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  • 1.
    Almqvist Nielsen, Lena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). University West, Sweden.
    Prehistoric history in Swedish primary school education: pupils' expression of empathy after visiting a cultural heritage site2023In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575Article in journal (Refereed)
    Abstract [en]

    This study explores the concept of historical empathy in the context of field trips for young pupils to a prehistoric heritage site in Sweden. The example discussed is a field trip to Vitlycke, a heritage and rock carving site with an associated reconstructed Bronze Age farm, where pupils had the opportunity to experience prehistory with all their senses. The study is based on the idea that historical empathy is a process that involves both cognitive and affective dimensions and that both dimensions are important for progress. The pupils were interviewed after the trip and their responses are related to the concepts of perspective recognition and care. The study shows how the cognitive and affective dimensions were interwoven in the pupils' reasoning and how the field trip contributed to an emotional and personal connection necessary for the development of historical empathy. This engagement led to a broadening and deepening of the pupils' cognitive understanding of Bronze Age life and living conditions, while the cognitive understanding of the historical context contributed to a framework in which they could use their imagination. The results also show the importance of giving pupils time to follow up on their experiences after visiting a heritage site.

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  • 2.
    Ludvigsson, David
    et al.
    Linköpings universitet.
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Cecilia, Trenter
    Malmö universitet.
    Primary school pupils learning through haptics at historical sites2022In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 50, no 5, p. 648-695Article in journal (Refereed)
    Abstract [en]

    Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference.

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  • 3.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    History as performance: Pupil perspectives on history in the age of ‘pressure to perform’2018In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 47, no 3, p. 333-347Article in journal (Refereed)
    Abstract [en]

    The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance.

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  • 4.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Performance and history: elite school pupils' views on assessment and their future in Sweden2023In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 51, no 4, p. 672-684Article in journal (Refereed)
    Abstract [en]

    Historically, the Swedish school system has been designed to level out differences between pupils. There has also been scepticism about assessing pupils. However, new school reforms in Sweden centre on performance and tests. This article focuses on pupils (year 6) in Swedish elite schools and their perceptions of assessment. The pupils are in an environment radiating exclusiveness and achievement through tradition, the physical environment and social contexts. The study is based on qualitative interviews in which the pupils were asked about their vision of the future and the importance of good school results. The pupils recount extensive preparation for the tests, which technically have no bearing, something which testifies to the importance attached to high grades even though they play no role in the pupils' future careers. But the pupils translate the 'artefacts' tests and grades into a resource supporting their long-term performance and future access to attractive degree programmes.

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  • 5.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden2017In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 45, no 4, p. 477-489Article in journal (Refereed)
    Abstract [en]

    The topic of this article is how primary school students express ideas about

    the ‘origins of the nation’. The study is based on texts written by Swedish

    students aged 12–13 about a historical event well embedded in Swedish

    national mythology, the rise to power of Swedish ‘founding father’

    Gustav Vasa. The analysis is inspired by James V. Wertsch’s concept of

    schematic narrative templates. The main finding of the study is that the

    students mainly structure their answers along one of two different

    narrative templates; either a kind of historical master narrative with

    strong foundations in traditional Swedish history culture, or a more

    generic story about the founding father as a ruthless or corrupt

    politician, which is arguably influenced by presentism.

  • 6.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    ‘Because Christian was mean and killed innocent people!’: Swedish primary school students’ causal reasoning about the origins of the nation2016In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The topic of this article is how Swedish primary school students aged 12–13 use causal reasoning when they explain a historical event that is usually considered the ‘origin of the nation’. The study is based on student texts about the rise to power of Gustav Vasa, who is traditionally portrayed as the ‘founding father’ of Sweden. The analysis of the students’ causal reasoning takes into account how many, and what kinds of, causal factors the students use. The main finding of the study is that one category of students give causal explanations that adhere very close to the traditional image of the event, with Vasa as an important and heroic agent pitted against an antagonist, king Kristian II. Another category of students instead give generic explanations with very little historical context. Of these, the former category shows greater causal complexity than the latter. In both categories, there are instances of students failing to causally connect agents to the event, suggesting that teaching practices may need to address this issue.

  • 7.
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Did the Vikings really have helmets with horns?: Sources and narrative content in Swedish upper primary school history teaching2017In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 45, no 1, p. 36-50Article in journal (Refereed)
  • 8.
    Walan, Susanne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Teaching children science through storytelling combined with hands-on activities – a successful instructional strategy?2017In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 47, no 1, p. 34-46Article in journal (Refereed)
    Abstract [en]

    Earlier studies have discussed the usefulness of storytelling and hands-on activities when teaching young children science. However, few studies have investigated the use of the two methods in combination. This study reports on five pre-school teachers’ experience of combining storytelling and hands-on activities in teaching science and their perceived effects of the combination. Interviews with the teachers and a supplementary observation served as the data material, which was transformed into narratives and member-checked by the participating teachers. Some found the combination of methods important while others argued that hands-on activities were effective without the use of stories. The teachers’ enjoyment in adopting the combinatory method and their appreciation of the stories also made a difference.

  • 9.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Flognman, Jeanni
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Building with focus on stability and construction: Using a story as inspiration when teaching technology and design in preschool2020In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 48, no 2, p. 174-190Article in journal (Refereed)
    Abstract [en]

    In this study children's learning of the concept, stability, during some building activities were investigated. It was also examined how a story can create meaning, having the children build for some animals in the story. Two preschool teachers and 10 children participated. Data consisted of video-recordings from activities with the children and was analysed through thematic coding. The findings showed that the children enjoyed to build and showed an understanding of how to build stable constructions, however without using the word stable. There were connections to the story and new stories were also made by the children during building activities.

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  • 10.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Gericke, Niklas
    Karlstad University, Faculty of Social and Life Sciences.
    Enhancing primary science: An exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching2016In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 44, no 1, p. 81-92Article in journal (Refereed)
    Abstract [en]

    Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.

1 - 10 of 10
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