| 1. |
- Ahlskog-Björkman, Eva, et al.
(author)
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Barn och fred. En pilotstudie om förskolebarns förståelse av fred
- 2018
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2018:4, s. 65-87
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Journal article (peer-reviewed)abstract
- Enligt FN:s mål om hållbar utveckling (Agenda 2030) betonas bland annat främjandet av en kultur av fred och icke-våld. Utvecklingen i finländska styrdokument för förskolan visar däremot att temat fred har nedtonats. Denna studie vill genom ämnesdidaktisk samverkan mellan bildkonst och religion synliggöra 6-åringars förståelse av fred, deras sätt att samtala om och i teckningar gestalta ett liv i fred med varandra. Den kvalitativa temaanalysen visade att barn i denna pilotstudie förstår fred som tillstånd, fred som relationer, fred som förhandlingar och fred som möte och handling. Samtal kring barnens teckningar och de visuella konkretiseringarna stöder tolkningen. Pilotstudien har genom pedagogiska och ämnesdidaktiska perspektiv på lärande för fred uppmärksammat vikten av att barns lärandeprocesser om fred, icke-våld och globalt medborgaskap behöver beakta kravet på tid, rum, språk och struktur för interaktion, tolkning, fördjupning och handling.
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| 2. |
- Ahonen, Sirkka
(author)
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Kan ett inbördeskrig försonas i ett historieklassrum? Teori och praktik
- 2015
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In: Nordidactica. - Karlstad : CSD Karlstads universitet. - 2000-9879. ; :2015:3, s. 19-33
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Journal article (peer-reviewed)abstract
- Pursuing Post-Conflict Reconciliation in a History Classroom. Theoretical and Practical ConsiderationsIn a post-conflict society, history education may prolong the conflict on a symbolical level by fostering biased narratives of guilt and victimhood. To avoid this it is necessary to open and maintain a reconciling dialogue in history classrooms. The theory of deliberative communication, launched by Jürgen Habermas, has been applied to pedagogy by Tomas Englund. Deliberative pedagogical discourse implies an equal distribution of power in classroom interaction. Predetermined standpoints are avoided and majority decisions not pursued. Participants are expected to listen to each other instead of rushing to express their individual opinion. Deliberative discussion is founded on the ethos of social inclusion. Three concrete cases illustrate the chances of dialogical history education in post-conflict societies: Finland after the civil war of 1918, South Africa after the end of apartheid, and Bosnia-Hercegovina after the war of 1992–1995. South Africa provides the only example of a prompt post-conflict introduction of dialogical history education. The Afrikaner narrative of heroism and victimhood was after 1994 reserved a place in the new post-colonial history curriculum at the side of the narratives of apartheid and the Black resistance. The viability of dialogical history education has been monitored by attitude surveys. South African surveys reveal that dialogue does not inevitably rule out an identification with the traditional identity narratives. In Bosnia-Herzegovina only little has been achieved in introducing a dialogue in history education but there are signs of students, parents and teachers aspiring to inclusive lessons. The reconciliatory potential imbedded in the multiperspectival nature of the historical knowledge is available in history education.
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| 3. |
- Aldrin, Viktor, Teol.dr. 1980-, et al.
(author)
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Hur förmedlas kristendomen i läromedelstexter för gymnasieskolan? : En ideologikritisk analys
- 2018
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 2, s. 23-44
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Journal article (peer-reviewed)abstract
- This study aims at investigating how the image of the religion of Christianity is constructed in Swedish textbooks for the Upper Secondary School (gymnasieskolan), with a specific focus on the perspective from which the text considers the religion and how this perspective creates possibilities for and limitations of pupils’ identification. Introductions of Christianity through text and images were selected from six current textbooks; five printed and one digital. The method used for analysis was ideological text criticism with a combination of Linguistic and Theological perspectives. Three aspects were highlighted in the analysis: interest making strategies, demands of previous knowledge, and subject perspectives. The study showed that the examined texts did not express Christianity as the cultural norm as considered in previous research. Instead there seemed to be an ambivalence in the perspective from which the textbooks considered the religion. Demands of previous knowledge as well as subject positions varied highly both within and between textbooks.
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| 4. |
- Alvén, Fredrik
(author)
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Var framtiden bättre förr? : temporal orientering i skolpolitiska dokument
- 2019
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In: Nordidactica. - Karlstad : Karlstad University Press. - 2000-9879. ; 2, s. 1-27
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Journal article (peer-reviewed)abstract
- This article presents a study of how the purpose of school in general and the civic education in particular has been told at the formal curricula. The used material are governmental documents about the compulsory school. The method used emanates from the concept of historical consciousness. It is however the concept´s narrative and temporal content that is the starting point, when David Carr´s theory of lived stories is used to understand temporal perceptions behind the formal curricula. Two time periods with different purposes for the school and the civic education, emanating from different temporal orientations, have been found, namely 1969-1980 and 1994-2011. During the first time period the temporal orientation was rather short in time, and the future vision clear. The purpose of school and civic education were told to prepare the citizens to cooperate in labour intensive workingplaces. Cooperation and willingness to defer to the collective, were the most important abilities. During the second time period the temporal orientation becomes more prolonged, a distant past was used to meet an uncertain future. The purpose of school and civic education were now told to foster a western moral cultural heritage together with a new creative entrepreneurial spirit.
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| 5. |
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| 6. |
- Andersen, Kirsten M., et al.
(author)
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Qualifying didactic reflection in religious education through a model for religious competence
- 2019
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2019:4, s. 76-94
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Journal article (peer-reviewed)abstract
- Religion is a vast phenomenon, consequently the core elements in formal religious education are equally difficult to limit. Even though a national curriculum narrows down the scope of content to a certain extent, it is apparent how RE incorporates a whole range of methods and approaches. This article departs from another perspective, namely the fact that school is not exclusively responsible for religious education and formation. It raises the question of whether and how formal teaching from the perspective of teachers in school and vicars in church contributes to the specific pedagogical task of competence and authoritativeness (Bildung). One of the results of an action research project: ‘Educating (Bildung) towards religious competence’ is a fourfold model for developing analytical approaches to RE didactics based on the concept of competence/authoritativeness. With this model it is possible to connect knowledge of RE with general pedagogical and didactic reflection in the context of both school and church. In the article, we offer reflections on possible ways to strengthen the connection between RE research and teaching. The aim is to connect practical teaching experience with theoretical reflection, both knowledge of didactics and religious content knowledge. In recent times the ideal of formation for RE has understandably focused on competences for diversity and inter-religious understanding. The four-fold model for religious competence is our attempt to widen the scope and perspective of formation in schools.
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| 7. |
- Bagoly-Simó, Péter, et al.
(author)
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Why Physical Geography? An analysis of justifications in teacher magazines in Germany
- 2016
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2016:1, s. 23-37
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Journal article (peer-reviewed)abstract
- School geography is often quite different from academic geography and there are good reasons for that, as school is preparing young people to be able to lead the life they value instead of just training them to learn specific subject contents. In some countries school geography is understood as being mainly a social science. Nonetheless physical geography often plays an important part in textbooks and in everyday teaching in these countries. This presentation will examine how physical geography topics are justified in specialist teacher magazines in Germany. Are they justified by simply pointing at the value of the academic knowledge itself? Are they justified by claiming students’ special interest in these topics? Or are they justified by showing the value of physical geography in promoting social aims such as sustainable development, freedom or equality?
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| 8. |
- Behnke, Yvonne
(author)
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How textbook design may influence learning with geography textbooks
- 2016
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2016:1, s. 38-62
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Journal article (peer-reviewed)abstract
- This paper investigates how textbook design may influence students’ visual attention to graphics, photos and text in current geography textbooks. Eye tracking, a visual method of data collection and analysis, was utilised to precisely monitor students’ eye movements while observing geography textbook spreads. In an exploratory study utilising random sampling, the eye movements of 20 students (secondary school students 15–17 years of age and university students 20–24 years of age) were recorded. The research entities were double-page spreads of current German geography textbooks covering an identical topic, taken from five separate textbooks. A two-stage test was developed. Each participant was given the task of first looking at the entire textbook spread to determine what was being explained on the pages. In the second stage, participants solved one of the tasks from the exercise section. Overall, each participant studied five different textbook spreads and completed five set tasks. After the eye tracking study, each participant completed a questionnaire. The results may verify textbook design as one crucial factor for successful knowledge acquisition from textbooks. Based on the eye tracking documentation, learning-related challenges posed by images and complex image-text structures in textbooks are elucidated and related to educational psychology insights and findings from visual communication and textbook analysis.
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| 9. |
- Bergström, Göran, et al.
(author)
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"Att lyssna på lärarna" - en metodologisk utmaning
- 2015
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 120-144
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Journal article (peer-reviewed)abstract
- Teacher education today is expected to strongly focus on pedagogical content knowledge. This means, among other things, increased attention to practice. However, how practice is to be analyzed and for what purpose practice is analyzed is still up for debate. In this article we turn to the growing field of civics didactics to shed light on these questions. The analysis is based on a qualitative content analysis of twelve Swedish dissertations in civics didactics. Our findings suggest that the field of civics didactics has contributed with important suggestions on how practice and academic knowledge may enrich each other. However, we also find that the ways that practice has been analyzed are characterized by methodological challenges. To overcome these, and to contribute to the civics didactics research and future independent research projects within the teacher education, we call for a broader research agenda. This means a stronger focus on methodological questions, on other kinds of research projects and on developing the practice of teaching, rather than solely describing it.
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| 10. |
- Bergström, Göran, et al.
(author)
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Mellan ämne och didaktik – om ämnesteorins roll inom samhällskunskapsdidaktiken
- 2015
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 93-119
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Journal article (peer-reviewed)abstract
- Pedagogical content knowledge is generally understood as a "bridge" between content and pedagogy, and therefore assumed to be theoretically informed by theories on both the content knowledge in question, and on general pedagogical knowledge. In this article we analyze whether this bridge exists in eleven Swedish civic didactics dissertations. This is done by developing a typology of how theory is used in relation to research problems and analytical frameworks. Our findings suggest that theories on content knowledge are downplayed in favor of pedagogical theories. We argue the need for strengthening the pillar of content knowledge, benefitting both research and teaching.
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