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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, p. 131-157Article 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.

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  • 2.
    Ahlskog-Björkman, Eva
    et al.
    Åbo Akademi, Vasa Finland.
    Björkgren, Mårten
    Åbo Akademi, Vasa Finland.
    Barn och fred. En pilotstudie om förskolebarns förståelse av fred2018In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2018:4, p. 65-87Article in journal (Refereed)
    Abstract [sv]

    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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  • 3.
    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, p. 19-33Article 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.

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  • 4.
    Ahonen, Sirkka
    University of Helsinki, Finland.
    Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 90-103Article 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.

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  • 5.
    Aldrin, Viktor
    Högskolan i Borås.
    Eleven och den andre – Statliga attityder till religion och livsåskådning i riktlinjer om sammankomster med religiösa inslag i skolan 2012 och 19672020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2020:1, p. 137-153Article in journal (Refereed)
    Abstract [en]

     This study aims at investigating and comparing state attitudes towards confession in policies regarding meetings with religious elements at schools. Two state policies have been examined through a text analysis inspired by Critical Hermeneutics – the 2012 guidelines, currently in use, and a historic guideline from 1967. Results show that two different stands are emerging regarding confessional elements. In the 1967 policy, pupils are encouraged to meet and tolerate different religious perspectives including non-religious attitudes in order to develop a democratic consciousness. Half a century later, the 2012 policy consider confession as problematic and something from which pupils ought to be protected. The study ends with a discussion of how recent regulations align with the ambition of training pupils in the encounter with religious others in the multicultural society Sweden and Europe presently are part of. Perhaps, something could be learned from previous state regulations – that encountering otherness does not necessary lead students to question their own beliefs, rather it may expand their horizon of cultural competence.

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  • 6.
    Aldrin, Viktor
    et al.
    Högskolan i Borås.
    Aldrin, Emilia
    Högskolan i Halmstad.
    Hur förmedlas kristendomen i läromedelstexter för gymnasieskolan? En ideologikritisk analys2018In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2018:2, p. 23-44Article in journal (Refereed)
    Abstract [en]

    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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  • 7.
    Alvén, Fredrik
    Malmö universitet.
    Var framtiden bättre förr? Temporal orientering i skolpolitiska dokument2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 1-27Article in journal (Refereed)
    Abstract [en]

    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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  • 8.
    Ammert, Niklas
    et al.
    Linnéuniversitetet.
    Kakoulidou, Kristina
    Linnéuniversitetet.
    Rapport från XIII:e konferensen med Nationella nätverket för historiedidaktisk forskning, 8-10 maj 2019, Linnéuniversitetet2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 209-211Article in journal (Other (popular science, discussion, etc.))
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  • 9.
    Andersen, Kirsten M.
    et al.
    University College South, Haderslev.
    Sigurdsson, Lakshmi
    University College Copenhagen.
    Qualifying didactic reflection in religious education through a model for religious competence2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:4, p. 76-94Article in journal (Refereed)
    Abstract [en]

    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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  • 10.
    Andersson, Klas
    et al.
    Göteborgs universitet.
    Larsson, Kristoffer
    Göteborgs universitet.
    Elevers perspektivbyten i svar på uppgifter från det nationella provet i samhällskunskap2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 13, no 2023:3, p. 66-84Article in journal (Refereed)
    Abstract [en]

    Developing students' critical thinking is an important task for Swedish schools. Especially in the social studies subjects, where issues of democracy and human rights always are present. In both national and international educational science research there are however some uncertainties concerning how critical thinking manifests among students. The article sheds light on a specific component of critical thinking, namely the ability to alternate points of view. Initially, classical theoretical literature on critical thinking is used to discuss this component. The main part of the article uses students' own descriptions of societal challenges to show more precisely how alternating points of view are manifested in student answers. To our help, we have a unique empirical material in the form of data from the Swedish national test in civics for year 9. 600 student responses from one question are analyzed with the ambition of finding students' ability to see, and discuss, social issues from different points of view.

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  • 11.
    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, p. 165-167Article, book review (Other academic)
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  • 12.
    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, p. 23-37Article 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?

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  • 13.
    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, p. 57-79Article 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. 

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  • 14.
    Banik, Vibeke
    et al.
    Senter for studier av Holocaust og livssynsminoriteter .
    Kjøstvedt, Anders
    OsloMet.
    Kollektive minner og universalisering. Holocaust i den nye norske læreplanen for grunnskolen2022In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 12, no 2022:3, p. 149-170Article in journal (Refereed)
    Abstract [en]

    In the new national curricula for Norwegian basic education (Kunnskapsløftet, LK20), introduced in 2020, Holocaust is included as a historical subject for the very first time. This is in itself an interesting development, made even more significant by the fact that every other historical subject is removed from the national curricula. However, no explanation for this contradiction is given, nor does the curricula give any insight into how teachers and students should interpret it. In this article, we argue that the contradictory and somewhat poorly defined role given to the Holocaust in LK20, together with other perspectives introduced in the new curricula, is likely to lead to two major shortcomings. Firstly, the curricula’s insistence on dealing with the past only on an individual level may create blind spots for the students when they try to make sense of the Holocaust as a historical subject. What LK20 fails to acknowledge, in our opinion, is the important role played by collective memory in dealing with the past. These are significant when confronted with historical subjects related to the Second World War, as these collective memories are particularly strong in cultures with a history related to this conflict. Secondly, we argue that the contradictory introduction of the Holocaust in LK20 is likely to strengthen the universalisation of the Holocaust in Norwegian schools, i.e. using the genocide of the European Jews as a generic symbol of prejudice, racism and evil. We argue that the preventive perspective of teaching the Holocaust in school may suffer from this approach, as it decontextualises the genocide from its historical context, thereby making it more difficult for the students to understand. However, we also discuss how these shortcomings may be alleviated through a realisation of the importance of a collective memory culture when learning about the Holocaust, and how a historical contextualisation of the genocide may contribute to improved understanding of this historical subject.

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  • 15.
    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, p. 38-62Article 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.

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  • 16.
    Berg, Mikael
    Högskolan Dalarna.
    Bedömning som ett kunskapsideologiskt ställnings­tagande: lärares bedöm­ningsstrategier och samhällskunskaps­ämnets laborativa, analytiska och avgränsade kunskaps­innehåll2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2020:3, p. 109-133Article in journal (Refereed)
    Abstract [en]

    During the last decade, the Swedish research field has gained an increasing interest in what knowledge content to use in the subject of social science. However, less interest has been given the didactical questions on how and what relates to each other in constructing knowledge content. The aim of this article is, therefore, to explore how teacher’s assessment strategies relate to selecting knowledge content. The method used is semi-structured interviews with four experienced secondary school teachers on how they work with assessment. The results show three assessment strategies, which are reasoning, systematic and correcting assessment strategies. In different ways, the assessment strategies then relate to several knowledge content positions. Firstly, to a more tentatively and elaborating position with focus on the student’s questions. Secondly, to an analytical and progress-oriented position with focus on disciplinary concepts. Finally, to a more definitive and orienting position with focus on democratic values. Therefore, I argue that we need to pay more attention to the didactical question of how and what relates to understanding the complexity in constructing a knowledge content.                                                                                                                    

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  • 17. 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, p. 80-83Article, book review (Other academic)
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  • 18.
    Berg, Mikael
    et al.
    Högskolan Dalarna.
    Persson, Anders
    Högskolan Dalarna.
    Graderande granskning och förklarade glapp: Svensk historie- och samhällskunskapsdidaktisk forskning om lärares bedömningspraktik 2009–20192020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2020:1, p. 18-44Article in journal (Refereed)
    Abstract [en]

     During the last decade there has been an increasing interest in the Swedish research field concerning assessment in schools, especially with focus on the school subject’s history and social science. The aim of this article is therefore to explore what perspectives that have being used by researchers in the Swedish field of history and social science subject didactic, when investigating teacher’s assessment practice. The method used in the article is a text analysis of 13 Swedish thesis and articles that deal with teacher’s assessment practice within the Swedish field of history and social science subject didactics between 2009 and 2019. The result shows that there an overwhelming part of the studies deals with examine teacher’s assessment practice. Another dominant trend is to explain the variations in teacher’s assessment practice. Overall the result shows that there is a lack of studies which begin with teachers subject specific experiences and also a lack of studies with a policy critical approach. To try to capture the complexity in assessment we therefore argue in the light of the result that there is a need of both a theoretical and cumulative broadening of the Swedish research field concerning teacher’s assessment with focus on the school subject’s history and social science.

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  • 19.
    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, p. 120-144Article 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.

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  • 20.
    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, p. 93-119Article 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.

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  • 21.
    Bergum Johanson, Lisbeth
    et al.
    UiT Norges arktiske universitet.
    Pedersen, Helge Christian
    UiT Norges arktiske universitet.
    «La elva leve»: Alta-saken som rollespill i historieundervisninga2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 72-89Article in journal (Refereed)
    Abstract [en]

    The annual staging of a role play for school pupils called “La elva leve” (‘Let the River Live’) at Alta museum addresses the conflict over the building of a hydroelectric power plant in the Alta-Kautokeino watercourse between 1978-82. The confrontation has an important legacy, not least by bringing the issue of Sámi Indigenous rights into the national limelight. This article discusses how the role play might serve as a starting point for teaching pupils about the conflict’s consequences for Sámi rights, and interrogates the degree to which this kind of role play might benefit the pupils’ awareness of history. Drawing on observations and interviews, we found that the pupils were strongly engaged in the play and that they found it both interesting and educational. However, while they also gained more knowledge about the conflict itself, there was little evidence that they connected the conflict to the Sámi struggle for indigenous rights, or that their historical consciousness expanded significantly.

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  • 22.
    Bjerre, Loa Ingeborg
    et al.
    University College Lillebælt .
    Dorf, Hans
    DPU Aarhus universitet.
    Videnstaksonomier, progression og fordybelse i historieundervisning2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2020:3, p. 1-24Article in journal (Refereed)
    Abstract [en]

    The present article discusses, first, a conception of learning progression which understands pupils’ (history) learning as a question of their ‘ascending’ to more and more advanced taxonomical levels of reflection – and which has played a major role in history didactics generally as well as in a Danish context in particular. Against this conception the article argues that (history) learning progression should be understood as a many-sided phenomenon to which a number of different forms of knowledge contribute and which cannot adequately be conceived as an increasing command of a sequence of (meta-)levels of reflection but needs a wider understanding of the nature of knowledge.

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  • 23.
    Björk, Oscar
    et al.
    Uppsala universitet .
    Nolgård, Olle
    Uppsala universitet .
    Nygren, Thomas
    Uppsala universitet .
    Barn skriver historia: En studie av fjärdeklassares skrivande i historieämnet2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2020:2, p. 73-106Article in journal (Refereed)
    Abstract [en]

    In this study we analyze subject specific content in texts written in history education in school year 4 in a Swedish context. The study employs two different approaches to (text) content analysis: Analysis of representation of an historic vis-à-vis a practical perspective on the past, and analysis of the specific linguistic construals of the texts, based on a systemic functional linguistics approach. The results from the analyses are then compared to enable a synergetic account of the specific linguistic fabrics of the two historical perspectives. The results show that there are key differences in how the historical vis-à-vis the practical perspective on the past are linguistically construed, thus highlighting the intricacies of writing in history education. These findings are significant for researchers and teachers interested in furthering emergent historical literacy in early school years.

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  • 24.
    Björkgren, Mårten
    et al.
    Åbo Akademi.
    Ahlskog-Björkman, Eva
    Åbo Akademi.
    Enkvist, Nina
    Åbo Akademi.
    Gullberg, Tom
    Åbo Akademi.
    En komparativ förståelse av ämnesdidaktiska prepositioner2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:3, p. 45-72Article in journal (Refereed)
    Abstract [en]

    The national curricular guidelines for basic education and upper secondary school require teachers to have a readiness to teach and cooperate in accordance with a holistic multidisciplinary principle. The teacher education programmes in Finland are challenged to develop research-based knowledge about learning processes in holistic multidisciplinary teaching concerning both theory and practice. In this article, focus is put on comparisons between the subject-didactic perspectives of Art, Religion, History, and Social Studies. Referring to Lindström, the prepositions about, in, with and through are used as a point of departure for the aesthetic fields. The comparison is based on the prepositional perspective and particularly focusses on the understanding of the didactic emphases and ambitions. The subject-comparative reflection between similarities and differences is based on a socio-cultural view of learning, and the perspectives qualification, socialisation and subjectification by Giert Biesta. The article contributes to a consciousness about meaningful subject-didactic prerequisites for holistic multidisciplinary cooperation.

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  • 25.
    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, p. 170-187Article 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.

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  • 26.
    Björklund, Mattias
    Stockholm University.
    Curriculum Taking and Curriculum Making? Educational context and financial literacy teaching in Sweden2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2020:2, p. 129-152Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore how experienced and novice Swedish social studies teachers form their financial literacy aims since they teach financial literacy without having any formal financial literacy training. This leaves both educational aims as well as teaching practice regarding financial literacy unresolved. Using teacher interviews, this article investigates how experienced and novice teachers use competencies beside content and pedagogical knowledge when planning and executing their financial literacy teaching in social studies. This knowledge is referred to as knowledge of context. Findings suggest that experienced teachers do not consult syllabus in an elaborate manner, instead they adapt their teaching in relation to educational programme, students’ age and life-world. Novice teachers, however, teach according to syllabus and do so consistently regardless of which students they teach.

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  • 27.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    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, p. i-viArticle in journal (Other academic)
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  • 28.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Spanget Christensen, Torben
    University of Southern Denmark, Denmark.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Editorial Nordidactica 2023:1 Jubileum2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1Article in journal (Other academic)
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  • 29.
    Blanck, Sara
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Lödën, Hans
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Med samhället i centrum – Medborgarskapsutbildningen och samhällskunskapsämnets relevans2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2017:4, p. 28-47Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to suggest "society" and "social analytical thinking" as the core concepts for the social science (Swedish: samhällskunskap) subject. Thus, the article contributes to the ongoing research debate on social science education by exploring the question whether social science is at risk of losing its position as the central citizenship subject in Swedish school. This risk is problematized and discussed. The authors argue that the relevance of the social science subject matter would be clarified and strengthened by making "society" and "social analytical thinking" into the core concepts of the subject. The proposal means that the scientific disciplines (i.e., political science, sociology, economics and law) that contribute to the social sciences subject by relating to these concepts can clarify the discipline-specific knowledge and perspectives that are considered crucial for a society to be formed and survive. The article also discusses community engagement and what may be a relevant level of ambition for compulsory citizenship education, from the perspective of the citizen as "a reflective spectator". The possibilities to develop the pupils' community, or social, engagement is illustrated by means of current Swedish classroom research on teachers' use of concepts and social analytical thinking in teaching.

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  • 30.
    Blennow, Katarina
    Lunds universitet.
    Förnuft och känsla: Om emotioners roll i kunskapsprocessen i samhällskunskap2021In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 11, no 2021:2, p. 1-19Article in journal (Refereed)
    Abstract [en]

    Emotions have traditionally been considered the enemy of reason in Social Science. However, emotions can both enhance and hinder learning in Social Science. It is therefore important to reflect upon why and how emotions play a role, rather than shutting the emotions out or leaving them unreflected in the teaching. This paper draws on ethnographic data from Social Science teaching in four Swedish upper secondary schools, and is inspired by previous, predominantly German, research and theoretical reflections on emotions in Social Science teaching and learning. In this paper it is argued that emotions should be seen as a relevant didactical category in Social Science and that students’ emotions should be taken into account in the teaching. A conclusion is that emotions can have at least six different functions in the teaching and learning of Social Science. More specifically, it concerns learning for, from, with, and through emotions, as well as relationality of emotions and learning about emotions. Another important conclusion from the ethnographic data is that students of Social Science are more active than the teachers in managing the emotions in the classroom. By carefully examining the emotions in the classroom, as well as the role of emotions in politics and social life at large, the teacher could get more insight into and more influence on the learning potential of emotions.

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  • 31.
    Borge, Julie Ane Ødegaard
    et al.
    Høgskolen på Vestlandet.
    Langø, Mona
    Universitetet i Bergen.
    Kritisk tenkning i bærekraftundervisning: en kvalitativ analyse av ungdoms perspektiver på klimatiltak.2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 13, no 2023:2, p. 111-134Article in journal (Refereed)
    Abstract [en]

    The climate crisis is one of many societal challenges young people in the 21 century are faced with. In this article we explore students in the 9th grade (age 14) perspectives on climate change mitigation. We recorded 3 groups of students, followed by 4 focus group interviews, as the students were discussing in class which climate policy they considered most important and why. In this article we present unique data about which perspectives young people take into consideration when discussing climate change mitigation. We conclude that the students bring different perspectives into their assessments and make up their minds about which climate policies to recommend, but to a lesser extent use the (conflicting) different perspectives in reaching conclusions. The findings contribute both to a deeper understanding of young people's critical thinking when it comes to climate change mitigation and to an increased insight into the possibilities and challenges of practicing critical thinking in school.

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  • 32.
    Borgebund, Harald
    et al.
    Høgskolen i Østfold.
    Børhaug, Kjetil
    Universitetet i Bergen.
    Demokratiopplæring gjennom demokratisk erfaring2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 13, no 2023:3, p. 46-65Article in journal (Refereed)
    Abstract [en]

    A growing, multidisciplinary literature on the didactics of democracy has evolved. It is marked by different theoretical perspectives, and a dominant perspective emphasises deliberative and participation. In this literature, it is argued that such democracy can best be learned through democratic experiences at school. Assuming that such experiences are valuable, we raise the question of whether also other forms of democracy than deliberative participation may be learnt by school based experiences. If education for democracy is to be relevant for participation in political life, this is an important question. The article first argues that deliberative participation is a dominant perspective in didactics of democracy in Norway as well as internationally. Next, other notions of democracy are introduced before it is discussed to what extent these different notions of democracy can be experienced at school.

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  • 33.
    Broman, Anders
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Hobel, Peter
    Syddansk Universitet Odense, University of Southern Denmark.
    Christensen, Torben Spanget
    Syddansk Universitet Odense, University of Southern Denmark.
    Introduction 2013:1 Globalization and School Subjects2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, p. i-viiArticle in journal (Other academic)
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  • 34.
    Bråten, Oddrun M.H.
    Sør-Trøndelag University College, Trondheim.
    Research on Religious Education in Nordic Countries: Introduction to Nordidactica 2015:22015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:2, p. i-viiiArticle in journal (Other academic)
    Abstract [en]

    This issue of the journal Nordidactica focuses on research in the field of religious education (RE). In Oddrun M. H. Bråten’s article, a methodology for comparative studies is presented and a comparative analysis conducted, centering on the use of the concepts of ‘learning about and from’ in Religious Education in England and Norway. In Jonathan Doney’s article we can read about the impact of the Ecumenical movement on the history of RE in England. Elisabet Haakedal discusses and compares two action research projects. Martin Ubani and a team of Finnish researchers present findings from research on RE teacher students. Gunnar J. Gunnarson and colleagues present findings from a study of Icelandic youths in a plural society, where they use theory of friendship and fear. Kathrine Kjærgaard provides us with insights into Greenlandic RE. In Mette Buchardt’s article, we can read about the role of Cultural Protestantism in developments in RE in Denmark, Sweden and Norway. Together these articles give a glimpse into the rich area of RE research today. In this introduction, I present the articles before offering some perspectives on the texts, promoting a more general discussion using my methodology as an analytical device.

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  • 35.
    Bråten, Oddrun M.H.
    Sør-Trøndelag University College, Trondheim.
    Should there be wonder and awe? A three-dimensional and four levels comparative methodology used to discuss the "learning from" aspect of English and Norwegian RE2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:2, p. 1-23Article in journal (Refereed)
    Abstract [en]

    In this article, I will discuss how the idea of ‘learning about and from’ religion in Religious Education (RE) exist in both the English and Norwegian context. A main purpose of this article is to present a suggested template for comparative studies in religious education, where the discussion of this particular issue serves as example of how this can be applied. This template is a synthesis of two sets of ideas. The first is an idea of three dimensions in comparative education: supranational, national and sub-national processes. The second is the idea of levels of curriculum: societal, institutional, instructional and experiential. A basic criterion for my concept of comparative studies is a conception of comparative studies as studies of developments in specific countries/ nations in a supranational perspective. This methodology provides a framework for capturing different levels of national processes within a supranational context, which I believe are relevant for further international and comparative studies of religion in education.

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  • 36.
    Buchardt, Mette
    Aalborg University, Denmark.
    Cultural Protestantism and Nordic Religious Education: An incision in the historical layers behind the Nordic Welfare state model2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:2, p. 131-165Article in journal (Refereed)
    Abstract [en]

    Is there a Nordic model for Religious Education? The article explores how Cultural Protestantism and Liberal Theology influenced the ways in which Religious Education developed in Sweden, Denmark and Norway from the late 19th century until the mid-20th century as part of the transformation of the relations between church and state. Situated between history of education and curriculum, church history and transnational welfare state history, the article focuses on three transnationally acting theologians, early historians and psychologists of religion and public debaters who involved themselves in the question of education, namely Nathan Söderblom (1866-1931), Edvard Lehmann (1862-1930) and Eivind Berggrav (1884-1959), who serve as prisms for the transnational historical analysis of what takes place between states and social fields. The article suggests that Nordic Cultural Protestantism contributed to a model of religious education which in complex ways combines secularization in the meaning of division of the church-state relation with sacralization of the state and its so-called culture.

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  • 37.
    Buchardt, Mette
    Aalborg University, Denmark.
    Religious Education research in welfare state Denmark. A historical and institutional perspective on an epistemological discussion2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 49-65Article in journal (Refereed)
    Abstract [en]

    The article deals with forms of knowledge and types of research interests in scholarly work on Religious Education at the primary and lower secondary levels in Denmark throughout the heyday of the welfare state from the 1960s and up until the 2000s, when the welfare state model not least with regard to education was in transition. The point of departure is the work and oeuvre of K.E. Bugge, for many years – and remaining until now – the last professor of Religious Education in Denmark, namely at the Royal Danish School of Education (Danmarks Lærerhøjskole) which reorganized as Danish University of Education in 2000. The article situates his doctoral dissertation "The school for life. Studies concerning the pedagogical ideas of N. F. S. Grundtvig" (1965) in its institutional context and compares the forms of knowledge it produced with three PhD dissertations defended during the 2000s and thus in a changed institutional field. Drawing on the conceptual understanding of the field of educational sciences deriving from Hofstetter and Schneuwly (2002), the article analyzes ways of doing research in and related to Religious Education and the scholarly disciplines involved. Focus will be on the relation between the academic disciplines studying religion and the educational sciences in their many disciplinary forms and on the relation between the field of sciences and the field of educational practice.

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  • 38.
    Bäckström, Pontus
    et al.
    Jönköping University.
    Öberg, Joakim
    Jönköping Univeristy.
    Kanon eller inte kanon? En enkätstudie bland samhällskunskapslärare i årskurs 7–92021In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 11, no 2021:2, p. 20-56Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to investigate whether social studies in compulsory school grades 7–9 can be perceived as having a clear canon regarding subject content, methods, used sources and examination methods. Previous research has suggested that social studies is unclear, vague and that it lacks a subject canon. The results of the present study points in both directions. On the one hand, the study shows that there is a clear core of content around which lower secondary social studies teaching revolves and a common foundation regarding how this content is mainly conveyed and examined. On the other hand, the study shows that there is also great variation between different teachers, variation that can be partly explained by the teachers' preferences. Different teachers seem to have different preferences when it comes to how they teach, what methods and sources they use and how sections are examined. For example, there are significant correlations between how teachers who use group-based methods also use group-based examinations. An important factor for the variation between teachers can be traced to gender. At group level, we see differences regarding male and female teachers based on subject matter, methods, sources and examination methods. In general, there is a common core for most social studies teachers, regardless of gender, but female teachers tend to cover a broader subject content, use a wider array of methods and sources and more varied forms of examination.

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  • 39.
    Bøndergaard Butters, Nanna
    Børne- og ungdomsforvaltningen, Københavns Kommune.
    Når elever gør kultur og bruger historie2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:3, p. 53-82Article in journal (Refereed)
    Abstract [en]

    When Students Do Culture and Use History

    The article discusses the production and reproduction of cultural identities, cultural communities, cultural experiences and differences in three different history classrooms. The empirical case study material consists of observations followed by three individual interviews with history teachers. The setting is an urban Danish public school, with 60 per cent plurilingual students. Central analytical concepts are derived from social constructivism and, in particular, a dynamic and complex understanding of culture. History is here understood as a subject in which culture is preserved and transmitted but also as a subject in which culture and identities are developed, negotiated and differentiated. The article suggests that intercultural history education should be about making the students aware of these processes as they take place during history lessons, as metareflection on the historical knowledge construction process. The empirical case study suggests this is not yet the case as teachers’ intentions to implement intercultural perspectives are challenged by curricular demands.

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  • 40.
    Børhaug, Kjetil
    University of Bergen.
    Watching, assessing, participating.: Globalising political education in Norwegian upper secondary education2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 17-35Article in journal (Refereed)
    Abstract [en]

    Transnational governance is expanding rapidly. From a political education perspective, an important question is to what extent and how these are included in the political universe that adolescents are being prepared for at school. Of particular interest is social science, which is part of social studies in primary and lower secondary school, before it develops into a variety of social science courses in upper secondary school. Including the transnational level in political education may mean critical thinking about current transnational issues as well as understanding how to participate politically with a transnational aim. Are these elements included in Norwegian political education in social science at school? And if so, is such participation related to notions of influence, power and conflicting interests? Or are notions of participation based on classical idealism? The research method is an analysis of selected social science textbooks in Norwegian upper secondary education. Textbooks are not assumed to determine teaching, but they are assumed to frame the field within which teachers develop their practice. The analysis shows that in the textbooks political education is expanded to a transnational level, where both political judgement of issues as well as participation are elaborated upon.

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  • 41.
    Børhaug, Kjetil
    et al.
    Universitetet i Bergen.
    Helsvig, Kim
    OsloMet.
    Kampen om samfunnsfaget – eit forskingsoversyn med vekt på lærarane si rolle2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 13, no 2023:2, p. 28-48Article in journal (Refereed)
    Abstract [en]

    Subject matter didactics is concerned with all aspects of a school subject. However, this literature is strikingly uninterested in what influences and may influence the subject matter itself. Didactically competent, critical  teachers ought to understand how the subject is influenced by many actors, and that they themselves may take part in this process. To exercise such critical thinking, the teacher profession needs a widely defined subject matter didactics as part of their knowledge basis. The subject may be influenced from many levels, transnational, national and local. Considering increasing emphasis on Norwegian teachers as reflective professional practitioners, we would expect them to make a major difference at several of these levels. If not, professionalism is rather weak. Research about what influences the social studies subject has to start from a review of existing research, and this article is a review of research about what has influenced and shaped the Norwegian social studies subject. The conclusion is that the matter is not much explored, but the sparse research that do exist suggests that the teachers are not a driving force in the development of the subject.

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  • 42.
    Børhaug, Kjetil
    et al.
    Universitetet i Bergen.
    Langø, Mona
    Universitetet i Bergen.
    Engasjementsfaget - Er samfunnskunnskap engasjerende for elevene?2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2020:1, p. 45-64Article in journal (Refereed)
    Abstract [en]

    Elevenes engasjement i samfunnskunnskap kan ses både som en del av elevenes forutsetninger for faget, samtidig som det er et mål for faget. Det er imidlertid ofte uklart hva som menes med det, og den forskningsbaserte innsikten i elevenes engasjement er begrenset. I denne artikkelen skilles det mellom engasjement som deltagelse i undervisningen, som emosjon, kognitivt engasjement utover deltagelse i undervisningen og som sosialt og politisk engasjement.  Problemstillingen er derfor: i hvilken grad engasjeres elevene til å delta i undervisningen og i hvilken grad engasjeres de emosjonelt, kognitivt eller politisk av og i samfunnskunnskap? Problemstillingen drøftes mot et intervjumateriale fra 9 elever i Sosiologi og sosialantropologi på videregående nivå. Resultatene viser at engasjement for trekk ved faget bidrar til at deltagelse i undervisningen er svakt, mens emosjonelt og politisk engasjement i noen grad kan spores. Student engagement i social science in secondary school is both a condition and an objective for teaching. The term engagement is, however, rather unclear and empirical research scarce. In this article, distinctions are made between engagement as following teaching actively, emotional engagement, cognitive engagement beyond following teaching in class, and finally political and social engagement. The research question is therefore: to what extent are students engaged to participate in class room teaching, and to what extent are they engaged emotionally, cognitively and politically? The research questions are examined  based on interviews with 9 upper secondary school students. It is concluded that students only partially follow the teaching, while emoitional and political engagement develops to some extent.

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  • 43.
    Christensen, Anders Stig
    University of Southern Denmark, Odense, Denmark.
    Demokrati- og medborgerskabsbegreber i grundskolens samfundsfag i Danmark, Norge, Sverige og Tyskland2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:1, p. 64-92Article in journal (Refereed)
    Abstract [en]

    Citizenship education and social science education aims at preparing the students for participation in the development of democratic societies. But which concept of democracy is the education based on, and aimed at? This article takes as its point of departure a discussion of concepts of democracy/citizenship including liberal, communitarian, republican and deliberative democracy. Through an analysis of curricula from social science education or citizenship education in lower secondary schools in Denmark, Norway, Sweden and politische Bildung (political education) in Berlin-Brandenburg, it is discussed which concepts of citizenship prevail in these, and, in the case of Denmark and Sweden, how these have developed in the last 40 years. Furthermore it is discussed, with reference to the German "Beutelsbacher-Konsensus" whether the citizenship education should be aimed at one concept of democracy if this concept is contested in itself.

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  • 44.
    Christensen, Torben Spanget
    et al.
    Syddansk Universitet Odense.
    Hobel, Peter
    Syddansk Universitet Odense.
    Editorial 2014:2 To stærke tendenser i Nordidactica – temanumre og artikler af enkeltforskere2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:2, p. i-ivArticle in journal (Other academic)
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  • 45.
    Christensen, Torben Spanget
    et al.
    Syddansk Universitet Odense.
    Hobel, Peter
    Syddansk universitet Odense.
    Editorial 2015:1: Fagdidaktiske artikler i religion geografi, historie og samfundsfag og review af svenske samfundsfagsdidaktiske afhandlinger2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:1, p. i-iiArticle in journal (Other academic)
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  • 46.
    Christensen, Torben Spanget
    et al.
    Syddansk Universitet, Odense.
    Hobel, Peter
    Syddansk Universitet, Odense.
    Interdisciplinaritet – en udfordring til fagdidaktikken2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:1, p. i-xivArticle in journal (Refereed)
    Abstract [en]

    This editorial outlines a theoretical, general didactical framework for analysing demands for interdisciplinarity that we see arising in the school system, and why they occur. It also outlines a theoretical, subject specific didactically framework for analysing challenges school subjects are facing when meet with the requirement of interdisciplinarity. The intention is to provide a theoretical framework for understanding the theme of interdisciplinarity in Social Science Education in primary and secondary education and also to set a frame which cuts across the questions taken up in the various articles of this issue. It thus provides a scaffold for transverse reflections on general and subject specific didactic problems related to interdisciplinarity in primary and secondary education and in teacher training programmes. We also give short introductions to how each article in Nordidactica 2014:1 contributes to the theme of interdisciplinarity. For more adequate introductions we refer to the abstracts of the articles themselves.

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  • 47.
    Cush, Denise
    Bath Spa University, UK.
    Barbara Wintersgill’s Big Ideas for Religious Education and the National Entitlement to the Study of Religions and Worldviews in England. Some reflections on a Big Ideas approach to curriculum planning in an English context from a participant in both projects.2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:4, p. 95-108Article in journal (Refereed)
    Abstract [en]

    This paper examines the thinking behind the six 'Big Ideas' suggested in Wintersgill 2017 as a way of deciding what is most important in RE and some of the ways in which this is being developed for practice. The project was based on the theory of 'Big Ideas' developed by Wiggins and McTighe and as applied to the science curriculum by Harlen et al.  It aimed to address questions such as how to select and sequence content, and how to make RE more coherent and more engaging for pupils. The paper discusses the suggestion that further 'Big Ideas' are needed, such as the Big Ideas concerned with methodology and epistemology proposed by Freathy and John 2019, or Big Ideas about religion such as theories of its origin and purpose. The relationship between Wintersgill's publication and the 'National Entitlement to the Study of Religion and Worldviews' proposed by the final report of the Commission on Religious Education 2018 is explored by the author who was involved in both projects. The 'National Entitlement' was developed with a similar concern to identify the essentials of RE, without which the subject (renamed by the Commission as 'Religion and Worldviews') cannot be grasped adequately. However, the attempt to provide depth rather than breadth of learning should not be translated into narrowing of content in the sense of a reduction in the religions and non-religious worldviews studied, but instead might even draw upon a wider range of religious and non-religious traditions.

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  • 48.
    Dessen Jankell, Lotta
    Stockholms universitet, Institutionen för ämnesdidaktik (IÄD).
    Sambandsvävar för att utveckla elevers systemgeografiska kunnande2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 13, no 2023:2, p. 75-110Article in journal (Refereed)
    Abstract [en]

    The school subject of Geography deals with complex issues that involve changes of the Earth systems that human systems are depending of, such as climate change and related key sustainability issues. The subject content requires an understanding of complex multicausal and dynamic relationships between nature, people and societies and span over large temporal and spatial scales. A systems approach has been suggested as a way of dealing with this complexity. This article reports from a design study that examines how different factors in Geography teaching can enable or impede, different aspects of upper secondary students' systems geographical knowing. Furthermore, the article discusses how this knowing can also be seen as aspects of critical thinking in geography. The teaching intervention used a specifically designed system geographical connection model. The purpose of the article is to contribute with four tentative design principles that aim to provide teaching conditions for students to: I) experience the idea of a complex issue in terms of a specific system, II) test and use system geographical concepts for constructing the system, III) examine and anchor the constructed system in place-specific contexts and IV) synthesise, interpret and evaluate consequences based on different perspectives in order to develop critical thinking. With these principles the article contributes with knowledge that teachers can use to organise geography teaching around sustainability issues and discuss how system aspects can contribute to critical thinking in geography.  

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  • 49.
    Dessingué, Alexandre
    University of Stavanger.
    Developing Critical Historical Consciousness: Re-thinking the Dynamics between History and Memory in History Education2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2020:1, p. 1-17Article in journal (Refereed)
    Abstract [en]

     Over the past 20 years, concepts of historical thinking and historical consciousness have received increasing attention in the field of history education and history didactics. This new orientation in the teaching of history has involved the need to take into account the complexity of the historical discourse and more generally the multiple ways in which people relate to their individual and collective pasts. It has also implied the need to consider the diversity of "places" where history occurs. In this article, I will take a closer look at the relationships between the concepts of historical consciousness and memory, which, to a certain extent, seem to be neglected and misunderstood in the teaching of history and history education in general. More specifically, I will frame what I call a ‘third way’ for history education in relation to Ricoeur’s theories and the connections and nuances he establishes between epistemology of history and phenomenology of memory.

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  • 50.
    Dessingué, Alexandre
    University of Stavanger.
    Dynamisk kulturarv, kritisk literacy og (fler)kulturforståelse i norsk grunnskole?2016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:2, p. 22-46Article in journal (Refereed)
    Abstract [en]

    In 2010 and 2011 several political leaders in Europe took distance from the multicultural society model. The concept of cultural heritage has been central to this political debate. But this concept is also central in education and actively used both in the general part of the curriculum in Norway and also in the curricula of several subjects. This article examines how «cultural heritage» is defined and used in three central curricula: Norwegian, Religious Studies and Ethics (KRLE), and Social Sciences, at a macro level (subject’s purpose) and also at a micro level (learning outcomes). To analyze how this concept is used in these curricula is an important premise for being able to think critically about this concept within the classroom. It also creates a better prerequisite for understanding the extent to which these subjects are focusing on a more or less dynamic and inclusive understanding of identity, as well as a self-reflexive and critical skills development

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