in the Nordic countries and beyond
- 2010
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Ingår i: Childhood. - : Sage Publications. - 0907-5682 .- 1461-7013. ; 17:1, s. 129-147
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses children as contributors to sustainable ecological development. The aim of the article is to develop a framework for researching two questions: What are the prerequisites for children to become responsible environmentalists? What actual and potential influence do children have on their family’s consumption? Three theoretical perspectives are elaborated in relation to relevant empirical research: children as cosmopolitan actors and world citizens, children as ‘subjects of responsibilization’ in relation to the discourse on sustainable development and children as actors influencing family negotiations about consumption. The article concludes by suggesting methodological implications that follow from this framework.
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| 6. |
- Osbeck, Christina, 1969
(författare)
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Appropriating Language of ”Being in the World” – Teaching and Learning in RE for 12-year-old Children in Sweden
- 2014
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Ingår i: Workshop on Social Studies in Practice, Karlstad 15-16 December.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Workshop on Social Studies in Practice, Karlstad University December 15-16, 2014 Day 1, 15 December Since 2010 CSD has funded a project called SAMSTUD where teaching and learning in the four subjects civics, geography, history and religious education in upper primary school have been in focus. Now is the time to highlight some of the more important results of the project. The first day of the workshop will centre on discussions of the different subprojects within the SAMSTUD-project in order to highlight possible comparative aspects. What are the main results of the projects and what can be learned from the SAMSTUD-project? Day 2, 16 December On the second day, the idea is to put the SAMSTUD-project in a Nordic and American context and to discuss more general trends of research in the field of Social Studies and Social Study subjects in upper primary school. The issues of disciplinary and inter-disciplinary perspectives on teaching and learning in Social Studies are of special interest.
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| 7. |
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| 8. |
- Osbeck, Christina, 1969
(författare)
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Conditions for Teaching and Learning in Religious Education (RE) : Perspectives of Teachers and Pupils at the Beginning of the 6th Grade in Sweden
- 2014
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2014:2, s. 76-96
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Tidskriftsartikel (refereegranskat)abstract
- In this article empirical findings from interviews with teachers of three classes of 12-year-old pupils are presented, together with questionnaire-responses from these 54 pupils. The interviews focus on teaching aims for Religious Education (RE), a subject that in Sweden, besides dealing with religion, also explores other kinds of beliefs, ethics and life questions. In the questionnaire the pupils are asked to solve four RE tasks with content that is central from a Swedish curriculum perspective. The research involves pupils at the beginning of the sixth grade and the purpose of this article is to look at the teachers’ aims and the pupils’ responses, and consider what these may indicate about conditions for teaching and learning RE in these classes. The findings show that the perspectives of the pupils at the beginning of the sixth grade seem to be rather far from the expectations of the RE syllabus. The pupils’ statements are rather vague with regard to religion as a phenomenon and there are few examples of pupils interpreting religious symbols in a way that is useful in further analysis. While existential and ethical plots, messages and point of views are comparatively easy to describe, it is harder to express multiple perspectives, reasons, comparisons and questions. A problem for the teachers in developing the perspectives of their pupils is that they find it hard to say what kind of general difficulties pupils have in RE, a fact that makes it hard to direct the teaching. Another challenge is that the teachers’ RE-aims are rather overarching and primarily related to fostering fundamental values. What improves the conditions for teaching and learning is the teachers’ concern for the pupils and their relationships with the teacher and with each other, a factor which is of vital importance for learning and which can also be used as a specific teaching method in subject matter education.
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