Mellan ämne och didaktik – om ämnesteorins roll inom samhällskunskapsdidaktiken

• 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.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Keyword

PEDAGOGICAL CONTENT KNOWLEDGE

CONTENT KNOWLEDGE

CIVICS

THEORETICALLY INFORMED RESEARCH PROBLEMS

THEORETICALLY INFORMED ANALYTICAL FRAMEWORKS

Didactics

didaktik

Samhällskunskap

Publication and Content Type

ref (subject category)

art (subject category)