| 11. |
- Ammert, Niklas, 1968-
(author)
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Ethical Values and History : a mutual relationship?
- 2013
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In: International Journal of Historical Learning, Teaching and Research. - 1472-9466 .- 1472-9474. ; 12:1, s. 5-15
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Journal article (peer-reviewed)abstract
- In the last two decades, ethical values in the form of reconciling with the past and recognizing victimized groups in history, have become more common themes in history books and in history teaching, like a ‘moral turn’ in the writing of history. History didactics research points out that values issues and moral questions clarify issues and contexts, stimulating thinking over time and activating people’s historical consciousness. Previous research, however, often only states that there is a relationship. In this article, I describe and analyze on empirical grounds, first how values are approached, and have been approached, in Swedish history textbooks, and how history and values relate to each other. Thereafter, I describe how 15-year-old students in Sweden express the relationship between values and history. Central to the analysis is how the historical context can clarify values and at the same time, how values can function as an interface creating meaning and bringing together knowledge between the past, the present and the future.
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| 12. |
- Ammert, Niklas, 1968-
(author)
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Ett innehåll förmedlas
- 2011. - 1
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In: Att spegla världen. - Lund : Studentlitteratur AB. - 9789144059204 ; , s. 259-278
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Book chapter (other academic/artistic)
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| 13. |
- Ammert, Niklas, 1968-, et al.
(author)
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Externa historieprov : En studie av validitetsfrågor
- 2019
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Book (other academic/artistic)abstract
- Dåvarande Malmö högskola fick 2011 Skolverkets uppdrag att utarbeta och utforma det nationella ämnesprovet i historia för årskurs 9 i grundskolan. Malmö universitet även utarbetat kursprov i historia för gymnasieskolans kurser 1a1 och 1b. Ett syfte med denna studie är att analysera externa prov i historia i ett longitudinellt perspektiv. Det ger möjligheter att se och problematisera såväl förändringar som kontinuitet när det gäller proven, hur de har uppfattats samt deras resultat.
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| 14. |
- Ammert, Niklas, 1968-
(author)
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Förväntningar och förekomst : Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken
- 2017
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In: NHM-2017, 29.
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Conference paper (other academic/artistic)abstract
- Elever möter historia i en rad olika sammanhang; i media, i spel, i reklam, i filmer och i historiska faktaprogram på TV för att nämna några. Elevernas uppfattningar och kunskaper har därför sannolikt formats redan innan de möter skolans undervisning och därefter formas de som en parallell process. I skolans historieundervisning spelar läromedlen fortfarande en viktig roll. De används i olika utsträckning och på olika sätt, men de finns ändå där som en konstant. En intressant spänning kan därför uppstå mellan elevernas förkunskaper, deras förväntningar och den bild av det förflutna de möter i skolan. I denna presentation tar jag det inom historiedidaktiken tidigare svagt beforskade begreppet förväntning eller förväntan som utgångspunkt. Jag studerar vilka förväntningar eleverna har på, och vad de menar är viktigt och vad de vill lära sig om, en historisk epok som de ännu inte har studerat i skolan – kalla kriget. Elevernas förväntningar jämförs med läromedlens urval och beskrivning av epoken. Studien bygger på gruppintervjuer med svenska elever i årskurs 8 och en analys av historieläroböcker för årskurs 9. Resultaten diskuteras i ljuset av syften och innehållsbeskrivningen i den kursplan i historia som infördes i Sverige från 2011.
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| 15. |
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| 16. |
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| 17. |
- Ammert, Niklas, 1968-, et al.
(author)
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Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education
- 2022
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Book (peer-reviewed)abstract
- Historical and Moral Consciousness highlights how ethics can be understood in the context of History education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education.Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research. It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship. The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students’ moral understandings of historical dilemmas.Raising important questions about how our learning from the past is intertwined with our present and future interpretations and judgements, this book will be of great interest to academics, scholars, teachers, and post graduate students in the fields of history education, democratic education, human rights education, and citizenship education.
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| 18. |
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| 19. |
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| 20. |
- Ammert, Niklas, 1968-, et al.
(author)
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History and moral encounters - an international research project, its results and implications for heritage educattion
- 2023
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Conference paper (other academic/artistic)abstract
- The project, History and Moral Encounters: exploring theoretical and empirical intersections of historical and moral consciousness from a History didaktik perspective, funded by the Swedish Research Council 2017-2022, was aimed to increase understanding of intersections of historical consciousness and moral consciousness in order to develop new theoretical tools for History teaching and learning that can support education for democratic citizenship. A starting point was that historical consciousness and moral consciousness are intertwined in interpreting and making meaningful the connections between the past, the present, and the future. Prior studies have indicated this is the case, and in the project a set of theoretical and empirical studies were done in Sweden, Finland and Australia, to further theorise and probe the connections empirically. History as a school subject is expected and often also stipulated to address moral questions and values and promote education for democratic citizenship, but the conceptual basis for this has been under-developed. The paper presents some of the key findings of the project and takes the opportunity to discuss further their connection with, and implications for heritage education where moral values and the processing of links between the different layers of time, from the past to the future, are central but often under-theorised questions.
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