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  • 1.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden2017In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 45, no 4, p. 477-489Article in journal (Refereed)
    Abstract [en]

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

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

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

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

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

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

    students mainly structure their answers along one of two different

    narrative templates; either a kind of historical master narrative with

    strong foundations in traditional Swedish history culture, or a more

    generic story about the founding father as a ruthless or corrupt

    politician, which is arguably influenced by presentism.

  • 2.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    ‘Because Christian was mean and killed innocent people!’: Swedish primary school students’ causal reasoning about the origins of the nation2016In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, p. 1-16Article in journal (Refereed)
    Abstract [en]

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

  • 3.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Historical thinking about sources in the context of a standards-based curriculum: A Swedish case2016In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 27, no 4, p. 479-499Article in journal (Refereed)
    Abstract [en]

    The increased interest in basing teaching on disciplinary thinking

    has had a profound impact on the syllabus for history in Sweden.

    Within this context, we examine how students demonstrate one

    aspect of disciplinary thinking in history, namely reasoning about

    historical sources. The material used is written answers to an

    assignment about historical sources in the national test in history

    for year 6. The analysis shows that many students are able to show

    at least some aspects of disciplinary thinking about sources, though

    the vast majority has problems with contextualising the source in

    the assignment. One explanation put forth is that the syllabus is not

    yet fully enacted in teaching practices.

  • 4.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Historiedidaktik i praktiken: För lärare 4-62018 (ed. 1)Book (Other academic)
  • 5.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Historieämnet i Lgr 112018In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare & Joakim Wendell, Malmö: Gleerups Utbildning AB, 2018, p. 15-23Chapter in book (Other academic)
  • 6.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Introduktion2018In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare & Joakim Wendell, Malmö: Gleerups Utbildning AB, 2018, p. 9-14Chapter in book (Other academic)
  • 7.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Explaining the Third Reich: Swedish students' causal reasoning about the Nazi seizure of power in Germany2018In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 1, p. 60-76Article in journal (Refereed)
    Abstract [en]

    The topic of this study is how Swedish students aged 15-16 use causal reasoning in history when given a high-stakes task about explaining a historically significant event, the rise of the Nazi regime in Germany. The study is based on student texts from the Swedish national test in history. The student texts are mainly analysed with regards to how many, and what kinds of, causal factors are used by the students. The study finds that while most students are able to combine agents and situational factors in their explanations, the explanations show a recurring theme of combining a generic sense of economic crisis with Hitler and the German people as the important agents, to the detriment of other causes that could open up for different interpretations of why the Nazi regime came to power. To counteract this, the study suggests increased emphasis on some contextual factors in teaching practices.

  • 8.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    "Förklaringar är ju allt på nåt sätt": En undersökning av hur fem lärare använder historiska förklaringar i undervisningen2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The main purpose of this multiple case study is to investigate how high school history teachers in Sweden use historical explanations in their classroom teaching.  Specifically, the study explores how explanations are constructed in the clasroom interactions, and what thinking tools, if any, the teachers use to help students grasp central aspects of the historical explanation in question. The case study is based upon observation data from the classrooms of five Swedish high school teachers.

    A theoretical underpinning of this study is that historical explanations are best understood as cases of complex causality. In order to describe these cases as they are presented in the context of a classroom, a model for analysis is used which draws upon research conclusions from several fields, chiefly instructional theory (Gaea Leinhardt), theory of history (C.Behan McCullagh) and historical thinking (Peter Seixas). The study presents each teacher as a separate case in one chapter, while another chapter focuses on what different tools each teacher uses in his/her explanations. In the last empirical chapter, the teachers’ explanations are discussed in relation to how they emphasize and relate to diffent historical thinking concepts.

    The study shows that while explanations are intimately interconnected with causality, their use is intertwined with other historical thinking concepts. Furthermore,  teachers use a multitude of different tools when working with  explanations. While certain tools aim at reinforcing students’ thinking about causality, they may simultaneously weaken the explanation’s value for something else, such as historical empathy. Thus, the importance of planning for specific teaching objectives is emphasized by the study. 

  • 9.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Qualifying counterfactuals: students' use of counterfactuals for evaluating historical explanationsManuscript (preprint) (Other academic)
  • 10.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Teaching and Learning Historical Explanation: Teacher and Student Cases from Lower and Upper Secondary History2020Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The purpose of this thesis is to investigate and analyse how teachers and students understand the concept of historical explanation in the context of classroom teaching practices. The thesis is made up of four studies that investigate different aspects of understanding, focusing on either teacher or student understanding as expressed in words and actions.

     

    The different studies employ differing methods, including classroom observations, interviews with teachers, and analysis of student answers to prompts intended for assessment. The studies include cases from both lower and upper secondary school in Sweden. The four studies provide empirical results that are presented in each individual study, and furthermore subjected to an aggregated analysis in order to find patterns of commonality. The aggregated analysis draws upon Rüsen's theory of historical knowledge, as well as a progression model for historical explanation based on results from previous research.

     

    The results of the study show a clear difference between lower and upper secondary school in how students at each stage construct historical explanations, indicating differing expectations of what students are supposed to do with explanations in each stage. Teachers' practices are more varied: while a majority of the included teachers manifest a disciplinary understanding of historical explanation, in line with previous research about historical explanation in educational contexts, other approaches with other emphases are also present. These include an emphasis of learning explanations as sets of facts, as well as approaches that aim for making the knowledge of historical explanation useful outside of the history subject. Examples of such aims found in the study are to enhance empathetic understanding of other people, and helping students to orient themselves in relation to present-day issues.

  • 11.
    Wendell, Joakim
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Danielsson Malmros, Ingmarie
    Malmö universitet, fakulteten för lärande och samhälle, institutionen för samhälle, kultur och identitet.
    Referensram i historieämnet2018In: Historiedidaktik i praktiken: för lärare 4-6 / [ed] Martin Stolare, Joakim Wendell, Gleerups Utbildning AB, 2018, 1, p. 53-72Chapter in book (Other academic)
1 - 11 of 11
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  • en-US
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  • nn-NO
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