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  • 1.
    Aarnio-Linnanvuori, Essi
    University of Helsinki.
    Environmental issues in Finnish school textbooks on religious education and ethics2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, 131-157 p.Article in journal (Refereed)
    Abstract [en]

    Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.

  • 2.
    Adermark, Christopher
    Karlstad University, Faculty of Arts and Education.
    Matematik i Kunskapsskolan2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 3.
    Ahlström, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Demokratiteoretisk analys av läromedel i Samhällskunskap: En kvalitativ studie om det demokratiteoretiska innehållet i läromedel för Samhällskunskap 1a1 och 1b under GY-20112013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study is done with the purpose of creating understanding for the theoretical democratic content in educational materials for Civic Education courses 1a1 and 1b during GY-11, so teachers create an intentional approach when using educational materials in their democratic education. This was motivated as important considering the reduction in obligatory Civic Education for the vocational programs. The study was conducted using a hermeneutic qualitative reading method where the educational materials, more specifically two series with one book for each course, was read with purpose of creating understanding for the democratic content according to ideal democratic models: deliberative democracy, participatory democracy and electoral democracy. A text voice analysis was also conducted using Bakhtins theory of dialogic and monologue text that contributed to the general result concerning the democratic content. The results show that the electoral democracy ideal is dominant in all educational materials, there is hence no striking difference between the democratic content in 1a1 and 1b educational materials. Though the study shows intention in the 1a1 educational materials towards a more participatory democracy ideal, the electoral ideal are still clearly dominant.

  • 4.
    Ahmadzai, Abdullah
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    SOME FACTORS INFLUENCING STUDENTS’ EDUCATION IN AFGHANISTAN: A study of students’ drop   out and retention rates of boys and girls of primary schools in Maidan Wardak   Province - Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    School access and staying in school is one the most important issue for the Ministry of Education in Afghanistan particularly for girls. According to the Ministry of Education (MoE), nearly seven million children have access to school in Afghanistan, 37 per cent of whom are girls.

    Students drop out of schools before completing their education cycle, to know who drops out and to what extent; this study describes some of factors that influence students to drop out of school in grade 4 and grade 6.

    To find out some factors that may influence girls and boys to drop out of schools in grade 4 and 6 six, structured interviews were conducted in 10 schools – 5 in rural area and 5 in urban area of Maidan Wardak province of Afghanistan. Data was collected by random sample from 32 girls and 48 boys who left schools. 20 teachers and 20 parents were also interviewed to know what their opinions are on drop out of students.

    After data collection, several factors were found to cause students drop out of schools; some of the most prominent causes were Poverty, lack of security, long distance to school and socio- culture factors.

    By looking to the current educational situation of the Ministry of Education in Afghanistan, there is a need of research almost in all areas particularly in the area of girls’ education.

  • 5.
    Ahonen, Sirkka
    Helsingfors Universitet.
    Kan ett inbördeskrig försonas i ett historieklassrum? Teori och praktik2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:3, 19-33 p.Article in journal (Refereed)
    Abstract [en]

    Pursuing Post-Conflict Reconciliation in a History Classroom. Theoretical and Practical Considerations

    In 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.

  • 6.
    Ahonen, Sirkka
    University of Helsinki.
    Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, 90-103 p.Article in journal (Refereed)
    Abstract [en]

    A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.

  • 7.
    Alastair, Henry
    et al.
    Högskolan Väst.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Korp, Helena
    Högskolan Väst.
    Elevers möten med engelska i och utanför skolan : Upprop till deltagande i forskningsprojektet Bridging the Gap2014In: LMS : Lingua, ISSN 0023-6330, no 4, 22-26 p.Article in journal (Other (popular science, discussion, etc.))
  • 8. Almgren, Magnus
    Ämnesövergripande projekt: Vad tycker eleverna på ett industriprogram om den här arbetsformen?2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 9.
    Andersson, Elena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    En underhållande resa genom litteraturhistorien: En kvalitativ studie av tre gymnasieläromedel i litteratur2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay discusses how three textbooks in literature are dealing with the core content of the syllabi for Svenska 1 and Svenska 2 as well as how the textbooks relate to principles about good learning material formulated by textbook researcher Tom Wikman. I have formulated two main areas of research based on his principles. The essay looks at how the textbook enable to activate students and secondly how the textbooks relates to students different prior knowledge. I have chosen secondary school textbooks that are issued after 2011 as they will be able to relate to the new curriculum GY11. The textbooks Hej litteraturen! (2013), Svenska impulser 2 (2012) and Svenska timmar litteraturen (2012) has been analyzed. In my analysis many similarities and differences between the textbooks has been made visible. The textbooks focus on the reader and the entertainment factor. The personal, and often direct, speech to the reader permeates the three textbooks. All textbooks is about the entertaining aspect of the paratext, Svenska impulser 2 are visual with pictures and illustrations, Svenska timmar litteraturen have an author's voice and Hej litteraturen! have a storytelling presentation. Svenska timmar litteraturen and Svenska impulser 2 have advanced sections and tasks of different levels of difficulty, making it available to students with different previous knowledge. This level difference is not, however, in Hej litteraturen! Students' knowledge is still taken into account by all textbooks by relating historical facts to everyday facts that students probably are aware of. All textbooks provide a chronological presentation of the history of literature and mainly contain the core content (centralt innehåll) of Swedish courses. However, there is no section on contemporary writings and authors in Svenska timmar litteratur and Hej litteraturen! Danish and Norwegian literature in the original language is also absent; however Svenska impulser 2 and Svenska timmar litteraturen have extra content in the form of anthologies that contain texts of that kind. In essence, it is the Western culture that is the focus, with some exeptions.

  • 10.
    Andersson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Different Styles of Laboratory Work - Different Types of Communication: Students’ talk during laboratory work in upper secondary school physicsManuscript (preprint) (Other academic)
  • 11.
    Andersson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Laborativt arbete i fysikundervisningen: Något som behöver diskuteras!2015Licentiate thesis, comprehensive summary (Other academic)
    Abstract [sv]

    Baksidestext

    I gymnasieskolans kursplaner för ämnet fysik framhålls det undersökande arbetssättet genom att betona att eleverna ska ges förutsättningar att utveckla förmågan att söka svar på frågor, planera, genomföra, tolka och redovisa experiment. Eleverna ska dessutom ges möjligheter att använda sina kunskaper i fysik för att kommunicera, argumentera och presentera slutsatser. Utgångspunkten i den här avhandlingen är att laborationsmomentet skapar en speciell diskurs där eleverna blir aktörer och läraren iträder rollen som observatör. I en sådan miljö skapas förutsättningar för att eleverna på ett naturligt sätt får möjlighet att prata och diskutera fysik, utifrån sina egna förutsättningar. Syftet med denna avhandling är att genom praktikbaserade studier tydliggöra hur fysiklaborationens utformning påverkar elevernas kommunikation och vidare hur eleverna använder språket vid laborationstillfället för att skapa förståelse. Detta bidrar till debatten om fysiklaborationens effektivitet, sett både ur ett undervisnings- och inlärningsperspektiv. Resultaten visar att olika laborationsformer är uppbyggda av liknande aktiviteter, men varierar i tid som ägnas åt de olika aktiviteterna. Aktiviteterna i sin tur skapar samtal av olika karaktär. Olika samtalsformer används för skilda syften. Ett analytiskt ramverk har skapats för att ingående kunna studera hur och vad eleverna talar om både på en lingvistisk och kognitiv nivå.

  • 12.
    Andersson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Open Inquiry-Based Learning in Physics: Students' Communicative Moves Under ScrutinyManuscript (preprint) (Other academic)
  • 13.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    Different Types of Laboratory Work - Different Types of Communication: Students’ talk during laboratory work in upper secondary school physicsManuscript (preprint) (Other academic)
  • 14.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    Student talk during the process of laboratory work of linear motion in school physicsManuscript (preprint) (Other academic)
  • 15.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    The Effectiveness of Laboratory Work in Physics: A Case Study at Upper Secondary School in Sweden2012In: Proceedings of The World Conference on Physics Education 2012: WCPE 2012 / [ed] Mehmet Fatih Taşar, 2012, 729-740 p.Conference paper (Refereed)
    Abstract [en]

    The present paper reports on a case study that examined the effectiveness of a practical activity in physics, at a Swedish upper secondary school. A teacher and 19 students participated in the study. The students were observed while working with the topic motion, in a computer based laboratory environment (CBL). This case study is part of an ongoing longitudinal study, about the role of laboratory work with different degrees of freedom. The analysis of interviews, written reports and posttest, shows that the practical work was effective based on Millar’s model. Even so, the students had difficulties expressing what they learned from the activity. This study emphasizes the complexity of planning and conducting laboratory work that is effective, from several different aspects. 

  • 16.
    Andersson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.
    Enghag, Margareta
    Stockholms universitet.
    The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions2017In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 2, 158-180 p.Article in journal (Refereed)
    Abstract [en]

    In this case study, we explore students’ communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students’ communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed. 

  • 17.
    Andersson, Kristin
    Karlstad University, Faculty of Social and Life Sciences.
    Haren lever liksom mer än moroten: Sex gymnasieungdomars miljöetik analyseras med avseende på miljöetiska centrismer och omsorg som moraliskt motiv2006Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Solving environmental issues is not only a matter of good knowledge but also of ethics, since there is no absolute right or wrong in man’s way of handling nature. To be able to design a science education that meets governmental requirements and enables the students to participate in future environmental discussions it is important to be aware of their own ethic reflections. The over all aim of this study is to describe and survey the environmental ethics of students in the age of 16-19 years.

    Six students at the age of 16-19 was interviewed concerning their opinion on man’s relationship to nature. The result shows that the environmental ethics of these students is mostly anthropocentric with a certain amount of animal rights biocentrism and that they consider care to be a moral reason.

    The result is discussed in relation to the two different perspectives and the author makes connections to social debate, media and cartoons. The conclusion is that the perspective of care should receive more attention in science education. Care is today an unused resource of involvement to environmental issues. Finally the author pinpoints the fact that also good knowledge is absolutely necessary when making sensible decisions.

  • 18.
    Andersson, Per
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Konsten att lära av "verkligheten": En undersökning av de möjligheter som reality-tv och dokusåpor har på vår samhällskunskapsundervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 19. Apelgren, Britt-Marie
    et al.
    Miliander, June
    Karlstad University, Faculty of Arts and Education, Centrum för språk- och litteraturdidaktik.
    Från utvärdering till ämnesdidaktisk forskning: Exemplet Engelska - en jämförelse av resultaten i år 5 och år 9 i den nationella utvärderingen av engelska år 20032009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, 78-89 p.Chapter in book (Other academic)
  • 20.
    Appelqvist, Tomas
    Lund University, Sweden.
    Religion i svensk läroplanshistoria: Utvecklingslinjer i uppfattningen om människan som politiskt och etiskt subjekt2015In: Det postsekulära klassrummet: Mot ett vidgat religionskunskapsbegrepp / [ed] Carlsson, David & Thalén, Peder, Uppsala: Swedish Science Press, 2015, 109-134 p.Chapter in book (Refereed)
  • 21.
    Arrhenius, Mattias
    Uppsala Universitet.
    Datorbaserade animationer i geografiundervisningen. En studie om gymnasieelevers lärande i mötet med datorbaserade animationer om bergartscykeln. Recension av Eva Lundqvist2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, 165-167 p.Article, book review (Other academic)
  • 22.
    Arwidson, Ingrid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    La comprensión auditiva en el salón de ELE en la escuela sueca: ¿enseñar a escuchar o escuchar para evaluar?: Un estudio sobre la función de la comprensión auditiva desde la perspectiva de los profesores y aspectos de su enseñanza en el nivel básico2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 23.
    Asif, Fahima
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teaching in Overcrowded Classes: A Quantitative Study of Class Size Effect on Students’ Learning Achievements2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This study is about Afghan teachers teaching strategies and ways for dealing with large sized classes and to see the connection between class size and students final exam result in two different grades. The total pupation of students is 739. Out of this 565 participants of the study are in overcrowded classes. The rest of them were from small sized classes. The data is analyzed by comparing the tests of two different sized classes, it means students’ achievement in large and small classes were compared. The research is also on finding about various teaching methods used by teachers in overcrowded classes and to see the effect of class size on learners achievement. The result of the study shows that teaching in an overcrowded classes is a challenging problem for teachers. The most serious issue in large sized classes is physical space limitation, teaching materials, text books and few furniture. They spend much of the time in arrangement of their classes, becauseof this teachers have less time for giving the actual lesson. It is difficult to motivate learners in large sized classes.

    The data indicates that the performance of the students in large sized classes is very low compared to the smaller classes. The study need more investigation about using effective strategies for dealing with work in large classes.

  • 24.
    Aziz, Abdul Malik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ASSESSMENT OF SCIENCESUBJECT IN SECONDARY SCHOOLS IN TWO PROVINCES OF AFGHANISTAN.: Teachers' Practices and Views in twoProvinces of Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Assessment is very important in teaching and learning and should be integral part of instructions in classrooms. It is believed that assessment; learning and teaching have close relationships with each other, which improve teachers teaching and students learning. As such teachers should pay attention to assessment, without assessment it is impossible for teacher to find weak and strong points of learning of the students as well as of their own teaching.  Teachers should use different kinds of assessment like: diagnostic assessment, formative assessment and summative assessment in their teaching.

    This study was conducted in two provinces in Southern part of Afghanistan: Zabul and Kandahar. For this study two data collections tools were used, one was teachers’ questionnaire for 80 teachers in lower secondary schools in science subjects. The questionnaire is consist of 32 questions, in questionnaire  it was asked from the teachers about assessments, next was classroom observation form which is consist of 22 questions, both of them were answered but some answers were misunderstood by the teachers that they provide wrong answers. Out of 80 teachers I observed 12 teachers’ teaching. The data which was collected by classroom observation was poor and most teachers’ activities related to one option of the classroom observation.

  • 25.
    Bagoly-Simó, Péter
    et al.
    Humboldt-Universität zu Berlin, Germany.
    Uhlenwinkel, Anke
    Alpen-Adria-Universität Klagenfurt.
    Why Physical Geography? An analysis of justifications in teacher magazines in Germany2016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:1, 23-37 p.Article in journal (Refereed)
    Abstract [en]

    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?

  • 26.
    Bahous, Rima
    et al.
    Lebanese American University, Lebanon.
    Nabhani, Mona
    Lebanese American University, Lebanon.
    Rabo, Annika
    Stockholm University.
    Parochial education in a global world? Teaching history and civics in Lebanon2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, 57-79 p.Article in journal (Refereed)
    Abstract [en]

    This exploratory article is based on a researchproject which runs 2011-2013 that examines how global processes are expressedin educational policies and pedagogical texts in Lebanon, Sweden and Turkey byfocusing on school subjects like civics, history, geography, and religion. In thistext we discuss the development ofeducation in Lebanon, the development of history and civics after the civilwar, and on opinions about these school subjects in order to make a preliminaryanalysis of how the future Lebanese citizen is depicted in policies,curricula, and textbooks. Lebanon is interesting because of its uniqueeducation system in which foreign international institutions rather thannational ones have the task of preparing individuals for a globalized world.Material for the study were collected from a sample of curricula used inprivate and public or national schools for history and civics/citizenshipeducation in grade 8 as well as interviews and conference proceedings andconversations with activists, teachers and principals. We also reviewedfindings of relevant empirical studies conducted in Lebanon. Our datacollection was guided by three questions: how is the right citizen depicted inthe Lebanese material? How is the relationship between national and globalperspectives treated in guidance documents and pedagogical texts? What civicrights and obligations are given attention and what individuals are included/excluded? Our preliminary findings imply that there is no consensus on theimportance of teaching a unified history and civics book and subjects inLebanon. Other findings indicate that private and international schools have agreater impact than national schools on preparing Lebanese students as futurecitizens. 

  • 27.
    Baser Nazar, Mohammad
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    GENDER BIASES IN DARI TEXTBOOKS: - An analysis of Dari textbooks grade 4-6 from gender perspective in Afghanistan.2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    As mentioned the discussion about gender equality in education is often concerned with how gender roles are promoted and encouraged through teaching and learning materials in schools, where textbooks are one of the most important tools, so the objective by this study is to look and discuss the gender issue in term of equality in Dari textbooks of grades 4 to 6. The intention is to find out to what extent gender equality - the issue that has been very much in policy documents - has been reflected in the textbooks.

    The method used to achieve the objectives was to look at the Dari language textbooks for grades 4 to 6 during various political regimes in Afghanistan in order to trace back the changes and progress. Textbooks of different periods have been scrutinized to find out the feature and nature of gender biases. The textbooks were selected from different political regimes in Afghanistan in five past decades.

    Although gender equality and equity  have been addressed in the policy documents of the Ministry of Education, but as found by this study, gender biases still to a large extent are there in textbooks e.g. in one of the new textbooks out of 136 pages only one page was talking about gender equality. Also disparity in terms of role between male and female has been found to some extent in the entire textbook for Dari language.

    A considerable difference between male and female depiction regarding frequency of names, occupations/roles outside home and in public sphere have been observed in the textbooks developed and used during all the political periods, but some improvement noticed in the new textbooks developed based on Curriculum Framework 2003. Only 5 percent of all names used in texts and examples were feminine in pre-Soviet period, while the depiction has increased during Soviet era i.e. after 1978. In Taliban and Mujahedeen period, the female depiction has experienced a backlash but after Taliban period there had been an improvement, although still far from full materialization of gender equality in different aspects. Interestingly, it was observed that on the cover pages of all of the new Dari languages textbooks for these grades   pictures of girls classes where female teacher stands in front of them, are printed, which may indicate that at least an awareness exist. On the other hand, little improvement has been made in the content of the textbooks.

  • 28.
    Behnke, Yvonne
    Humboldt-Universität zu Berlin, Germany.
    How textbook design may influence learning with geography textbooks2016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:1, 38-62 p.Article in journal (Refereed)
    Abstract [en]

    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.

  • 29.
    Behzad, Allah Mohammad
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lesson planning in Afghan school: A quantitative study on the use of lesson plans in primary schools of Parwan, Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This is a quantitative study which explores the use of Lesson Plans (LPs) in Afghan primary schools. The main objectives of this study were to find out the implementation method of LPs, reasons of applying LPs and teachers’ views on LPs.

    This study was conducted in three districts (Shekh Ali, Siah Gerd and Shinwari) and Charikar city of Parwan Province and data was collected by questionnaires filled in by 200 language and math teachers (100 male and 100 female).

    The main findings of the research show that all teachers regardless of sex, education level and teaching experiences claimed that they used LPs in their teaching. A majority of teachers, regardless of sex, education background and years of teaching experience elaborated LPs of their own and did not use the format instructed by Teacher Training Colleges (TTC). Most teachers prepared their LPs one day before and at home. To consider the importance of LP stages the findings show that the majority of both male and female teachers responded to all stages. Through a short glance on reasons of applying LPs we see that 50% of both male and female teachers used LPs to achieve the goal. More experienced teachers didn’t use LPs because of having enough experiences. Important parts of LPs include motivation of students and student activities. The study found that teachers often motivated their students by telling a story or poem. Group work was a common activity.

    One implication of this study is that the TTC should revise their teaching on LPs since hardly any teacher seems to use these formats.

  • 30.
    Berg, Mikael
    Karlstad University, Faculty of Social and Life Sciences, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia2010Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis?

    The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced.

    The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex.

    At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

  • 31. Berg, Mikael
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia: Recension av David Ludvigsson2011In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, 80-83 p.Article, book review (Other academic)
  • 32.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Student 'sustainability consciousness' and decision making on sustainability dilemmas: Investigating effects of implementing education for sustainable development in Swedish upper secondary schools2014Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The central role of education for sustainable development (SD) has been emphasized since the 1990s. SD involves the three areas of environment, economy and society, with a focus on the relationships between environmental protection and human development. Education for sustainable development (ESD) takes a holistic view on the environmental, economic and social dimensions of SD and aims to empower students to engage in the democratic development of society in a more sustainable direction. Policy-level and research community discussions have addressed the ways in which ESD has been implemented internationally. This study focuses on upper secondary students, and investigates their views on sustainability and the ways they make decisions related to SD. The study aims to address the interdisciplinary and multidimensional content embraced in the concept of SD and the development of competences often associated with ESD. A survey investigating students’ (n=638) sustainability consciousness (SC) and their decision-making in a number of SD related contexts was conducted in 15 Swedish upper secondary schools. The results show that students attending schools with an ESD profile are characterized by stronger SC than students attending regular schools; however the difference is small and mostly related to the economic dimension of SD. Furthermore, students who prioritize environmental decisions in SD dilemmas show stronger SC than students giving priority to economic reasons. When environmental, economic and social dimensions are introduced separately, social aspects are given the highest priority by the students. In contrast, environmental aspects are up-graded when the dimensions are introduced in an integrated manner. However, different dimensions are prioritized in different contexts. The study provides empirical support for using multiple contexts and including both harmonious and conflict-based perspectives on SD in education. It also contributes knowledge to the discussion about the implementation of ESD in Sweden in terms of outcomes among students.

  • 33.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    An explorative study of student understandings of the relationships between the environment and the economy2016Conference paper (Refereed)
  • 34.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Exploring studentunderstandings of economic perspectives in sustainable development2016Conference paper (Refereed)
  • 35.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Separated andintegrated approaches to investigate student views on dimensions of sustainable development2015Conference paper (Refereed)
  • 36.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Student views on the dimensions of sustainable development: A matter of context, congruence and conflictManuscript (preprint) (Other academic)
  • 37.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Investigating Swedish upper secondary students’ integrated understanding of sustainable development2013Conference paper (Refereed)
  • 38.
    Berglund, Teresa
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    The implementation of education for sustainable development in Sweden: Investigating the sustainability consciousness among upper secondary students2014In: Research in Science & Technological Education, ISSN 0263-5143, Vol. 32, no 3, 318-339 p.Article in journal (Refereed)
    Abstract [en]

    Background: Sustainable development (SD) is a complex idea, based on environmental, economic and social dimensions. In line with SD, education for sustainable development (ESD) is an approach to teaching that combines cognitive and affective domains and aims to build empowerment abilities.

    Purpose: The purpose of this article is to investigate effects of the implementation of ESD in Sweden, in terms of developing students’ sustainability consciousness (SC). Two groups of students were included: one was from schools with a profile of ESD and the other one was from comparable schools without explicit ESD-profile.

    Sample: A total of 638 students from upper secondary schools (grade 12) in science-related or social science-related programs participated in the study.

    Design and methods: A procedure was created for the selection of schools considered to be the most active in using an ESD approach as well as comparable schools with no explicit ESD approach. During spring 2013, the students responded to a questionnaire based on sustainability knowingness, attitudes and behaviors within the environmental, economic and social dimensions of SD that together constitute the concept of SC. Data were analyzed using SPSS software.

    Results: The results indicate that there are significant differences in SC between students from schools that teach with an ESD approach compared to students from regular schools. Furthermore, a significant difference between the two groups of students was found in the underlying economic dimension of SC. No significant differences were found in the environmental and social dimensions of SC.

    Conclusions: Although the results show that ESD-profiled schools have effect on students' SC, the effects are relatively small. Therefore, the effects and nature of the implementation of ESD are discussed.

  • 39.
    Bergström, Göran
    et al.
    Stockholms Universitet.
    Ekström, Linda
    Stockholms Universitet.
    "Att lyssna på lärarna" – en metodologisk utmaning2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:1, 120-144 p.Article in journal (Refereed)
    Abstract [en]

    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.

  • 40.
    Bergström, Göran
    et al.
    Stockholms Universitet.
    Ekström, Linda
    Stockholms Universitet.
    Mellan ämne och didaktik – om ämnesteorins roll inom samhällskunskapsdidaktiken2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:1, 93-119 p.Article in journal (Refereed)
    Abstract [en]

    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.

  • 41.
    Bernmark-Ottosson, Ann
    Karlstad University, Faculty of Arts and Education, Avdelningen för utbildningsvetenskap.
    Tänkbara didaktiska konsekvenser av lärarstuderandes demokratiuppfattningar2009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, 90-98 p.Chapter in book (Other academic)
  • 42.
    Bjaaland, Simon
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Läroböcker och objektivitet i religionskunskap: En undersökning om objektivitet i svenska läroböcker i religionskunskap 1962- 20112016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syftet med denna uppsats har varit att undersöka objektivitet som mål och idé i läroplaner och

    läroböcker i religionskunskap med ett särskilt fokus på beskrivningarna av kristendomen.

    Först har jag undersökt objektivitet som mål och idé i de aktuella läroplanerna Lgr 62, 69, 80

    och Lpo 94. Därefter har jag tittat på hur objektivitet som mål återspeglas i de undersökta

    läroböckerna. Som metod har jag använt en innehållsanalys vilket är av fördel när en stor

    mängd text som i denna uppsats skall undersökas. Detta för att ett stort material kan reduceras

    systematiskt till begränsade kategorier av textens innehåll. Innehållsanalysen passade också

    till den teori som analysen tog spjärn emot. Det framkommer att objektivitet som mål

    återfinns i samtliga läroplaner men att objektivitet som begrepp var vanligt förekommande i

    Lgr 62 och 69. Slutligen kan man spåra objektivitet som mål i Lgr 80 och Lpo 94 till saklighet

    och allsidighet som kommit bli det centrala. Av undersökningen framkommer det att

    kristendomen är den religion som fått mest utrymme jämfört med övriga världsreligioner i

    samtliga läromedel kopplat till samtliga läroplaner. Det framkommer också att samtliga

    läroböcker är rikliga när det kommer till beskrivningar av olika inriktningar av kristendomen.

    När detta undersöks närmre är de främst rikliga när det kommer till beskrivningar av de

    samfund som har en nära geografisk koppling till Sverige och våra grannländer.

  • 43.
    Bjurulf, Veronica
    Karlstad University, Faculty of Technology and Science, Department of Physics and Electrical Engineering.
    Reasons for choosing a technically oriented education: An interview study within the fields of pipefitting and industry2012In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 22, no 3, 377-397 p.Article in journal (Refereed)
    Abstract [en]

    The article examines how professionals within technical businesses describe their ways into their trade and why they have remained. Semi-structured interviews, analyzed by analysis of narratives, have been conducted with six informants within pipefitting and industrial work aiming to understand how technically oriented professions can attract young potentials into the field. The results from the study are thus a contribution within the field of vocational education, in order to understand why youths should consider to study the Energy Programme or the Industry Programme at upper secondary school. The results show that factors that influence people to start working within technically oriented trades are:

    1. to use your hands to screw things together,
    2. to get an income and
    3. if relatives work in the branch.

    Based on the study it is not obvious to young people what they want to do when they have graduated. But the study also shows that even though the choice of careers is not obvious from the beginning people who chose the field of pipefitting or industry remain for many years.This implies that programmes for recruitment could use the advantages shown in this study for arguments to increase the amount of students who chose the technically oriented educations. The reasons for staying in the professions are:

    1. variation and freedom,
    2. creativity and influence and
    3. you get to work with your hands.

    This significant content within the technically oriented trades contribute with specific arguments for promotion of the plumbing and industrial work in particular and also for the technical trades and technical education in general.

  • 44.
    Bjurulf, Veronica
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Physics and Electrical Engineering.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Segolsson, Mikael
    Ämnet teknik i grundskolan - med empiriska exempel2009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, 100-109 p.Chapter in book (Other academic)
  • 45.
    Björk, Jonas
    Karlstad University.
    Betygsättning och bedömning i Idrott och hälsa: En studie om betygsättning och dess pedagogiska konsekvenser2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 46.
    Björkgren, Mårten
    et al.
    Åbo Akademi, Språk- och kulturvetenskapernas didaktik.
    Gullberg, Tom
    Åbo Akademi, Språk- och kulturvetenskapernas didaktik.
    Hilli, Charlotta
    Åbo Akademi, Språk- och kulturvetenskapernas didaktik.
    Mot en ämnesintegrativ helhetssyn – ett digitalt utvecklingsprojekt i finländsk lärarutbildning2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:1, 170-187- p.Article in journal (Refereed)
    Abstract [en]

    The school teaching in Finland is traditionally divided into different subject lessons. Although several curricula for decades have stressed the importance of integrating subjects to each other, the didactical development of subject integrated teaching has been quite week. The authors of this article are all involved in the training of subject teachers for the Swedish schools in Finland. The article stresses the importance of integrating subject content knowledge into value education. With the theoretical discussion as a starting point, the authors describe their subject integrated project for student teachers in history, social science, religion, philosophy and literature. During the working process it was obvious that the student teachers used their own subject content knowledge, but as they worked in mixed subject groups, they also realized how to co-operate and ask questions to persons with other kinds of subject content knowledge and perspectives. It was challenging for the student teachers to combine new subject integrated perspectives with new digital methods, but considering the ambitions of the curricula, these kinds of integrated processes seems to be important in teacher training.

  • 47.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Molin, Lena
    Uppsala universitet, Uppsala University.
    Research on Geography Education. Introduction to Nordidactica 2016:12016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:1, i-vi p.Article in journal (Other academic)
  • 48.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The effectiveness of education for sustainable development: Pluralism and holism in the classroom. Oral presentation within the international symposium "Environmental literacy" grounded in theory and approved in environmental / sustainability education practice2016Conference paper (Refereed)
  • 49.
    Boeve-de Pauw, Jelle
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Olsson, Daniel
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Berglund, Teresa
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    The effectiveness ofeducation for sustainable development2016Conference paper (Refereed)
  • 50.
    Borg, Carola
    Karlstad University, Faculty of Social and Life Sciences.
    Utbildning för hållbar utveckling ur ett lärarperspektiv: Ämnesbundna skillnader i gymnasieskolan2011Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis investigates how teachers from different disciplines understand and implement education for sustainable development in their teaching. A nationwide questionnaire study was conducted with 3229 upper secondary school teachers representing 224 schools in Sweden. The concept of sustainable development is complex and research has shown that teachers exhibit uncertainties in their understanding of it, and that the way they conceptualize sustainable development can have consequences for how they incorporate it into their teaching. Previous research has emphasized that Education for Sustainable Development (ESD) should promote interdisciplinary and holistic learning rather than traditional subject-based learning. This is in accordance with the Swedish curriculum, which emphasizes that all teachers in all subjects should integrate education for sustainable development. The teachers in the study were grouped into four disciplines; science-, social science-, language-, and vocational/esthetical-practical teachers.  The results showed that there were many subject-bound barriers to successful implementation of  ESD. Teachers were influenced by their subject tradition in: 1) how they understand sustainable development, 2) which teaching methods they use, 3) which barriers they experience, and 4) which teaching tradition they work within. Because of these differences it is important to adjust any further training of teachers according to their discipline. This study highlights the need for improved teacher education and further training of in-service teachers; more than 70% of the teachers stated that they need such training. It also highlights the issue how strong subject-bound traditions make it difficult to implement general goals of the curricula such as sustainable development.

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