| 51. |
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| 52. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas : observations from a Swedish-Finnish survey study
- 2019
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Ingår i: NOFA7 Abstracts. - Stockholm : Stockholm University. ; , s. 20-20
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Konferensbidrag (refereegranskat)abstract
- One the general learning objectives in school education is often development of students’ abilities of empathy, as part of their ability to deal with moral questions in ethically commendable ways. In history teaching one of the main learning objectives is development ofstudents’ historical empathy, i.e. their ability of social perspective taking that involves putting oneself in the position of historical actors and understanding the cultural, social and psychological factors that probably were present in the historical situation. Our paper discusses the relation between development of historical empathy and development of moral sensitivity as learning objectives, and it presents the matrix that we have used in the preliminary analysis of the complexity of students’ responses in a questionnaire which involved historical dilemmas. The question discussed in the paper is part of a wider research project on intersections of historical and moral consciousness.The empirical material discussed in the paper derives from a questionnaire study of c. 200 Swedish and Finnish lower secondary school students (9th grade). Students were asked to put themselves in the situation of particular historical actors and to answer questions that involved dealing with moral dilemmas. The students were asked to read an excerpt from Christopher Browning’s book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (orig. 1992) that describes the actions of men in the Police Battalion in the Holocaust during World War II. After reading the text the students were asked to answer open questions relating to the events in the excerpt. The material was analysed using a theory-driven qualitative analysis and the students’ answers were interpreted as expressions of their ability of social perspective taking and moral sensitivity. The analytic frame was built on theories of levels of historical empathy (Lee & Ashby 2001), social perspective taking (Hartmann & Hasselhorn 2008), and moral sensitivity (Rest 1986). The paper analyses the patterns that are visible in the students’ responses, the focus being on potential connections between levels of
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| 53. |
- Ammert, Niklas, 1968-
(författare)
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Subject-specific language and pupils’ use of concepts in history as curriculum subject : Ämnesspråk och begreppsanvändning i historieämnet
- 2019
-
Ingår i: NOFA7 Abstracts. - Stockholm : Stockholm University. ; , s. 19-19
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Konferensbidrag (refereegranskat)abstract
- In recent decades, the importance of language in various subjects has gained more attention in research, however mainly in linguistic research. When it comes to studying the language as a tool for learning and communicating history, the research field is still fairly unexplored.For history as a scientific discipline and for history as an educational subject, the language is central in several aspects, as an object and as a tool. The language is what you actually study in the form of source material and the tools you use to decode, interpret and describe.The subject-specific language consists largely of concepts for the specific methodological aspects, concepts of specific epochs and different theoretical concepts for interpretation and analysis. In addition, there are a number of terms that are typical for the historical time you study. In order to analyze and understand the historical context, you must also master these time-related concepts.In this article I investigate how a group of 9-grade pupils use subject-specific language in the form of the subject- specific concepts of change and continuity when describing historical development in the national test in history.The study shows that the pupils use the concepts, but with different functions. The concepts structure to a certain extent the student's answers, but they rarely have an explanatory or contextualizing function. Some pupils present their answers to show that they use the prescribed concepts. They do not use the concept in order to describe or explain the historical context.
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| 54. |
- Ammert, Niklas, 1968-, et al.
(författare)
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To Make and to Experience Meaning : How Time Travels are Perceived among Participants
- 2017
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Ingår i: The Archaeology of Time Travel. - Oxford : Archaeopress. - 9781784915001 ; , s. 113-128
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Time travels provide the opportunity for participants to make an imaginary trip back in time to learn about places, times and events, and to learn about themselves. To travel in time can be described as an encounter between the past and the present. Such an experience encourages participants to relate the present to the past and to reflect upon their own lives as they interact with another time. In that way one can replace an ‘us and them’ attitude with an approach that unites people and highlights what they have in common. This type of encounter carries the potential for meaning- making. Merging the ‘now and then’ with ‘similar and different’ can make it possible to understand one’s own place in – and relation to – history. But how do participants perceive time travels, what do they learn, what is their view of the past, the present, the future, themselves and the other? In the participator’s reflections we have identified how they perceive different narratives with potential for meaning-making.
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| 55. |
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| 56. |
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| 57. |
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| 58. |
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| 59. |
- Ammert, Niklas, 1968-
(författare)
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What do you know when you know something about history?
- 2014
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Ingår i: Historical Encounters. - Callaghan : HERMES History Education Research Network. - 2203-7543. ; 1:1, s. 50-61
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Tidskriftsartikel (refereegranskat)abstract
- What does it mean to know something about history? If you know “your” history, what is it that you know? For many, it is definitely about being able to provide dates, to state what happened or how people lived in the past; while for others it means being able to conduct genealogical research or being able to navigate in a video game that takes place in an historical environment. In a school context, the issue of knowledge is always central. Pupils and teachers meet in, around and through knowledge, and moreover, knowledge is assessed daily. This article addresses how pupils in the last years of the nine-year period of Swedish compulsory schooling regard knowledge about history. The aim is to investigate how Swedish 15 years old pupils in Grade 9 describe knowledge about history, as well as what type of knowledge about history pupils appear to hold.
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| 60. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Working with the Cold War : Types of Knowledge in Swedish and Australian History textbook Activities
- 2016
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Ingår i: Journal of Educational Media, Memory and Society. - New York : Berghahn Books. - 2041-6938 .- 2041-6946. ; 8:2, s. 58-82
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a comparative analysis of pupils’ activities dealing with the Cold War in Swedish and Australian history textbooks. By focusing on text- book activities to which pupils respond in relation to their learning of a particular topic, this study identifies knowledge types included in a selection of history text- books. The study also focuses on the question whether, and if so how, social values are evident in activities concerning the Cold War. The authors develop a matrix that makes it possible to examine knowledge types and social values conveyed by ac- tivities. By analyzing textbook activities, this article exposes the hidden curriculum present in the textbooks on the basis of underlying and unstated values present in the activities, and at the same time identifies the way in which the selected text- books incorporate these values.
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| 61. |
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| 62. |
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| 63. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Mapping moral consciousness in research on historical consciousness and education : a summative content analysis of 512 research articles published between 1980 and 2020
- 2022
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 54:2, s. 282-300
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to provide a unique overview of how third-order concepts, linked to moral consciousness, are expressed in research articles on historical consciousness related to education, as well as to document how frequently the concepts are applied between 1980 and 2020. A count of word frequency says something about how popular (strong) a concept is during a particular period, while different themes of moral consciousness enable teachers, students, and researchers to broaden their perceptions and sharpen their (moral) judgment in their day-to-day reflections and practices. The following questions guide the study: 1. How do words signal good/bad and right/wrong in the texts about historical consciousness? 2. How frequently are the words mentioned? And 3. What kind of frames do the choices of words indicate for educational practice and purpose(s)? Very strong, strong, medium, and weak words have been located between 1980 and 2020 depending on how often the words are mentioned. Five themes were found and are reported on in this article: cosmopolitanism, democracy, emancipation, character building, and existential struggles, which all come with different frames for how to approach the past in relation to the present and future in history education.
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| 64. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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The good citizen : Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer
- 2020
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Ingår i: Citizenship, Social and Economics Education. - : Sage Publications. - 1478-8047 .- 2047-1734. ; 19:2, s. 133-150
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Tidskriftsartikel (refereegranskat)abstract
- Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated with historical consciousness by revisiting the paradigm wars between natural science based on positivism and human and social sciences during the 1960s–1990s as expressed through the voice of Gadamer. More specifically, the article explores:(1) the moral arguments that Gadamer put forward for introducing historical consciousness and (2) the epistemological and ontological building blocks for approaching morality in history education that his arguments brought to the fore. In general, moral consciousness in relation to historical consciousness draws attention to: (a) people’s life conditions, (b) that moral reasoning and practice are influenced by feelings and reason, (c) that reflections on past events can help to interpret our ways of being towards others in the present and future, (d) that a plurality of people, thoughts and history are important to acknowledge and (e) that every person is part of creating history and responsible for weaving the past/present/future web in ways that acknowledge others.
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| 65. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness
- 2020
-
Ingår i: Ethics and Education. - : Taylor & Francis Group. - 1744-9642 .- 1744-9650. ; 15:3, s. 336-354
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Tidskriftsartikel (refereegranskat)abstract
- In light of current tendencies, where appreciating plurality and uphold everyone's equal value is being questioned from different directions, there is arguably a need to revive the ethical dimension of history education as a way of learning about difficult histories, including traumatic pasts. Since the 1970s historical consciousness has played an important role in articulating an approach to history with an ethical mindset. Although many theories suggest that there is a connection between ethics and historical consciousness, a deeper understanding of this link is generally absent. This article discusses selected key texts by major researchers in the field, namely Rusen, Seixas and Morton, Chinnery, and Simon. Their texts reflect four different perspectives, which, in this article are kept in dialogue with one another as a way of stimulating and sharpening ethical understanding and judgement in history education through the theoretical toolbox offered.
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| 66. |
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I farmors kök blev jag människa : historiedidaktiska texter av K G Jan Gustafson
- 2013
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- K G Jan Gustafson, 1933–2011, var historiker, historielärare och lärarutbildare. Han undervisade i gymnasieskolan, på fångvårdsanstalt och under de sista 30 åren av sin lärargärning inom lärarutbildningen vid Lärarhögskolan, sedermera Högskolan i Kalmar. Gustafsons undervisning kännetecknades av den starka berättelsen och de levandegjorda, men systematiskt granskade, källorna. Han betonade vikten av att vårda relationen mellan människa och historia och att inte för ett ögonblick vackla i försvaret av dess betydelse. Gustafson var en av den svenska historiedidaktikens pionjärer med sin forskning om barns och ungdomars relation till historien. Särskilt uppmärksammade är hans longitudinella studier av såväl ungdomars, som deras föräldrars, historiemedvetande och hur det kan förändras över tid. Denna bok återger Gustafsons historiedidaktiska texter. Han tar läsaren med på en vitter, poetisk, oväntad, hisnande och frispråkig resa. Boken vänder sig till lärare, lärarstuderande och forskare med intresse för historiedidaktik och livsfrågor samt andra intresserade.
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| 67. |
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| 68. |
- Kakoulidou, Kristina, 1973-
(författare)
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Från A till F : Bedömning och betygssättning i historia på gymnasiet
- 2021
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis examines how history teachers in Swedish upper secondary school translate the syllabus for History 1b into practice when they construct, assess and grade student assignments and exams, and how this, in turn, affects students’ final grades and the equivalence of grades.The empirical material was collected from six teachers at five different upper secondary schools, and consisted of, on the one hand, authentic students’ assignments and exams, along with partial grades and resulting final grades, and, on the other hand, the teachers’ reflections on the processes involved in assessing and grading said assignments and exams, and subsequently awarding final grades. The teachers’ reflections were obtained through interviews, in which the informants were asked to go through their students’ work and “think aloud” about the reasons for their assessments.The empirical material was analysed based on a modified version of Bloom’s revised taxonomy, in terms of how well it aligned with the syllabus, as well as in terms of whether assignments and exams differed between student groups as a result of the teachers’ different interpretations of the syllabus. The results of the analysis were subsequently used to discuss the equivalence of grades.In conclusion, the study shows that there are clear differences in how the teachers participating in the study translate and implement the intentions of the syllabus in their assignments and exams – as regards content as well as cognitive levels. Whereas some teachers base their assignments and exams on the full range of content categories and cognitive levels covered by the syllabus, others focus on fewer content categories at less advanced cognitive levels. It seems reasonable to assume that this, in turn, affects grading in that it will be harder for students belonging to the former group to achieve a high final grade, than it will for students belonging to the latter group. Consequently, the equivalence of grades is negatively affected. KeywordsHistory education, assessment, grading, alignment, upper secondary school, curriculum, syllabus.
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| 69. |
- Löfström, Jan, et al.
(författare)
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Advances in ethics education in the history classroom : after intersections of moral and historical consciousness
- 2021
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Ingår i: International Journal of Ethics Education. - : Springer. - 2363-9997 .- 2364-0006. ; 6, s. 239-252
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Tidskriftsartikel (refereegranskat)abstract
- Using the history classroom as a context for ethics and moral education is a long, but also contested, tradition. Recently, more emphasis has been put on how to incorporate ethics education, with this paper exploring the spaces of ethics and moral education in the history classroom. It is argued here that insights from moral philosophy and theories of historical consciousness, but – importantly – also moral psychology and the study of moral emotions, are needed to realise the potential of history teaching and learning to support ethics education. Following this line, three spaces of ethics education in the history classroom are identified in this paper, including: reasoning about the moral quality of historical actors’ conduct; the use of historical empathy (perspective-taking); and reflection of the past’s moral meaning to the present and the future. As an example of how to implement this, a set of stimulus activities is presented that is designed for the classroom and a qualitative analysis of students’ responses that explicate expressions of students’ moral reasoning, perspective-taking, and historical consciousness.
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| 70. |
- Löfström, Jan, et al.
(författare)
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Avanços na educação ética na aula de história : o prosseguimento das interseções da consciência moral e histórica
- 2023
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Ingår i: Currículo sem Fronteiras. - Brasil : Curriculo sem Fronteiras. - 1645-1384. ; 22
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Tidskriftsartikel (refereegranskat)abstract
- Usar a aula de história como um espaço para a moral e ética na educação é uma tradição de longa duração, mesmo que com contestações. Recentemente, tem havido uma maior ênfase em como incorporar a ética na educação, como é o caso deste artigo, que busca explorar os espaços da moral e ética na educação na sala de aula de história. Argumenta-se aqui que a compreensão da filosofia moral e das teorias da consciência histórica, assim como a relevante psicologia moral e do estudo das emoções morais, são necessários para perceber o potencial do ensino e aprendizagem da história dar suporte à ética na educação. Seguindo essa linha, são identificados neste artigo três espaços de ética aplicados à educação nas aulas de história, entre eles: o raciocínio sobre a qualidade moral da conduta dos atores históricos; o uso da empatia histórica (tomada de perspectiva); e reflexo do significado moral do passado para o presente e o futuro. Como exemplo de como implementar isso, é apresentado um conjunto de atividades de estímulo projetadas para a sala de aula, junto de uma análise qualitativa da resposta dos alunos, a qual explica expressões de raciocínio moral, tomada de perspectiva e consciência histórica dos alunos.
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| 71. |
- Löfström, Jan, et al.
(författare)
-
Can and should history give ethical guidande? : Finnish and Swedish grade 9 students on moral judgement-making in history
- 2020
-
Ingår i: Nordidactica. - Karlstad : Karlstad University. - 2000-9879. ; 4, s. 88-114
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Tidskriftsartikel (refereegranskat)abstract
- History is often invested with moral messages. When asked what history for them is, 15-year-old Europeans have strongly supported the option that history is instructive stories of good and evil, right and wrong. But what do they actually think of the potential of history as a moral guide? Do they think history can communicate what was, or would have been, the morally good choice of action in specific historic circumstances? Do they think moral questions should be discussed in a History classroom? Do young people in different countries answer these questions in the same way, and if there are differences, what are they? This paper aims to give some answers to these questions, using Swedish and Finnish Year 9 students’ responses from a survey and interviews that focused on their reasoning on moral questions in relation to history, and their ability to deal with moral dilemmas situated in a historical context. The focus is on how the students see historical knowledge as different from, or related to, moral judgment and what patterns are discernable in this respect. This is done by analysing what functions the students give to history and what arguments they use in justifying the answer. The data provides an opportunity to locate similarities and differences between Finnish and Swedish students’ responses. Tentative conclusions on the basis of the findings are discussed.
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| 72. |
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| 73. |
- Sharp, Heather, et al.
(författare)
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A Review of Doctoral Theses Since 2000 : Historical Consciousness in the Australian Context
- 2020
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Ingår i: Yearbook (of the International Society for History Didactics). - Frankfurt am Main : International Society for History Didactics. - 1608-8751. ; 41, s. 123-140
-
Tidskriftsartikel (refereegranskat)abstract
- Historical consciousness and moral consciousness as a joint, or intertwined, concept is relatively new in the history education context of Australia. While it has been used for a longer period in research internationally, it is only in the past decade that is has gained momentum and popularity in the Australian research context. This paper examines doctoral theses submitted to Australian universities since 2000 to map how historical consciousness and moral consciousness is conceptualised in higher education research. As the largest group of researchers in universities, the selection of this concept to analysis how it is conceptualised and operationalised in theses is of interest when mapping its application. From a total of 14 theses that included the terms, two were selected for an in-depth case study that this paper reports on using a critical discourse studies approach.
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| 74. |
- Sharp, Heather, et al.
(författare)
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Primary Sources in Swedish and Australian History Textbooks : A Comparative Analysis of Representations of Vietnam's Kim Phuc
- 2017
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Ingår i: International Journal of Historical Learning, Teaching and Research. - : The Historical Association. - 1472-9466 .- 1472-9474. ; 14:2, s. 55-70
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Tidskriftsartikel (refereegranskat)abstract
- This article compares primary sources used in Swedish and Australian school History textbooks on the topic of the Vietnam War. The focus is on analysing representations of Kim Phuc, the young girl who was infamously chemically burnt with napalm. Applying an approach that incorporates Habermas’ three knowledge types, this article focuses on student questions and activities in relation to how sources are treated in textbooks. The article uses a case study approach to conduct a comparison between how, and if, Swedish and Australian textbooks engage students through questions and activities directly connected with the use of primary sources. Findings suggest that current textbook approaches could incorporate a greater variety of questions with differing knowledge types, to use images more consistently beyond illustrative purposes, and to structure activities that require students to compare and contrast two or more primary sources.
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| 75. |
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