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  • 1.
    Andersson Happe, Emma
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Ungdomar, nyheter och stora händelser: En enkätstudie av gymnasieelevers nyhetskonsumtion, källkritik och kunskaper om terrordåden i Bryssel den 22 mars 20162016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay aims to study students’ consumption of news, their criticism towards sources and knowledge of facts about big news events. Surveys about the terror attacks in Brussels in March 2016 were handed out in order to collect data. The goal was to create a comprehensive picture of youths between the age of 16-20. The background of this topic is that all students in upper secondary school today have access to all news in the world, which has increased the need for knowledge on which sources to trust. Even though they have this unlimited access to news and information, studies showed that the younger generation has the lowest consumption of news and is the largest age group that do not consume news at all. This affects the teachers who meet and educate them; particularly the teachers in social studies where teachers often include studying the news in the classroom and the curriculum says to grade the students’ ability to criticize sources. 109 upper secondary school students from two schools participated in the survey. The results showed that about 60-80% reflect critically on news sources and they received information mainly from online newspapers and articles on social media. The results from the questions on the Brussel incidents generated two conclusions; the results showed that the knowledge varied depending on the type of knowledge asked for. Furthermore, as a group, 47% of the questions were correct answered. These results also confirm that society needs to teach the youngest generation the importance of reading, listening and watching the news in order to prevent political gaps in the future.  

  • 2.
    Anderström, Helena
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Lärares samtal om etik: Sociala representationer av etikundervisning på mellanstadiet inom ramen för de samhällsorienterande ämnena2017Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education.

    The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies.

    The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education.

  • 3.
    Berg, Mikael
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia2010Licentiatavhandling, monografi (Annet vitenskapelig)
    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.

  • 4.
    Berg, Mikael
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Historielärares ämnesförståelse: Centrala begrepp i historielärares förståelse av skolämnet historia2014Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis focuses on four different aspects of history teachers’ comprehensive understanding of the school subject history. More specifically, the aim is to study the comprehension of the subject as perceived by individual history teachers. Special emphasis is placed on identifying the concepts of the field of history that are central to the teachers’ understanding of the school subject history.

              The first aspect studied is the teachers’ biographical changes. In a life history perspective it seems as if the teachers’ subject conception changes from an unproblematic and tentative approach to a more complex and confident understanding of the subject. The second aspect treated is the rationale behind their grasp of the purpose and content of the subject. Three major positions are identified, namely educational (bildung) orientation, critical orientation, and identity orientation.

              The third aspect studied is the teachers’ interpretation of a curriculum new to them. The teachers placed the curriculum in the field of tension between an education policy position, emphasizing more precise knowledge, on the one hand, and a history science position, emphasizing concepts of historical consciousness. The fourth aspect studied is five different conceptual tools displayed in the teachers’ remarks on having completed the teaching of a new course. These are termed ‘history as narrative’, ‘history as time-space’, ‘history as explanation’, ‘history as perspective taking’, and ‘history as skills’

              At the general level the study shows not only that subject conception is of importance to the teachers’ understanding of their obligation as teachers of history but also how it is formed and constantly transformed by many different factors. In this process it is clear that the concepts used by the teachers, although variously defined, can be seen as specific to the school subject history and essential to the construction of history as a school subject.

     

  • 5.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Geografilärare och geografiundervisning i den svenska grundskolan: Några delresultat av en enkätstudie2014Inngår i: Geografiska Notiser, ISSN 0016-724X, Vol. 72, nr 4, s. 158-168Artikkel i tidsskrift (Annet vitenskapelig)
  • 6.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Geographical knowledge practices and the curriculum.2017Konferansepaper (Fagfellevurdert)
  • 7.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Geography Education in Sweden - Swedish Geography Teachers Subject Knowledge2014Konferansepaper (Fagfellevurdert)
  • 8.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Is (powerful) geographical knowledge a vertical or horizontal discourse? – A case for a contextual synthesis2017Konferansepaper (Fagfellevurdert)
  • 9.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Recontextualizing migration as a geographical teaching and learning theme for upper primary school in Sweden2019Konferansepaper (Fagfellevurdert)
  • 10.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Reflektioner från geografdagarna.2018Inngår i: Geografiska Notiser, ISSN 0016-724X, nr 4, s. 97-97Artikkel i tidsskrift (Annet vitenskapelig)
  • 11.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik. Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för geografi och turism. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Teaching primary geography in Sweden : Current state and future challenges2015Inngår i: , 2015Konferansepaper (Fagfellevurdert)
  • 12.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Gottfridsson, Hans Olof
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Perspectives on Swedish geography teachers subject knowledge2013Konferansepaper (Fagfellevurdert)
  • 13.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Kristiansson, Martin
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    To develop teaching on social issues: content selection and transformation in social studies education in upper elementary school, year 4-62017Konferansepaper (Annet vitenskapelig)
  • 14.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Molin, Lena
    Uppsala universitet.
    Geografididaktisk forskning i Sverige2016Konferansepaper (Fagfellevurdert)
  • 15.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Molin, Lena
    Uppsala universitet, Uppsala University.
    Research on Geography Education. Introduction to Nordidactica 2016:12016Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2016:1, s. i-viArtikkel i tidsskrift (Annet vitenskapelig)
  • 16.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Molin, Lena
    Uppsala Universitet.
    Skolämnet geografi och geografididaktisk forskning i Sverige och Norden2012Inngår i: Ämnesdidaktisk komparation: Länder, ämnen, teorier, metoder, frågor och resultat / [ed] Gericke, N, & Schüllerqvist, B., Karlstad: Karlstad University Press, 2012, s. 59-74Kapittel i bok, del av antologi (Fagfellevurdert)
  • 17.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Salmenkivi, Eero
    Helsingfors Universitet.
    Tani, Sirpa
    Helsingfors universitet.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Juuti, Kalle
    Helsingfors Universitet.
    Per, Sund
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Environmental and Sustainability Education (ESE): a comparative study between disciplinary and thematic perspectives in the Finnish and Swedish curricula2019Konferansepaper (Fagfellevurdert)
  • 18.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Curriculum principles, didactic practice and social issues: Thinking through teachers’ knowledge practices in collaborative work2018Inngår i: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, nr 3, s. 398-413Artikkel i tidsskrift (Fagfellevurdert)
  • 19.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Tani, Sirpa
    Helsingfors Universitet.
    Capabilities, Competences and Geographical Knowledge.2019Konferansepaper (Fagfellevurdert)
  • 20.
    Bladh, Gabriel
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Örbring, David
    Geocapabilities – en plattform för ämnes- och professionell utveckling i skolgeografin2016Inngår i: Geografiska Notiser, ISSN 0016-724X, Vol. 74, nr 4, s. 155-160Artikkel i tidsskrift (Annet vitenskapelig)
  • 21.
    Blanck, Sara
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    När ämnen möts: En analys av samhällskunskapsämnets funktioner och karaktärer vid ämnesintegrerad undervisning2014Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This study examines the subject civics (social studies) in interaction with other subjects in interdisciplinary projects. By studying three different integrated projects in the grades 7-9, the study examines how subjects interact with one another. The aim of the study is to describe and analyze the character and function of civics in interdisciplinary projects. The results are used to discuss the relationship between subject and integration.

    In the world of education, there are two endeavors that may seem to counteract each other: on the one hand, focus on more clearly subject-specific knowledge and, on the other, the pursuit of cooperation and interaction between subjects in different forms of interdisciplinary organization of teaching and learning. Integration between subjects can be seen as an opportunity to address the complex problems and challenges of today's citizens in a changing global world.

    The results of the study describe three dynamic interdisciplinary projects that all contain a movement between different types of interaction between subjects with various degrees of integration. These types are predisciplinaryhelpingcorrelated, shared and reconstructed.

    In addition, the study shows that civics in the three projects is emerging as an obvious main subject that aims to develop the pupils’ abilities to orientate (facts and concepts), analyze and discuss. So far integrated teaching appears to result in both what subject-specific teaching reaches and, moreover, it seems to form a synthesis knowledge that can be difficult to measure, but that relates to the main goals of the curriculum beyond subjects. These abilities to act can be used to describe the synthesized knowledge citizens need in order to act in the world.

  • 22.
    Blanck, Sara
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Att nå kunskap om att utveckla samhällsorienterande undervisning om migrationsfrågor2018Konferansepaper (Annet vitenskapelig)
  • 23.
    Blanck, Sara
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    SO-undervisning om samhällsfrågor i grundskolans yngre år: Att utveckla undervisning i samhällsfrågor2017Konferansepaper (Annet vitenskapelig)
  • 24.
    Broman, Anders
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Att Bidra Till Analys- Och Handlingskompetenser I Tider Av Samhällsförändring Och Ökad Segregation2018Konferansepaper (Annet vitenskapelig)
  • 25.
    Carlsson, Anette
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Aktörer på jordmarknaden: under första halvan av 1700-talet2020Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Uppsatsen har två syften där det ena är att undersöka fördelning av jord i Väse härad under början av 1700-talet samt hur handeln med jord såg ut med avseende på aktörerna. Det andra syftet är att studera jordtransaktioner i Väse härad för att se om det finns några tidiga tecken på den agrara revolutionen.

    Eftersom undersökningsperioden (1700–1749) ligger före det som kallas den agrara revolutionen undersöks tre faktorer. Befolkningsökningen var svagt stigande med en liten ökning i Väse socken omkring 1750. Den var för liten för att ha någon betydelse i sig själv men om den sätts i ett större sammanhang skulle den kunna ge en indikation att något var på väg att hända.

    Social skiktning är en annan faktor som brukas ta upp i samband med den agrara revolutionens inledning. Det innebär att ny grupp av storbönder började växa fram vilka gjorde fler köp av jord utanför den egna släkten. Det har till följd att en mängd bönder fick minskade jordareal medan andra fick större egendomar. En polarisering bland allmogens bönder tog fart.

    Kommersialisering är ett tredje mått som undersöks i samband med den agrara revolutionen. Den innebar att någon, en bonde, brukspatron eller annan person, köpte upp jord för att kunna öka sin produktion.

    Även om inga tydliga tecken på den agrara revolutionen syns är frågan om det man kan se beror på det eller är en följd av brukspatronernas aktiviteter.

  • 26.
    Dalevi, Sören
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    RE didactics in Sweden - defined by the national curriculum?: Discussing didactics of RE in a Swedish context2016Inngår i: Usuteaduslik Ajakiri, ISSN 1406-6564, Vol. 69, nr 1, s. 62-78Artikkel i tidsskrift (Fagfellevurdert)
  • 27.
    Dalevi, Sören
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Vad kännetecknar ämnestexter? (inriktning religion)2016Annet (Annet vitenskapelig)
  • 28.
    Eliasson, Per
    et al.
    Malmö högskola.
    Nordgren, Kenneth
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Vilka är förutsättningarna i svensk grundskola för en interkulturell historieundervisning?2016Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2016:2, s. 47-68Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This is the first major quantitative study of how teachers at the compulsory school look at the subject of History and its conditions. The article focuses on elements of the survey related to the content of teaching and how teachers perceive the conditions for the intercultural mission of the subject. The historical content in the form of selected time periods and geographic focus forms a clear canon: in grades 1–3 local history and Swedish history, in 4–6 Swedish and Nordic history, and in 7–9 Western European history with global, but mainly Eurocentric, outlooks. In terms of students’ skills to interpret history they encounter the result is to some extent contradictory. Empathy and critical thinking are highly valued but the actual work to develop these abilities is of lesser importance. Instead, storytelling is stressed as the major form of education. Teachers in grades 7–9 emphasize that long lines of development are important in their teaching. History’s orienting function leans more to the future and contemporary perspectives in grades 7–9, while students’ perspective on their own historical background ranked highest in 1–3 and 4–6. Future and contemporary issues are highlighted as a pattern in which racism and xenophobia become more important in higher grades while environmental issues decrease in importance. Multiculturalism and diversity issues occupy an intermediate position in this context but are perceived as important by teachers on all levels. An overall conclusion is that in the tension that exists between the traditions of the subject and an external pressure for change teachers need support to deal with the intercultural perspective.

  • 29.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköping.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesHögskolan i Jönköping.Bladini, KerstinKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.Samuelsson, JohanKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Specialpedagogisk verksamhet i grundskolan2011Collection/Antologi (Annet vitenskapelig)
  • 30.
    Estenberg, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik. Karlstads kommun.
    "Ett snäpp högre": En studie av historielärares hanterande av tankeredskap.2016Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Abstract

    The aim with this study is to examine how practicing history teachers in upper secondary school deal with historical thinking concepts. The three main questions are: which concepts do teachers use in their courses and when do they use them? How can teachers’ use of different historical thinking concepts be described in terms of reconstruction and construction? What factors influence teachers when they work with historical thinking concepts?

     

    To answer these questions, the material, for example tests, lesson plans and notes of seven teachers has been analyzed. These analysis were followed by interviews with the teachers.

     

    The empirical data have been handled in two steps. The first step is a survey of what historical thinking concepts teachers use and when they use them. The survey was done as a detailed reading of the teachers’ material. In this survey two historical thinking concepts, evidence and cause and consequence, have been selected for further analysis, which is the second step.

     

    The results show that when teachers deal with the historical thinking concept of evidence they show their students models and ways to handle evidence. This is not the case when teachers handle the historical thinking concept of cause and consequence. Models are shown here as well but not to the same extent. The result also shows that the teachers’ handling of evidence in a greater extent leads to construction compared with their handling of cause and consequence.

     

    The explanations provided in the study also point to the different character between the two concepts and what form of test the teachers’ use and what words are used to communicate for example cause and consequence. Furthermore, the explanations also indicate that the teachers’ view of what historical knowledge contains of, together with what kind of students and what other subject they teach play some part in their dealing with historical thinking concepts.

  • 31.
    Friberg, Henrik
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Historielärares klassrumsbedömningar: Innehåll och roll i ett historiedidaktiskt perspektiv2017Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Assessment is a permanent part of history teaching, and the interest in assessment is highly current in the Swedish educational system. One aspect is formative assessment and feedback as a tool for learning; another aspect is that assessment tends to be more and more formalized.

    Earlier research on written assignments and tests show that history teachers often focus on assessing history knowledge as content and memorizing school textbook. Thus the risk is that history education and assessment does not correspond to the new curricula and rating scale with a wider range of goals.

    This study investigates the ongoing assessment in the history classroom, frequently entitled ”the black box”. Four history teachers in Swedish upper secondary school were interviewed about assessment, and their classroom assessments in a series of lessons were observed and recorded. The requested historical competencies in teachers´ questioning and feedback are interpreted through the concepts of the historical thinking tradition. Similarities and differences are discussed.

    Results show a great variety in questioning and feedback. Closed questions are present, but are not in majority, and encouraging feedback is more frequent than rejective. All teachers have the same principle – first order concepts or content come first, then second order concepts or thinking about the first order concepts. Among the second order concepts comparision stands as a universal tool to understand content and handle second order concepts. Cause and consequence combined with continuity and change (most focus on change) also appear to be common in the classroom assessements. More rare are historical persectives and significance. Most teachers consider the classroom assessment as valuable chances to get to know pupils´ history knowledge, but one teacher consider the ongoing pupils’ statements as far more reliable than the written ones, when it comes to grading.

    The over all result indicates that classroom assessments can involve more than history knowledge as memorized content like single facts.

  • 32.
    Gericke, Niklas
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Hudson, Brian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). University of Sussex, UK.
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Powerful knowledge, transformations and the need for empirical studies across school subjects2018Inngår i: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, nr 3, s. 428-444Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

  • 33.
    Gottfridsson, Hans Olof
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013). Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, SAMOT. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Richard, Moore
    Part 2: Nothing Is Reel The Story Of The Beatles’ Star-Club Recordings2015Inngår i: Record Collector, ISSN 0261-250X, nr 442, s. 49-55Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    In the concluding part of our investigation into The Beatles’ much-debated Star-Club album, Dr Hans Olof Gottfridsson and Richard Moore dig into the detail of what was actually on the original tape.

    This is the second part of a two-part story about The Beatles’ Star-Club recordings, Hamburg, in December 1962. What follows is the first complete review of the recordings found on the Star-Club tape in their original recorded order. This has been made possible with the kind help of Larry Grossberg, director and producer of the Lingasong releases, and Robert Auld of Auldworks, who recently made digital transfers of open reel work copies of the Star-Club tape.

  • 34.
    Holmberg, Ulrik
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik. ulrik_holmberg@hotmail.com.
    Significant history and historical orientation: Ugandan students narrate their historical pasts2016Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    In 2012, Uganda celebrated 50 years of independence. The postcolonial era in the country has been marked by political turmoil and civil wars. Uganda, like many other postcolonial states in Africa, cannot be described as an ethnically or culturally homogenous state. However, history education has globally been seen as a platform for constructing national identities in contemporary societies. At the same time, it is assumed that specific historical experiences of countries influence historical understanding. This study takes its starting point in the theories of historical consciousness and narrativity. A narrative could be viewed as a site where mobilization of ideas of the past to envisage the present and possible futures is made and hence the narrative expresses historical orientation. Through the concept of historical orientation historical consciousness can be explored, i.e. what history is viewed as significant and meaningful. The aim in the study is to explore in what ways students connect to their historical pasts.

     

    The study explores 219 narratives of 73 Ugandan upper secondary students. Narratives elicited through written responses to three assignments. Designed to capture different approaches to history: either to start from the beginning and narrate history prospectively or to depart from the present narrating retrospectively. The colonial experience of Uganda affected the sampling in the way that students were chosen from two different regions, Central and Northern Uganda. The comparison was a way to handle the concept of ‘nation’ as a presupposed category. Narrative analysis has been used as a method to explore what the students regarded as historically significant and what patterns among the narratives that point towards particular historical orientations.

     

    The empirical results show how different approaches to history, a prospective or a retrospective approach, influence the student narratives. For instance, valued judgments on past developments were more common with the retrospective approach. The results also show differences in evaluating past developments according to regional origin. Students from northern Uganda were generally more inclined to tell a story of decline. Also, it is argued that the student narratives were informed by a meta-narrative of Africa. It was as common to identify oneself as African as it was to identify as Ugandan.

  • 35.
    Holmqvist Lidh, Carina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Representera och bli representerad: Elever med religiös positionering talar om skolans religionskunskapsundervisning2016Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    Hur kan lärare på bästa sätt möta elever med religiös positionering i religionskunskapsklassrummet?  Hur kan undervisningen utformas för att ge religiösa traditioner en framställning som elever med religiös positionering kan acceptera, relatera till och kanske också lära nytt av?

    Den här religionsdidaktiska studien handlar om hur elever som positionerar sig inom muslimsk, kristen, buddhistisk och judisk tradition talar om skolans religionskunskapsundervisning. Studien berör tre teman. För det första undersöks mötet mellan undervisningsinnehåll och elevernas erfarenheter av sin egen religiösa tradition och tro. För det andra riktas uppmärksamheten mot hur eleverna talar om sina erfarenheter av att vara eller att förväntas vara representant för sin egen tradition i undervisningen. Ett tredje tema handlar om hur eleverna beskriver ramar och förutsättningar för religionskunskapsundervisningen. Intervjumaterialet har analyserats med hjälp av kritisk diskursanalys. Resultaten visar bland annat att eleverna har svårt att känna igen och relatera till sin egen tradition i undervisningen. De befarar att undervisningen snarare förstärker än dekonstruerar stereotypa föreställningar om religion och religiöst liv. 

  • 36.
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Att förändra undervisningen i ekonomi i ämnet samhällskunskap på grundlärarutbildningen2017Inngår i: Studentcentrerat lärande, bedömning och examination: Bidrag från universitetspedagogisk konferens 2016, Karlstad: Karlstad University Press, 2017, Vol. 1, s. 61-86Konferansepaper (Annet vitenskapelig)
  • 37.
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Principer för samhällsrelevant SO: med undervisning om migration som exempel2018Inngår i: SO-didaktik, ISSN 2002-4525, nr 6, s. 34-37Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 38.
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Samhällskunskapsämnet och dess ämnesmarkörer på svenskt mellanstadium – ett osynligt eget ämne som bistår andra ämnen2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:1, s. 212-233Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Based on interviews with teachers about their social studies teaching in Swedish middle schools (age 10-12), the characteristics and contents of civics, as one of the subjects in social studies, is interpreted related to the concept of "subject markers". The interviews show that civics is vague and incoherent. Yet, the teachers teach about a similar content but whose parts are unclear and not clearly interconnected. Hence, civics remains unclear and incoherent, reinforced by its outer unclear boundaries. Based on this interpretation, questions of the visibility of civics as a distinct school-subject have occurred which have led to the formation of the concept of "subject-markers". Its function is to make the subject visible. The concept has been differentiated in order to highlight different aspects of visibility and shows that the presence, or lack of, and the interactions between the various types of markers makes civics invisible as a distinct subject. More than operating independently, it tends to be pulled apart mostly assisting other school-subjects, especially geography and history. These subjects appear to be far more clear, coherent and visible as distinct subjects within social studies.

  • 39.
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Underordnat, undanskymt och otydligt: om samhällskunskapsämnets relationsproblem inom SO-gruppen på svenskt mellanstadium2017Inngår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 11, nr 1, s. 1-20, artikkel-id 4Artikkel i tidsskrift (Fagfellevurdert)
  • 40.
    Lundqvist, Caroline
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Kvinnors historia: mer än vårt kön: En intersektionell studie över tidskriften Historiskan2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    There have been several studies that have found that history textbooks are not equal when it comes to the representation of men and women. They are characterized by male perspective, where women as individuals and in groups are unapparent. The magazine Historiskan arose as a response to this problem, whose stated purpose is to highlight women in history and creating a gender historiography. When women on the other hand are being highlighted in history, other studies have shown that it is in general only the white Western heterosexual middle-class woman's perspective that historians include. Women of other ethnicity, class and sexuality ​​are excluded. The Swedish schools policy documents expresses that equality must be included in students’ education, and ethnicity, class and sexuality are perspectives to be included in the teaching of history.

    Based on a qualitative content analysis and intersectional gender theory this essay aims to examine how Historiskan depict women from the social categories; ethnicity, class and sexuality. The result shows that the stories are dominated by white Christian Western women as the norm. Women of different ethnic origin, color and religion exist, to a lesser extent, in which their ethnicity and skin color are more prominent in the narrative. Class and social status is a clear category that explains women's diverse experiences and opportunities. Heterosexuality is the norm, which is depicted as an economic and political agreement between the sexes. The big deviant is the unmarried woman.

  • 41.
    Lundqvist, Caroline
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    "Som man och kvinna skapade han dem." På tal om genuskontrakt i våra mest älskade barnbiblar: En narratologisk- och könskonstruktivistisk genusanalys av Barnens bibel & Bibel för barn2016Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Most people in Sweden have come into contact with the narratives from the Bible, through a children’s bible book. There exists several different kinds of these books for children. Two of the most popular is Barnens bibel and Bibel för barn, which are the explored subjects of this essay. The narratives conveys different norms and values, and it is therefore legitimate to investigate what they convey about women and femininity. Five female characters; Eve, Sarah, Hagar, Naomi and Ruth are the focus of the study. The stories underwent a narratological analysis to clarify the narrative structure. Furthermore, sex- and gender theory were applied on the narratives and showed that they in general express a dominant male norm, and dichotomy between the sexes.

    Keywords: children’s bible, femininity, narratology, sex- and gender theory

  • 42.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Critical events, national identity and foreign policy: Aftermath of the terror attacks in Norway 22 July 20112015Konferansepaper (Fagfellevurdert)
  • 43.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    'It´s difficult to be a Norwegian': Minority voices in the memorial messages after the terror attacks in Norway 20112018Inngår i: Nordic Journal of Migration Research, ISSN 1799-649X, E-ISSN 1799-649X, ISSN 1799-649X, Vol. 8, nr 1, s. 56-64Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The terror attacks in Norway 2011, targeting what the perpetrator described as proponents of immigration and multicultural society, created exceptional circumstances for people to reflect on issues of belonging. In this kind of situation it is assumed that people emphasize their affinity with the affected country. This, in turn, makes the problematization of the affinities displayed particularly interesting since the act of expressing them even in a very taxing situation indicates their importance. Texts by individuals from ethnic minorities, written soon after the attacks, are analysed in terms of conceptions of 'Norwegianness'. Results show explicit support for civic values but also multiple expressions of not feeling recognized as part of majority society also from individuals obviously acculturated to Norwegian lifestyles and cultural codes. These expressions are explained in terms of whiteness-non-whiteness and religion.

  • 44.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Recension av Carina Holmqvist Lidhs licentiatuppsats Representera och bli representerad2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. 97-101Artikkel, omtale (Annet vitenskapelig)
  • 45.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Varför fler (ibland) tänker bättre än färre: Erfarenheter från en forskarskola för lärare2013Inngår i: Religion och livsfrågor, ISSN 0347-2159, nr 2, s. 8-9Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 46.
    Molin, Lena
    et al.
    Uppsala universitet.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Ämnessyn, ämneskunskaper och bedömning – ett samtal om aktuella geografididaktiska frågor.2013Konferansepaper (Fagfellevurdert)
  • 47.
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Central themes in Indian study books on the topic of `moral values’2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The `National Curriculum Framework 2005' [NCF] sets out to describe a core, common to all education in India. This is interpreted by various state and national school boards, all of which can add additional content to the curriculum. This paper focuses on the subject of ethics and moral values. The study as a whole combines textual analysis with ethnographic research, and uses as empirical material the NCF and textbooks, interviews, and observations from two different school boards (CISCE and CBSE). The study shows that moral values are seen as central in education, not as a theoretical subject about ethics, but rather values which ought to be inculcated in students.

  • 48.
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Stockholms universitet.
    Comparing Clementines and Satsumas: Looking at Religion in Indian Schools from a Nordic Perspective2015Inngår i: Religions of South Asia, ISSN 1751-2689, E-ISSN 1751-2697, Vol. 9, nr 3, s. 332-355Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It is sometimes claimed that there is no religious education in the general Indian school system. there are reasons to suggest that matters are more complex than that. Combining the two fields of religious and comparative educational studies, this article shows that there are themes in Indian syllabuses and teaching materials that involve religious content. Empirical data include the Indian National Policy of education, the National Curriculum Framework and syllabuses, as well as syllabuses and textbooks from a particular school board (CISCe). 

  • 49.
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Ethics in Indian schools: behaving like a citizen2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The paper continues a discussion begun at isrev 2016, and attempts to de-westernize ethics by contrasting Indian ways of teaching the subject to similar Western applications, as exemplified by Sweden. The main focus of the paper is the subject of ethics and moral values in Indian education. There is a common core (ncf), interpreted by state and national school boards, and to which aforementioned parties can add additional content to the curriculum. The study’s empirical material from India is based on three such interpretations: Uttar Pradesh’ school board and two national school boards (cisce and cbse). Textual analysis is combined with ethnographic research, with material such as the ncf and textbooks, interviews, and observations. The study shows that moral values are seen as central in education, not as a theoretical subject discussing ethics, but rather as values inculcated in students and displayed by the latter through behaving as Indian citizens. In India, there is an emphasis on doing and behavior – living the proper life, if you will – whereas Sweden emphasizes theoretical reasoning about values and ethics.

  • 50.
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Relocating Religion in a Changing Classroom2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Religion as a subject is handled very differently in different, national contexts (see Davis & Miroshnikova, 2013). In this paper, we will discuss questions which surface in the meeting of two very different systems of RE: Sweden and India. The two paradigms interfere with each other (cf. Haraway, 1988). It reveals different ways of understanding religion in general and RE in particular. One focus will be on what sort of religious expression(s) pupils are allowed to meet in the two contexts. In this paper we will take both a theoretical and empirical approach on what sort of religious expression children in primary school are allowed to meet in RE. We show that the different histories of the two societies has shaped two particular understandings of religion, which in turn has resulted in two different ways of arranging RE. The Swedish, secular school-system tends to be Lutheran, although in an unconscious manner (cf. Buchardt, 2015). Whereas the Indian school-system on the face of it doesn't have religious education (cf. Mahmood, 2013). Looking closer, it can be found, but perhaps focusing on doings rather than knowledge of. One context highlights knowledge of, but avoids doings. The other context emphasizes do- ings, but avoids knowledge of and definitions. Both systems of RE offer particular opportunities and suffer difficulties in dealing with today's globalized world (cf. Kittelmann Flensner, 2015; K. Kumar, 2007).

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