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  • 351.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Education forSustainable Development, ESD implementation and transformative schoolorganization: a Swedish perspective of Whole school approach2015Konferansepaper (Fagfellevurdert)
  • 352.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    ESD, a matter of School Organization2014Konferansepaper (Fagfellevurdert)
  • 353.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Implementering av lärande för hållbar utveckling – den skolorganisatoriska nivån som ett stöd eller hinder?2016Konferansepaper (Fagfellevurdert)
  • 354.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The role of school organization in ESD implementation2015Konferansepaper (Fagfellevurdert)
  • 355.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Scherp, Hans-Åke
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Education for Sustainable Development (ESD), a matter of school organization2014Konferansepaper (Fagfellevurdert)
  • 356.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Scherp, Hans-Åke
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Whole school approaches to education for sustainable development: A model that links to school improvement2018Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 4, s. 508-531Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.

  • 357.
    Molin, Lena
    et al.
    Uppsala University.
    Grubbström, Ann
    Uppsala University.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Westermark, Åsa
    Jönköping University.
    Ojanne, Kaj
    Lund University.
    Gottfridsson, Hans-Olof
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Karlsson, Svante
    Umeå University.
    Do personal experiences have an impact on teaching and didactic choices in geography?2015Inngår i: European Journal of Geography, ISSN 1792-1341, Vol. 6, nr 4, s. 6-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Factors influencing teachers’ selection of content in geography teaching is a fundamental didactic matter.1 The purpose of the present study was to investigate whether Swedish geography teachers’ informal and formal experiences have influenced their interest in geography and if so, in what way. The results disclosed that informal experiences like outings, holidays, and childhood memories have a significant impact. The results also revealed that childhood experiences might increase the comprehension of how nature and mankind are connected, and how various places differ. Selective traditions showed to be strong, i.e. geographic names and map reading were prioritized while at excursions, physical geography was particularly dominating. We argue that in the geography teacher education, didactics should include methods for field studies, giving emphasis also to the part dealing with human geography. Forthcoming teachers need to reflect on how to make didactic choices in order to renounce the selective traditions in the subject.

  • 358.
    Morén, Göran
    Högskolan Dalarna.
    "Social Issues Open up Social Studies": Upper Secondary Teachers´Conceptions of, and Didactical Reflections upon the Subject2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:2, s. 1-24Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article identifies and discusses conceptions of the Swedish school subject social studies in upper secondary school through an empirical study consisting of qualitative interviews with seven teachers of social studies. The curriculum declares that teaching social studies shall be done with “social issues as the point of departure”. The analysis focuses on the teachers’ didactical reflections on the subject specific concept of social issues in relation to their own teaching practice. Conclusions that are made are that the approach of teaching social studies with ‘social issues as the  point of departure’ leads to conceptions of social studies as being a subject that is open to the unexpected and that transcends its borders, and with its purpose seen as its content, or put differently: the ‘what’ defined through, or as, its ‘why’. It seems more relevant to discuss what the social issues, as a didactical concept, do to the subject rather than what they are. The very quest for a certain core in the subject is being challenged. A reflection on these results leads to a discussion on the potential intrinsic value of social issues in teaching social studies.  

  • 359.
    Moyo, Nathan
    Great Zimbabwe University.
    Nationalist historiography, Nation-state making and Secondary School History: Curriculum Policy in Zimbabwe 1980-20102014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 1-23Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper studies the curriculum policy trajectories that have characterized the teaching of secondary school History as a subject that is historically enmeshed in the politics of nation-state making in post-independence Zimbabwe. Through content analysis, the paper examines the ways in which the post-independence History syllabi, namely 2166 and 2167, have drawn from recent historiographies to frame both the aims and content of school History. The argument developed is that both syllabi have been deployed to serve the envisaged nation-state project; with Syllabus 2166 associated with the socialist nation-state project of the 1980s and 2167 with patriotic history since 2000. The paper concludes that such (mis)uses of school are not unique to Zimbabwe, but represent the political instrumentalization of school History that has become prevalent throughout the world.

  • 360.
    Muir, Hollie
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Literature Education and English as a World Language: Various countries’ representation in literary texts in coursebooks in English education for upper secondary school in Sweden.2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay aims to investigate which countries and geographical regions are most prevalent in literary texts in coursebooks published before and after the curriculum change in 2011, as well as determining if there is a greater diversity of countries and regions represented in the coursebooks published after 2011. A content analysis was used as well as studies by various researchers to investigate the literary texts in the coursebooks. Ten coursebooks published before and after 2011 were analyzed by using the four categories text origin (i.e. country of original publication), author, setting and character to answer the research questions for this thesis. This study concludes that coursebooks published before 2011 do not meet the requirements for the current national curriculum, whereas coursebooks published after 2011 show a much broader diversity in countries represented and meet the current curriculum requirements.

  • 361.
    Mushtaq, Fatima
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    MATHEMATICS ACHIEVEMENTS AMONG HIGH SCHOOL STUDENTS IN AFGHANISTAN: Gender Difference In Math Achievements2013Independent thesis Advanced level (degree of Master (One Year)), 40 poäng / 60 hpOppgave
    Abstract [en]

    This is a study of gender difference within the field of mathematics between 857 twelfth grade students (355 boys and 502 girls). The data sample contains a small group of students within two of the 34 provinces in Afghanistan. Ten of the schools were girls’ only, and twelve were boy schools. In this study the data collected was analyzed by comparing the results of test scores of 12th grade math high school students.

    The question to be answered within this research: To what extent differences are in mathematics achievements between male and female students at the high school level? The results show that math achievements in grade 12th were different among female and male students. Females’ achievements were lower than males.

    Teachers’ teaching experience had no significant influence on the average scores. In regards to students’ exam scores in relation to teachers' education level. The average score of students taught by teachers with grade 16 and grade 14 was not significant different, thus a very small difference.

    Additionally, this study concentrated more on factors that affect girls’ math achievements. It also pointed to parental support, self-confidence, students’ interest to math, and cultural issues. As teachers were asked about ability of learning math, it does not relate to student s’ sex. The teachers added those learners who make more efforts have better achievements in mathematics.

    The research is based on a small sample which does not cover the whole country. To get a clearer understanding of females achievements in high school math classes, a full country study with thousands of scores to compare, would perhaps bring this small study to the eyes of Ministry of Education and large donors. It would seem that good teaching methodology in math may have better result for females test scores.

  • 362.
    Mårdh, Andreas
    Örebro University.
    Between stability and contingency: A case study of the social, political and fantasmatic logics of Swedish history classroom practice2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:1, s. 132-155Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores the political and ideological workings of history classroom practices enacted in the context of Swedish upper secondary education. Using the post-structuralist logics of critical explanation framework (Glynos & Howarth, 2007), the paper reports on a series of video-recorded observations and outlines the discursive logics found to constitute the studied practices. At the heart of the analysis are the socially shared assumptions, political relationships of us-and-them, and ideological narratives that alternately furnish the history classroom practices with stability and contingency. The results encompass three case-specific logics: (I) a social logic demonstrating that the stability of the studied classroom practices rests on shared assumptions about historical idealism and partial progress, (II) a political logic indicating that the classroom practices are unsettled when students establish temporal equivalence between past and present us-and-them relationships, and (III) a fantasmatic logic showing that teachers and students become ideologically invested in said practices through narratives emphasizing the need to prevent the repetition of past injustices.

  • 363.
    Möllenborg, Evelina
    et al.
    Högskolan i Halmstad.
    Holmberg, Kristina
    Högskolan i Halmstad.
    Drama – viktig resurs eller hämmare för undervisningen i samhällskunskap?2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 97-115Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to discuss and problematize how teachers in civics in upper secondary school construct drama, and how it relates to teaching, and students’ knowledge formation in civics. A study like this is important as the aesthetic subjects are becoming more prominent in young people’s everyday life at the same time as school by recent reformations is increasing the adjustment to efficiency and measurability. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist theory. Data consists of interviews with four upper secondary teachers in civics. Findings show that drama can be a valuable resource for teaching and learning civics, but also a problem when it comes to assessment. The position of the student as an object, teaching as entertainment and the domination of text is also discussed and problematized. Findings are considered as problematic as drama in civics, in relation to assessment, rather enhances a text-focused three-subject school than offering an alternative challenge

  • 364.
    Nabrink, Adam
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Datorn som pedagogiskt verktyg isamhällskunskapsundervisningen på gymnasieskolan: En undersökning i hur ett antal pedagoger upplever datorns roll i undervisningen2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna studie har till syfte att få en inblick i hur lärare i ämnet samhällskunskap på gymnasietupplever datorn som pedagogiskt verktyg. Det har sin grund i ett stort intresse i ämnetsamhällskunskap och de datorvetenskapliga skolämnena. Undersökningen sammanför de båda i ettdidaktiskt perspektiv. För att få svar på de två forskningsfrågorna, ”Hur upplever lärare lärobokensroll i undervisningen när elever arbetar med datorer?” och ”Hur upplever lärare hinder ochmöjligheter i samhällskunskapsundervisningen när elever har en egen dator?”, har intervjuergenomförts med fyra aktiva pedagoger i ämnet. Relevant forskning i både ämnet samhällskunskapoch forskning i En-till-En har gjort grunden till de ställda frågorna och för att hjälpa sammanföraintervjuerna till ett resultat. Pedagogerna var överens om att införandet av datorer har varit till gagnför både pedagoger och elever samt att läroboken fortfarande har en central roll i undervisningen.Alla pedagoger var dessutom överens om att det finns problem som måste lösas för att datorernainte ska bli ett för stort störningsmoment för eleverna.

  • 365.
    Nedenskov Petersen, Esben
    et al.
    Syddansk Universitet, Odense.
    Schaffalitzky de Muckadell, Caroline
    Syddansk Universitet, Odense.
    Videnskabsteoretisk refleksion som grundlaget for tværfagligt arbejde i almen studieforberedelse2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:1, s. 21-40Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One of the courses in Danish upper secondary school is the course on

    general study preparation (called AT). It is stated in the national policy document of this course, that students must demonstrate understanding of scientific thinking and consider basic philosophical questions relating to the methodology of the sciences and humanities. However, as we argue, there is great risk that students are unable to connect philosophical/epistemological reflections with the use of scientific and academic methods. So, the question is how philosophy of science and the humanities can be integrated into general study preparation in a way that is natural and productive in relation to the embedded interdisciplinary approach of this course. To help meet this challenge, we have developed a philosophical approach that offers this integration by acting as a general framework for students' work on their so-called AT projects. This framework, which we call the basic scientific and academic model, is based on the general fundamental elements of academic studies. The purpose of the model is to make the overall features of the scientific approach concrete in a way that provides students with a basic understanding of academic thinking, which is a prerequisite for the interdisciplinary academic goals. Accordingly, the article's main focus is on the didactic challenge specifically related to the teaching of AT-course in Danish upper secondary school. However, we conclude by suggesting, that the basic scientific model could in fact be applied in the dissemination of philosophy of science outside the context of the AT-discipline as well.

  • 366.
    Nersäter, Anders
    Jönköping University.
    Students’ Understanding of Historical Sources – A Composite Ability2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:1, s. 105-131Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper investigates what students need to learn, to be able to interpret and evaluate sources, in relation to specific subject matter addressing Imperialism and Decolonization. The History-didactical framework used stems from the Historical Thinking tradition and the method applied is a textual analysis informed by theoretical assumptions originating from Variation theory. Data is derived from assignments generated in two Learning Studies undertaken in a Swedish upper secondary school. Specific aspects were identified as critical for our students’ ability to handle the sources in a composite manner. On a more general level results indicate that the application of source-criticism only in the form of source-critical criteria is not the ideal choice, since their design not necessarily seem to encourage students to interpret and evaluate sources from a composite standpoint. A proposal given is that the development of students’ ability to handle historical sources might benefit if Swedish history instruction adopted elements associated with the second order concept of evidence and allowed such practices to complement usage of  source-critical criteria.

  • 367.
    Nicolaisen, Tove
    Högskolen i Oslo og Akershus.
    Elevers komplekse identitetskrav som utfordring i religions- og livssynsundervisning2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:1, s. 1-21Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In Religious Education (RE), religious identity is usually considered to be important. When the common mandatory Norwegian RE subject was implemented in 1997, an aim was to support the identities of the children, based on their background in a religious or secular tradition. In this article, I question this simplification concerning identity and explore whether intersectionality can be a more nuanced and empowering approach. Findings from a project about Hindu children’s experiences with RE in Norway indicate that the intersection of religion, culture, language, ethnicity, nationality and family is the focal point of children’s identity claims. I give examples of the children’s self-understandings and challenges. They rooted their self-understandings in the values of the transnational family, diasporic experiences and ethnicity. Religion was important as part of the family’s cultural luggage, which included strong ties to their countries of origin. In spite of this, in RE they were often labeled in accordance with their specific religious tradition. The article discusses how RE approaches to identity can avoid restricting identity to externally imposed categories, and instead being sensitive to the lived experiences of the children and their own identity claims. How can RE teaching meet children’s diverse and fluid identity claims and deal with religion as part of a complex cultural context?

  • 368.
    Nicolaisen, Tove
    Høgskolen i Oslo og Akershus, Norway.
    Pluralistisk religionsundervisning og egengjøring som ideal. Hva kan vi lære av erfaringene til barn med hindubakgrunn?2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 115-141Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to contribute to the development of a more pluralistic Religious Education. The Norwegian RE teaching in state schools is meant to be "objective, critical and pluralistic". A project about Hindu children’s experiences with the Norwegian subject "Religion, Philosophies of Life and Ethics" revealed constructs of normality in Religious Education. These normality constructs are based on Western ideas about religion. The findings from the project provide specific knowledge of the children's agency, but this knowledge has also raised critical questions about normality constructs and laid the groundwork for a larger discussion of issues related to children and religious education more generally. The article presents some of the children’s experiences, including the concept of religion, concepts of the divine and the relation between faith and religious practice. The analyses revealed that the children often represented an alternative or oppositional discourse and that the children's positioning themselves could challenge "RE-normality" by representing inclusive attitudes to other religions, expressing complex understandings of the divine and representing approaches to religious practice that differed from the dominant discourse. From this point of departure the article discusses approaches that can contribute to a more pluralistic and fair teaching and avoid othering and exoticism. The approaches are inspired by Homi Bhabha’s "third space", Edward Soja’s "spatial theory", "visual culture" from art history, narrative theory and dialogical approaches.

  • 369.
    Nielsen, Carsten Tage
    Roskilde Universitet.
    Historie i konkurrencestaten2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:3, s. 102-119Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    History in the Competition State

    This article focuses on the subject History in the Danish compulsory school from the perspective of the Competition State. The Competition State is a conceptualization of the state in the age of globalization developed by the Danish economist Ove Kaj Pedersen. The leading idea is that states compete internationally on competences, knowledge and development where competitiveness is the political raison d’etre. All areas of politics are subordinated to the logic of the Competition State where especially education becomes an important strategic field. The normative basis of the Competition State is economic sustainability and personal employability, and the role of education is to qualify and motivate to work. The article shows how the values of the Competition State have influenced the latest revision of the curriculum, and discusses how history didactics is interwoven with this development.

  • 370.
    Nielsen, Laila
    Högskolan i Jönköping.
    Historieundervisning och identitet i det mångkulturella samhället2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 38-64Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In a Swedish context multicultural research is a field of research in progress where much remains to be done, not least central for identity issues is studies about history teaching. The multicultural society challenges over the past two decades have clearly been intertwined with increased socioeconomic disparities. Out from a deteriorated equivalence in Swedish schools the teachers face increasingly large differences regarding students' potential, motivation and school results. The purpose of the article is to, on the basis of current Swedish and Anglo-Saxon research in this area, present an analysis tool of four possible strategies for teaching in the multicultural Society. The practical use of the analysis tool will be discussed by comparing the four strategies with the experiences from seven history teachers. The article has three starting points for such a discussion: The article begins with a brief account of some socio-economic and educational policy changes that have taken place in the Swedish school system in the past decades. After an Anglo-Saxon and Swedish research review, follows an account of the four strategies that make up the analysis tool. The article is concluded by a description and discussion of seven upper secondary school teachers’ experiences from teaching history to students with different identities and conditions in the multicultural society.

  • 371.
    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.

  • 372.
    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). 

  • 373.
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Drawing a line between the religious and the secular: The cases of religious education in Sweden and India2018Inngår i: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 39, nr 2, s. 182-194Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Religion as a school subject – Religious Education (RE) – is handled differently in various national contexts. This article discusses two different systems of managing (or avoiding) RE: those used in non-denominational Swedish and Indian schools. The article focuses particularly on what is allowed in the classroom with regards to religion. Both countries are secular, but where is the line drawn between the secular and the religious? Allowing the two contexts to meet reveals the particularities of each. The impact of Protestant Christianity, specifically Lutheranism, is evident in Swedish RE: religion is to be defined through beliefs and words, and religious actions should be excluded from classrooms. The Swedish context highlights ‘knowledge of’ religions, but avoids religious action. In India, there is no explicit RE, but Indian education does include learning from religion as well as ‘doing religion.’ The Indian approach is very inclusive, to the point of emphasising, as teachers put it, a common core of all religions. Both systems of RE offer particular opportunities and face certain difficulties in dealing with the contemporary globalised world. 

  • 374.
    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.

  • 375.
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Religion – where to draw the line in school: The cases of Sweden and India2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Religion as a school subject – Religious Education or RE – is handled differently in various, national contexts (see Davis and Mirosh- nikova, 2013). This paper is a dialogue between two different sys- tems of RE: those found in Swedish and Indian schools. Letting the two paradigms meet reveals particularities of each, both regarding ways of understanding religion in general and religion in school in particular (cf. Niemi, 2016). Both countries are secular, and only denominational schools have been studied. The paper focuses par- ticularly on what is allowed to do in the classroom with regards to religion. Where is the line drawn and why. Empirical data in- clude classroom observations and teacher interviews from India. The results show that secularism is interpreted differently in the two countries. The impact of Protestant Christianity, specifically Lutheranism, is evident in Swedish RE (cf. Buchardt, 2015; Kittel- mann Flensner, 2015; Dalevi, 2015, 4). On the face of it, India doesn’t have religious education (cf. Mahmood, 2013) at all. Looking closer, it can be found, but perhaps focusing on doings rather than ‘knowledge of’. The approach to religions is very inclusive, to the point where a common core of all religions is emphasized. The Swedish context highlights ‘knowledge of’, but avoids doings. The other con- text emphasizes doings, but avoids other areas. Both systems of RE offer particular opportunities and suffer difficulties in dealing with today’s globalized world (cf. Kittelmann Flensner, 2015; Kumar and Oesterheld, 2007); both lead to different ways of having dialogue in the RE classroom.

  • 376.
    Niemi, Kristian
    Karlstads universitet.
    Religionsvetenskapliga tröskelbegrepp: stötestenar och språngbrädor vid utvecklingen av ett ämnesperspektiv2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:2, s. 1-22Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    To master an academic discipline is challenging, and different scientific disciplines pose particular challenges to the novice, or beginner, that approach the subject. Threshold concepts has proven to be a pedagogically fruitful framework, related to the gradual mastering of a subject-specific perspective. The article introduces the framework, followed by an overview of how threshold concepts have been used in research of the field of religious education. Previous research has primarily been concerned with confessional RE. The discussion is broadened to a Swedish university context through empirical material (interview and survey) of students from History of Religion. It is argued that lived religion, world religion paradigm, emic/etic, and orthodoxy/orthopraxy could be threshold concepts in this context. As such, they could be considered as keys unlocking the academic subject of History of Religion. The education given might be improved by considering the threshold concepts in course planning and teaching.

  • 377.
    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).

  • 378.
    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).
    Threshold Concepts in Religious Studies at Swedish Higher Education2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    To master an academic discipline is a challenge, and different scientific disciplines have their own, specific challenges for novices. Threshold concepts, as developed by Jan H. F. Meyer and Ray Land, have proven to be pedagogically fruitful concepts, related to the gradual mastery, by the novice, of a subject specific perspective. In this paper, the theory is introduced, followed by an overview of uses within Religious Education (RE). Earlier research has primarily focused confessional RE. Through empirical material (interview and survey) from students in science of religion, the general discussion is moved a specific set- ting, in Swedish university teaching of Religious Studies, where it is argued that lived religion, world religion paradigm, emic / etic, and orthodoxy / orthopraxy, could be considered to be threshold concepts in Sweden. These concepts could be viewed as keys into the discipline Science of Religion, and through using the threshold concepts in planning courses, teaching may be improved.

  • 379.
    Niemi, Kristian
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap.
    Dalevi, Sören
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap.
    Discussing didactics of religious education in a Swedish context2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In Sweden, the didactics of religious education is perceived as a rel- atively new field of research. In this study we show that, in fact, the field has very old roots and that there were the beginnings of an aca- demic field of research in the 1970:s. The latter has in large parts been neglected or forgotten. We suggest that there currently is a lack of debate concerning the fundamental views of what the subject should be, as well overarching goals -- the lack of a “big picture”, if you will -- and that active teachers might lack a professional vocabulary. One might even question if there indeed is a field of didactics of religious education in Sweden. In this essay, we seek to look at that question. The main material is an overview of titles used in RE-teacher’s edu- cation, which illustrate the debate among scholars of religious educa- tion, as well as academic reviews of the subject. This is supplemented by interviews with three teachers. The study shows a fragmented field. No serious attempt is made at defining what the didactics of religious education is in a Swedish context. Few insights are imple- mented from the international field, such as Germany and England, nor even from the neighbouring countries Norway and Finland. This has repercussions for the teacher’s reflection on their practice. 

  • 380.
    Nilsson, Mathias
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Nivåmarkering i matematikundervisningen: Ett elevperspektiv.2019Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    In this paper I describe eight students’ opinions and feelings towards level-marking of tasks in mathematics textbooks and on tests. The way the level-markings are used by the students to achieve the grades' criterias are investigated as well as how their motivation is affected by these level-markings. 

    It was discovered in focused interviews that the students use the level-markings as a way of concretely visualize the grades’ criteria and as a guide when choosing tasks to work with. The students express how they get an immediate feedback of how they are performing compared to their goals but also that the markings contribute to a decrease in work effort.

    While discussing motivation it was discovered that students choose tasks from the level they earlier performed on. It is mostly the students’ endurance working with these tasks that is damaged by the level markings. Many of them focus primarily on the markings and make assumptions about their own forthcoming performance.

  • 381.
    Nordgren, Kenneth
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för politiska och historiska studier.
    Odenstad, ChristinaKarlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för politiska och historiska studier.Johan, SamuelssonKarlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för politiska och historiska studier.
    Betyg i teori och praktik: Ämnesdidaktiska perspektiv på bedömning i grundskola och gymnasium2012Collection/Antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Betygsättning är en stor och omdiskuterad del av läraryrket. I den här boken ges en stabil teoretisk grund för blivande och verksamma lärare. Med hjälp av praktiska och ämnesspecifika exempel omsätts teorin i vardagsnära resonemang kring hur lärare sätter betyg.

  • 382.
    Nordkvist, Rickard
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Att begripliggöra det förflutna: En studie av hur åtta historielärare i samtal och planering föreställer sig historieundervisning inriktad mot att motverka fragmentering2017Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Fragmentation refers to the difficulties that students face when attempting to utilise substantive knowledge to make a useable big picture of the past. What possibilities are there to prevent fragmentation, within the framework of regular history teaching in school? In this thesis I tackle this question with interest in teaching methods proposed by history teachers.

    The research project is designed with the intention to provide the participating teachers with “reasonably good conditions” to be able to form an opinion about the problem of fragmentation. In the research project the participating teachers take part of litterature from the research field of history teaching, and processing the problem of fragmentation through discussion in focus groups and through planning of a history course.

    In this study I investigate how eight history teachers, given “reasonably good conditions”, imagine feasible teaching in order to prevent fragmentation within the frames of a History 1a1 course. Three research objects are being investigated. What are the teachers´ views regarding: 1) efficient teaching to prevent fragmentation? 2) the framework of teaching? 3) a History course that is including an action plan in order to prevent fragmentation?

    The study shows that the teachers experience limited possibilities to conduct efficient teaching to prevent fragmentation within the frames of a History 1a1-course. The teachers still, regardless of these limitations, find it possible to conduct strategically focused teaching to prevent fragmentation. The teaching strategies presented by the teachers can be more or less significant and the teachers are not necessarily prepared to allot time and resources to these strategies. Feasible teaching in order to prevent fragmentation is not necessarily associated with strategically aimed teaching.

  • 383.
    Nyberg, Eva
    et al.
    University of Gothenburg.
    Sanders, Dawn
    University of Gothenburg.
    Hagman, Mats
    University of Gothenburg.
    Landström, Jan
    University of Gothenburg.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Pettersson, Maria
    Dalarna University.
    Clemént, Pierre
    University of Lyon, France.
    Swedish teachers' and teacher students' attitudes towards nature and environment2014Konferansepaper (Fagfellevurdert)
  • 384.
    Nyborg, Kai Arne
    Universitetet i Tromsö.
    Kvalitativ forskjellsbehandling i fremstillingen av buddhisme og kristendom i lærebøker for faget Religion og etikk2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. 1-22Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Qualitative unequal treatment in the presentation of Buddhism and Christianity in textbooks for the subject Religion and ethics. This article examines how Religion Education

    1 textbooks in Norwegian upper secondary school administer and maintain the principle of qualitative equal treatment of religions by analyzing and comparing the presentation of Buddhism and Christianity. Using a discursive approach, this study shows that Buddhism is treated qualitatively different from Christianity in the textbooks for the subject Religion and ethics. The textbooks’ understanding of the national context, the status of the majority religion, and assumptions about religion and culture in general, influence the representation of Buddhism. As textbooks have authoritative status as knowledge base for learning about diverse religions (Andreassen, 2014), and function as an important tool for the evaluation and grading of students, this study can have important consequences for upper secondary school religion education in Norway.

  • 385.
    Nygren, Thomas
    et al.
    Umeå universitet.
    Sandberg, Karin
    Mälardalens högskola.
    Vikström, Lotta
    Umeå universitet.
    Digitala primärkällor i historieundervisningen: En utmaning för elevers historiska tänkande och historiska empati2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 208-245Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study, 110 Swedish upper secondary students use a historical database designed for research. We analyze how they perceive the use of this digital tool in teaching and if they are able to use historical thinking and historical empathy in their historical writing and presentations. Using case-study methodology including questionnaires, observations, interviews and text analysis we find this to be a complex task for students. Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material.

  • 386.
    Nygren, Thomas
    et al.
    Umeå universitet.
    Åstrand, Björn
    Umeå universitet.
    En splittrad historia: Sambandet mellan kursplaner i historia för gymnasieskola och högre utbildning2012Inngår i: Nordidactica-Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2012:2, s. 1-30Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This quantitative and qualitative analysis of syllabuses indicates difficulties in the relation between history teaching in upper secondary schools and in higher education. Using analytical tools stemming from research of education and history didactics we highlight problematic differences between universities. It is evident that history education in many ways lacks a progression from upper secondary school to higher education. Judging from the formulations in the syllabuses, the grading demands on the students in upper secondary schools are in some cases even higher than in the universities. The results from this study suggest a need for further analysis of the teaching of history, and other subjects, in higher education in relation to teaching in upper secondary schools.

  • 387. Nyroos, Lina
    et al.
    Sandlund, Erica
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik (from 2013).
    Sundqvist, Pia
    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).
    Code-switched repair initiation: The case of Swedish eller in L2 English test interaction2017Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 120, s. 1-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi, Raymond, & Sidnell, 2013b; Kitzinger, 2013, p. 241). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus of 79 second language (L2) oral proficiency tests. In the corpus, eller is systematically produced in Swedish, while surrounding talk is produced in the target language, English. As such, the repair initiations are code-switched (e.g., Auer, 1998b). Building on the recent work on or-prefaced repair initiations in English (Lerner & Kitzinger, 2015), we examine the role of eller-initiated repair (EIR), i.e. repair prefaced by eller, in the context of paired L2 tests. We also contrast EIRs with or-prefaced repair initiations in the same dataset. Findings indicate that EIRs serve to display trouble awareness, which may relate to necessary revisions of both form and content of the talk in English. The ‘other-languageness’ (Gafaranga, 2000) of the momentary code-switch amplifies test-takers’ attention to what needs to be replaced or revised, and indicates to co-participants that self-repair is underway. The practice helps push forward turn transition and pre-empts conclusions about the speaker’s stance or linguistic competence, which may be particularly relevant in a language testing context.

  • 388.
    Nyström, Daniel
    Umeå universitet.
    The Social Studies Subjects and Interdisciplinarity2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:3, s. 24-44Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article examines the ways in which the term tvärvetenskaplig is conceptualized within the social studies subjects (geography, religious education, civics, and history) in Swedish upper secondary school. The term tvärvetenskaplig is generally translated as interdisciplinary. Through a comparative analysis of syllabi (ämnesplaner), subject didactic textbooks, and schoolbooks, existing descriptions of the term are identified. These descriptions are in turn analyzed using theoretical perspectives on interdisciplinarity. The article agrees with the viewpoint that interdisciplinarity is a form of progressive discourse. Moreover, the analysis employs Heinz Heckhausen’s typology of interdisciplinarity, which differentiates between indiscriminate, pseudo, auxiliary, composite, supplementary, and unifying interdisciplinarity. It is concluded that different subjects ascribe different understandings of interdisciplinarity to the concept of tvärvetenskaplighet.  

  • 389.
    Nørgaard Kristensen, Niels
    et al.
    Aalborg University.
    Solhaug, Trond
    Norwegian University of Science and Technology NTNU.
    Casting a Vote – Complexities and Strategies among "First –Time Voters" in their Approach to Elections2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2013:2, s. 1-19Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    When asked directly, most young people show a relatively low level of political interest. Despite this, Scandinavian youth exhibit reasonable voter turnout compared to most countries. In this study of young Danish first-time voters, we elaborate the peculiarities of their political reasoning and orientations. We approach our analysis on the basis of rationalistic theories of voting as well as the use of heuristics in voting decisions. We also build on the theory of political socialization and voters’ loyalties to family in their decisions. Methodologically, we use the oral stories of ten students from upper secondary school on how they arrived at a voting decision. The article elaborates the decisions, paradoxes, and ambivalences which these young people display in the process of casting a vote. We claim that the individuals in our study handled this discrepancy by the active use of different strategies. Students particularly tried to simplify their choice of party by focusing on one or two important issues. They used strategic rationalism as well as value rationalism and idealistic approaches to decision-making. Above all, students used cognitive heuristics extensively. Generally, first-time voters often find themself in complex decisions facing an overload of information and sometimes trapped between loyalties, particularly to their families, but rarely to their social class. Based on our findings, we suggest that teachers should sometimes provide meaningful heuristics to guide students’ complex choices as first-time voters.

  • 390.
    Nørgaard Kristensen, Niels
    et al.
    Ålborg University.
    Solhaug, Trond
    Norwegian University of Science and Technology NTNU.
    Party choice and family influence in the age of late modernity: Students`reflections as first-time voters in a Norwegian parliamentary election2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:4, s. 48-69Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper analyses how young first-time voters reflect their sources of influence on when considering a choice of party as they approached the 2013 parliamentary elections in Norway. Party identification has traditionally been regarded as resulting from social (class) identity, occupation or professional belonging and family influence. This view led to the much tested hypothesis of transfer of political orientations from one generation to another (Jennings & Niemi, 1974). Later, scholars like Giddens (1991) and Beck (1986) argued that social and political orientations are first and foremost characterized by reflexivity. Based on this we hypothesize that young people’s choice of party is characterized by a search for their political selves. Analysing interviews of 28 students, we found considerable support for both hypotheses where the majority voiced a strong family influence. Both groups also emphasise their independence and need for self-reflections on their choices. What characterises most of these young voter’s process of finding a political party is self-reflection on influence from either family upbringing and/or influence from peers, media or school. We therefore propose that the hypotheses should be regarded as complementary rather than rival.

  • 391.
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik.
    Lärande och identitetsskapande utifrån Twilights textuniversum2011Inngår i: Åttonde nationella konferensen i svenska med didaktisk inriktning.: Språket, kroppen och rummet - multimodala och digitala perspektiv på lärande / [ed] A Malmbjer, J Magnusson, D Wojahn, Stockholm: Nationella nätverket för svenska med didaktisk inriktningSödertörns högskola , 2011, s. 106-116Kapittel i bok, del av antologi (Fagfellevurdert)
  • 392.
    Olin-Scheller, Christina
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Steve Jobs, skolan och kodningen av elevers operativsystem2012Inngår i: Yrke: Lärarförbundets tidskrift för yrkeslärare, ISSN 2000-4753Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 393.
    Olin-Scheller, Christina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Sundqvist, Pia
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur.
    Sweden: Fertile ground for digital fandoms2015Inngår i: Transformative Works and Cultures, ISSN 1941-2258, E-ISSN 1941-2258, Vol. 19Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We discuss the spread of fans and fandoms within Sweden. With a specific focus on fan fiction and video games, we describe Swedish fan activities in relation to the fact that Sweden is a connected country—that is, a highly technologically developed society. We also describe fan activities in relation to the fact that the level of English-language proficiency is high among Swedish children and teenagers.

  • 394.
    Olin-Scheller, Christina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Tengberg, Michael
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Att lära sig läsa mellan raderna.: En komparationsstudie av två olika undervisningsmodeller.2013Inngår i: Resor i tid och rum.: Festskrift till Margareta Petersson. / [ed] Årheim, A., Olausson, M., Forsgren, P. & Elleström, L., Göteborg/Stockholm: Makadam Förlag, 2013, s. 303-314Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 395.
    Olin-Scheller, Christina
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Tengberg, Michael
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    'If It Ain’t True, Then It’s Just a Book!': The reading and teaching of faction literature2012Inngår i: Journal of Research in Reading, ISSN 1467-9817, Vol. 35, nr 2, s. 153-168Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article examines issues related to the reading and teaching of faction literaturein school. Faction is defined not only as a literary genre but also as a form of readingapplied to the reader. The article discusses young people’s encounters with novels‘based on a true story’ as well as the challenges this means for literature instruction.We also analyse the relationship between teachers’ approach to faction literature inthe classroom and syllabus formulations regarding appreciative forms of reading.The empirical material mainly consists of instances of teaching in the subject ofSwedish from three upper secondary school classrooms. Our analysis suggests threeareas in which the students’ reading of faction becomes complicated in the way thatthe text’s factual accuracy is often taken for granted. To meet these challenges areflective literature instruction is required. We also demonstrate that the idea ofliterature mainly as a source of knowledge of life is strongly advocated in thesyllabus.

  • 396.
    Olofsson, Hans
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Historia på högstadiet: Historiekulturella yttringar i och utanför ett klassrum i Sverige hösten 20092019Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    How do students use schools´ history education to develop their historical consciousness? In which ways could history education be regarded as a historical-culture expression, i.e. as a part of a society’s interest in the past? This thesis takes its point of departure in these overarching questions. More specifically the research was carried out as a contextualised case study of sixteen history lessons in a Swedish Year 9 class, in the autumn of 2009.

    The contextualisation consists of an analysis on historical-culture expressions in Sweden at that time. Despite conflicting opinions, the major finding was the common view of Sweden as a country that solves her problems in a peaceful way, both in the past, the present and the future. The classroom study was conducted with an ethnographical approach with close attention to teacher-student interactions. The research was guided by an analytical model inspired by the historian Jörn Rüsen’s theories on history learning processes.

    The results show in detail the complicated learning processes in the classroom but also the connection with the historical-culture expressions in Sweden at that moment. One major finding was the tendency to react to the rise of contemporary islamophobia and nationalism in Sweden by making comparisons with the development in Weimar Germany in the beginning of the 1930s.  This tendency was present both in and outside the classroom.

  • 397.
    Olovsson, Tord Göran
    et al.
    Umeå universitet.
    Näsström, Gunilla
    Umeå universitet.
    Ämnesövergripande undervisning och betyg i årskurs 4-6 i svensk grundskola i SO- och NO-ämnena2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 88-117Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Sweden introduced a new national curriculum (Lgr11) for the compulsory school in 2011. It included new syllabi for the school subjects and a grading system now starting from school year 6. Social studies (civics, geography, history and religious studies) and natural sciences (biology, chemistry and physics) received syllabus with knowledge requirements for each respective subject. Despite the sectioning, Lgr11 encourages subject-integrated teaching and, when teaching has mainly been subject-integrated, summarised grades in both social studies and natural sciences are possible in school year 6. The purpose of this study is to investigate, analyse and compare to which extent teaching in school year 4-6 is subject-integrated and whether the grades in school year 6 are summarised in social studies as well as natural sciences. In the autumn of 2017, principals from 113 schools comprehending school years 4-6, completed a questionnaire. The results, also analysed in relation to Bernsteins theoretical model, show that teaching in each individual subject, as well as alternation between subject-integrated teaching and teaching in the individual subjects is most common. Fully subject-integrated teaching in social studies and nature sciences respectively is the least common practise. Three quarters of the schools give grades in the individual subjects. In schools with fully subject-integrated teaching, it is more common with summarised grades than grades in the individual subjects. However, this is more common in social studies than in the natural sciences. Almost all of the schools that teach in the individual subjects also give grades in the individual subjects.

  • 398.
    Olson, Maria
    Högskolan Dalarna.
    Editorial Nordidactica 2017:2: Det oväntade i so-ämnenas undervisning - bjudningar till annat kunskapande och tillblivande2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:2, s. i-viiArtikkel i tidsskrift (Annet vitenskapelig)
  • 399.
    Olsson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Young People's "Sustainability Consciousness": Effects of ESD Implementation in Swedish Schools2014Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The UN Decade of Education for Sustainable Development is approaching its end and it is important to investigate the effects of the efforts to implement education for sustainable development (ESD) nationally, before decisions on forthcoming efforts are made. There are few investigations of the effect of ESD implementation that take a broad approach. In order to measure the educational effects of ESD implementation broadly and inclusively, I introduce the concept of sustainability consciousness (SC), which will be operationalized into the research through a Likert scale questionnaire. This licentiate thesis contributes new knowledge on the implementation of ESD in the Swedish school system as reflected in young people’s SC. Two studies have been conducted. In the first study, I investigated the effects of ESD implementation by a comparison of SC between students in schools with an explicit ESD approach and control schools without an explicit approach. In the second study, I investigated whether the perceptual dip among adolescents found in the field of environmental education was also present in the economic and social dimensions of their SC in addition to the environmental one. The total sample included 2 413 students in 6th, 9th and 12th grades of the Swedish schools system. Results of the two studies indicate that the implementation of ESD in the Swedish compulsory school system does not seem to have been particularly successful as there are only small positive effects of an explicit ESD approach in 6th grade and even a small negative effect of an explicit ESD approach in the 9th grade. Furthermore, the dip in adolescent 9th graders’ SC is confirmed. This indicates that different age groups tackle the effects of the prevailing traditional sustainability teaching in different ways, which suggests that ESD in schools need to be adapted to different levels.

  • 400.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Eco-Schools in Sweden and the Effects on Students’ Sustainability Consciousness2016Konferansepaper (Fagfellevurdert)
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