Att introducera och tillgängliggöra ämnesbegrepp i samhällskunskapsundervisning

• Introducing and Making Subject-Specific Concepts Accessible in Civics EducationConceptual understanding is a vital component of subject mastery in civics, yet it can pose challenges for pupils. The purpose of this article is to contribute knowledge on how teachers introduce and make subject-specific concepts accessible in civics education. The data are drawn from classroom observations in six classes in Grades 5 and 8, where teaching has been inspired by different approaches. Analytical focus lies on the introduction and treatment of six concepts, based on the theoretical premise that classroom discussions can serve as a mediating tool facilitating knowledge development and subject participation.The findings show that concepts are introduced by the teachers, either starting with the concepts so that they become the starting point of lexical chains where their meaning is then developed, or by working their way to the concepts together with the pupils, which provides different opportunities to navigate between conceptual levels. The accessibility of the concepts is achieved mainly by relating them to subordinate concepts or to words where there is a logical connection and through expansions where the concepts are primarily elaborated through explanations and examples. However, differences are noted between the classes. The article provides insights into how various approaches create conditions for concept acquisition.

Ämnesord

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

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

Nyckelord

samhällskunskap

ämnesspecifika begrepp

ämneslitteracitet

klassrumssamtal

Curriculum Studies

Didaktik

Publikations- och innehållstyp

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