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  • 1.
    Agneta, Grönlund
    et al.
    Linköpings universitet.
    Joakim, Samuelsson
    Linköpings universitet.
    Samuelsson, Johan
    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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    When documentation becomes feedback: tensions in feedback activity in Learning Management Systems2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 14, no 2, p. 194-212Article in journal (Refereed)
    Abstract [en]

    Teachers’ feedback via Learning Management Systems (LMSs) isstudied within the subject of social studies at upper secondaryschool in Sweden. A qualitative study involved classroom observationswithin LMSs, gathering teachers’ feedback on pupils’ submittedassignments, and semi-structured interviews with sixteachers. With the support of activity theory, the interest of thestudy was directed towards the tensions that arise in an activitysystem consisting of teachers’ feedback actions in a digital assessmentcontext. The results reveal tensions in the relationshipbetween grading documentation in the LMS and the subject’straditions in the form of discussions, for example. Tensions weredistinguished in the interaction between a school policy of usinga feedback matrix and teachers’ formative ideals. Tensions werealso distinguished between teachers’ need to legitimise gradesand give feedback according to formative ideals. Finally,a tension was distinguished between the time available for providingfeedback and teachers’ formative ideals for giving feedback.

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  • 2.
    Andersson Happe, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    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 credits / 15 HE creditsStudent thesis
    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.  

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    Ungdomar, nyheter och stora händelser
  • 3.
    Anderström, Helena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Lärares samtal om etik: Sociala representationer av etikundervisning på mellanstadiet inom ramen för de samhällsorienterande ämnena2017Licentiate thesis, monograph (Other academic)
    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.

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  • 4.
    Andrée, Maria
    et al.
    Stockholm University.
    Bladh, Gabriel
    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).
    Didaktik och didaktiska traditioner2021In: Ämneslärarens arbete: Didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, p. 67-111Chapter in book (Other academic)
  • 5.
    Andrée, Maria
    et al.
    Stockholm University.
    Bladh, GabrielKarlstad 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).Carlgren, IngridStockholms University.Tväråna, MalinStockholm University.
    Ämneslärares arbete: Didaktiska perspektiv2021Collection (editor) (Other academic)
    Abstract [sv]

    Ämneslärarens arbete didaktiska perspektiv är en grundbok som i första hand riktar sig till blivande ämneslärare, men kan med fördel även läsas av verksamma lärare. Boken behandlar den utbildningsvetenskapliga kärnans alla delar. 

  • 6.
    Arrhenius, M.
    et al.
    Stockholms universitet.
    Lundholm, C.
    Stockholms universitet.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Swedish 12–13-year-old students’ conceptions of the causes and processes forming eskers and erratics2020In: Journal of Geoscience education, ISSN 1089-9995, E-ISSN 2158-1428, Vol. 69, no 1, p. 43-54Article in journal (Refereed)
    Abstract [en]

    This study investigates students’ conceptions of the causes and processes that form eskers and erratics, types of glacial and glaciofluvial landforms which to date have been little researched in geoscience education. The data collected for the study included 134 responses to an assignment completed by 12- to 13-year-old students in the Swedish national geography test in 2013. The responses were sampled and analyzed using qualitative content analysis. The findings show that many of the students held alternative conceptions regarding the causes of these landforms, which included landslides, meteor impacts and human activity. Although some students were able to give a scientific explanation that considered the possible causes and relevant processes involved in the formation of erratics, many students did not give a full account of these processes. Furthermore, only a few students were able to describe the relevant processes involved in the formation of eskers and were more likely to discuss alternative or glacial processes rather than glaciofluvial processes. Given the lack of research on students’ understanding of glacial processes and landforms in geoscience and geography education, this study contributes with new knowledge of students’ conceptions of eskers and erratics and makes a theoretical contribution to research on students’ alternative conceptions and understanding of sequential and emergent processes in geoscience. The findings provide specific insights for teachers and are useful in the design of classroom practices that can change alternative conceptions and strengthen scientific conceptions.

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  • 7.
    Arrhenius, Mattias
    et al.
    Stockholm University, Sweden.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Lundholm, Cecilia
    Stockholm University, Sweden.
    Causes, processes and consequences of earthquakes. Investigating Swedish 12-13-year old students’ geographical understanding2024In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate students’ conceptions of causes, processes and consequences of earthquakes and to examine their geographical understanding of such hazards in terms of spatial and societal-nature relations. Data consists of 134 responses from 12 to 13-year-old students who had completed an assignment in the Swedish national test in geography (2013). The responses were analysed using content and thematic analyses. Data was complemented with interviews. Results show that many students hold alternative conceptions of processes causing earthquakes at different plate boundaries, and why poor societies are more severely affected by earthquakes than rich societies. Furthermore, results show that students have a limited understanding of the extent and location of earthquakes in the world. We conclude that instruction aiming to develop students’ understanding of earthquakes as a geographical phenomenon and hazard may integrate map-reasoning skills with examples that support contextual thinking. We also suggest that in order to develop students’ relational thinking on society and nature, instruction can utilise the concept of “capital”. Furthermore, teaching needs to take in to account and design instruction to meet students’ alternative conceptions that societal consequences of earthquakes are solely predetermined by natural factors such as climate or heat. 

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  • 8.
    Arrhenius, Mattias
    et al.
    Stockholm University.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Lundholm, Cecilia
    Stockholm University.
    Swedish 12-13 Year-Old Students' Geographical Understanding of the Gulf Stream2021In: Journal of geography (Houston), ISSN 0022-1341, E-ISSN 1752-6868, Vol. 121, no 1, p. 5-17Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate students' understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses were analyzed using thematic analysis. Data was complemented with interviews in 2017. Results show that many students hold alternative conceptions of the Gulf Stream in relation to geographical concepts, which implies that instruction should focus on students' geographical contextual understanding, including map-reasoning skills.

  • 9.
    Beneker, T.
    et al.
    Utrecht University, The Netherlands.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Lambert, D.
    University College London, UK.
    Exploring 'Future three' curriculum scenarios in practice: Learning from the GeoCapabilities project2023In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704Article in journal (Refereed)
    Abstract [en]

    This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's 'three educational scenarios' (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential 'knowledge work', provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.

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  • 10.
    Berg, Mikael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia2010Licentiate thesis, monograph (Other academic)
    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.

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  • 11.
    Berg, Mikael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Historielärares ämnesförståelse: Centrala begrepp i historielärares förståelse av skolämnet historia2014Doctoral thesis, monograph (Other academic)
    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.

     

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  • 12.
    Berg, Mikael
    et al.
    Dalarna University, Sweden.
    Stolare, Martin
    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).
    School Trips to Historical Sites: Students' Cognitive, Affective and Physical Experiences from Visits to Auschwitz2024In: History Education Research Journal (HERJ), E-ISSN 2631-9713, Vol. 21, no 1, p. 1-18Article in journal (Refereed)
    Abstract [en]

    History can be experienced in many ways, including visits to historical sites. Indeed, it is becoming increasingly common for Swedish schools to organise trips for their students to historical sites; in this case, to concentration camps. This article analyses how cognitive, affective and physical experiences frame students’ interpretations of historical sites, and discusses how visits to historical sites might contribute to history education. The research questions we examine are as follows: What forms of experience did the students express, and how did these forms relate to each other? What implications might these expressed experiences pose for how teachers organise their teaching, including trips to Holocaust memorial sites? This article analyses seminars that comprised part of the examinable work in a course that involved a study trip to Auschwitz concentration camp. Empirical data were analysed using a model in which cognitive, affective and physical experiences were identified and described. The results demonstrate how cognitive, affective and physical responses interact with students’ experiences. Students described how the school trip contributed to their understanding of what is and is not possible to know, and to their will to influence society. Thus, the results indicate that physical encounters with historical sites can create new opportunities for students’ learning of history and the meaning making that comes from it. 

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  • 13.
    Berglund, Jenny
    et al.
    Stockholms universitet, Sverige.
    Bråten, Oddrun Marie Hovde
    Norges teknisk-naturvetenskapliga universitet, Norge.
    Niemi, Kristian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Komparativ religionsdidaktik: tre sätt att jämföra RE2024Conference paper (Other academic)
  • 14.
    Bernardo, Angelo
    et al.
    Sapienza University of Rome, Italy.
    O'Grady, Kevin
    von der Lippe, Marie
    University of Bergen, Norway.
    Niemi, Kristian
    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 about Religion In Europe & the UK2021Other (Other academic)
    Abstract [en]

    An international panel of scholars will provide an overview of how several European countries teach about religion. The panelist will discuss the structure and curriculum of Religious Education (RE) courses in their contexts and offer insights into current trends in research and practice. 

  • 15.
    Björklund, Mattias
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Johan, Sandahl
    Stockholms universitet.
    Financial Literacy as Citizenship Education – a viable prospect?2020In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 19, no 3, p. 4-20Article in journal (Refereed)
    Abstract [en]

    -The OECD definition of financial literacy concerns money management on an individual level.

    - Social science education should include financial literacy in a more elaborate way.

    - Financial literacy teaching should enable students to discuss possible societal changes.

    Purpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broadcitizenship education.

    Method: Content analysis where an assessment of students’ answers was compared and aligned with Westheimer & Kahne’s (2004) theory driven conceptions of citizenship.

    Findings: Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications of what needs to be included inteaching in order to address financial issues as citizenship education.

    Implications: Focus in financial literacy education should be widened to include politicaland social aspects of the relation between households and the financial systems.

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  • 16.
    Björklund, Mattias
    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 Educational Studies (from 2013).
    Johan, Sandahl
    Stockholms universitet.
    Inviting students to independent judgement: Teaching financial literacy as citizenship education2021In: Citizenship, Social and Economics Education, ISSN 1478-8047, E-ISSN 2047-1734, Vol. 20, no 2, p. 103-121Article in journal (Refereed)
    Abstract [en]

    Many financial literacy educational efforts mainly focus on teaching money management. However, moneymanagement alone does not address financial prerequisites concerning home ownership, savings or retirementplanning since these issues are governed by agents outside households, namely the financial system andpolicy makers. This study examines students’ response to a financial literacy teaching that treats financialissues as controversial and contextually bounded to the financial and societal systems. Data consists of 36students’ conversations during a financial literacy teaching intervention. Results show that students arecapable of grasping and relating to financial concepts where association to the financial system and policymakingproduce elaborate understanding. Furthermore, students that contest given financial concepts andsystem do not only present constructive alternate solutions for the future, but these students also seemto grasp current financial and societal systems in more advanced ways and thereby demonstrate a possibleconvergence between financial literacy and citizenship education.

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  • 17.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    GeoCapabilities, Didaktical analysis and curriculum thinking - furthering the dialogue between Didaktik and curriculum2020In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 29, no 3, p. 206-220Article in journal (Refereed)
    Abstract [en]

    One of the ideas of the GeoCapabilities project(s) is to open up an international debate on the purposes and values of geography education. In line with this, the aim of this article is to examine some central perspectives used in GeoCapabilities, such as curriculum thinking, the teacher as 'curriculum maker' and the perspective of powerful knowledge, and explore them in relation to the continental and Nordic traditions of Didaktik and subject matter didactics. This is especially done through a reading of the German educationalist Klafki and his theory of categorial Bildung and an application of his framework of Didaktical analysis. This highlights how the perspectives of powerful knowledge and capabilities in GeoCapabilities mirror the perspectives on material and formal Bildung by Klafki. Drawing on his idea of educational potential and exemplary relevance, an example of knowledge-led curriculum thinking in geography is presented using a case based on the time-geographical perspective for a brief Didaktical analysis. Such exemplary cases can function as subject didactical models for curriculum thinking. The article concludes with some remarks on the knowledge turn and indicates some future challenges for geography education.

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  • 18.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Geografilärare och geografiundervisning i den svenska grundskolan: Några delresultat av en enkätstudie2014In: Geografiska Notiser, ISSN 0016-724X, Vol. 72, no 4, p. 158-168Article in journal (Other academic)
  • 19.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Geographical knowledge practices and the curriculum.2017Conference paper (Refereed)
  • 20.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Geography Education in Sweden - Swedish Geography Teachers Subject Knowledge2014Conference paper (Refereed)
  • 21.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Is (powerful) geographical knowledge a vertical or horizontal discourse? – A case for a contextual synthesis2017Conference paper (Refereed)
  • 22.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University.
    Läroplansteori och didaktik2021In: Ämneslärarens arbete: Didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, p. 195-228Chapter in book (Other academic)
  • 23.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Recontextualizing migration as a geographical teaching and learning theme for upper primary school in Sweden2019Conference paper (Refereed)
  • 24.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Reflektioner från geografdagarna.2018In: Geografiska Notiser, ISSN 0016-724X, no 4, p. 97-97Article in journal (Other academic)
  • 25.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. 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 Geography, Media and Communication (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Teaching primary geography in Sweden : Current state and future challenges2015In: , 2015Conference paper (Refereed)
  • 26.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Gottfridsson, Hans Olof
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Perspectives on Swedish geography teachers subject knowledge2013Conference paper (Refereed)
  • 27.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Kristiansson, Martin
    Stolare, Martin
    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).
    To develop teaching on social issues: content selection and transformation in social studies education in upper elementary school, year 4-62017Conference paper (Other academic)
  • 28.
    Bladh, Gabriel
    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).
    Madsen, Roar
    NTNU, Norway.
    Löfström, Jan
    Turun Yliopisto, Finland.
    Samfundsfag i Norden – återblickar, inblickar och utblickar på ett ämnesdidaktiskt fält.2021In: Abstract Book, Western Norway University of Applied Science , 2021Conference paper (Refereed)
    Abstract [sv]

    De nordiska länderna delar många förutsättningar i sin historia, kultur och samhällsutveckling. Den nordiska kulturella gemenskapen och de nordiska välfärdssamhällena har format en kontext för många gemensamma utbildningshistoriska avtryck eller utvecklingstrender i våra skolsystem. Ur ett ämnesdidaktiskt perspektiv ställer vi i denna workshop frågan vad som kännetecknar de samhällsorienterande skolämnena i ett nordisk komparativt perspektiv. Med utgångspunkt i tidsbilder från en konferens om nordiskt samfundsfag i Oslo 1959, och tidskriften Nordidacticas tio år som nordisk arena för de samhällsorienterade ämnena diskuteras bland annat om det finns särskilda nordiska ämnesdidaktiska samfundsfag traditioner och om och hur de är under förändring. Hur möts utmaningar kring t.ex. kreativitet, literacitet och kritiskt tänkande i ämnena?

  • 29.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Molin, Lena
    Uppsala universitet.
    Geografididaktisk forskning i Sverige2016Conference paper (Refereed)
  • 30.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Molin, Lena
    Uppsala universitet, Uppsala University.
    Research on Geography Education. Introduction to Nordidactica 2016:12016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:1, p. i-viArticle in journal (Other academic)
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  • 31.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Molin, Lena
    Uppsala Universitet.
    Skolämnet geografi och geografididaktisk forskning i Sverige och Norden2012In: Ämnesdidaktisk komparation: Länder, ämnen, teorier, metoder, frågor och resultat / [ed] Gericke, N, & Schüllerqvist, B., Karlstad: Karlstad University Press, 2012, p. 59-74Chapter in book (Refereed)
  • 32.
    Bladh, Gabriel
    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 Geography, Media and Communication (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Nilsson, Sofie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Om att utveckla geografiskt tänkande i skolans geografiundervisning2023In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 1, p. 8-28Article in journal (Refereed)
    Abstract [sv]

    Den här artikeln tar ett geografididaktiskt perspektiv på geografisk kunskap och hur geografiskt kunnande kan utvecklas i geografiundervisningen i grundskolan. I den geografididaktiska forskningen har det poängterats hur geografiska perspektiv med fokus på världen (relationer i rummet till exempel från lokalt till globalt) och jorden (relationer mellan natur och samhälle) kan kopplas till olika former av att tänka geografiskt. Geografididaktiken försöker också beskriva vilket geografiskt kunnande som elever kan få tillgång till när de utvecklar ett geografiskt tänkande. I det här sammanhanget blir det tydligt att olika kunskapsformer behöver integreras i en undervisning för att utveckla förmågan att tillämpa geografiskt tänkande. Vårt syfte med den här artikeln är tudelat. Vi vill dels lyfta fram centrala delar i den internationella geografididaktiska teoretiska diskussionen men också genom tre konkreta geografididaktiska exempel visa vägar att utveckla det geografiska språket, där lärare och forskare tillsammans utformar en undervisning som fokuserar geografiskt tänkande.

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    Om att utveckla geografiskt tänkande i skolans geografiundervisning
  • 33.
    Bladh, Gabriel
    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 Geography, Media and Communication (from 2013).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Curriculum principles, didactic practice and social issues: Thinking through teachers’ knowledge practices in collaborative work2018In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 398-413Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 34.
    Bladh, Gabriel
    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 Geography, Media and Communication (from 2013).
    Örbring, David
    Geocapabilities – en plattform för ämnes- och professionell utveckling i skolgeografin2016In: Geografiska Notiser, ISSN 0016-724X, Vol. 74, no 4, p. 155-160Article in journal (Other academic)
  • 35.
    Blanck, Sara
    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).
    Elever möter samhällsfrågor: Didaktiska och bildningsteoretiska perspektiv på samhällsorienterande undervisning om epoktypiska samhällsfrågor2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Based on didactic and educational theory, the aim of this dissertation is to investigate and analyse interdisciplinary teaching of epoch-typical social issues in compulsory school in order to develop knowledge about didactical possibilities and challenges in teaching.

    This summary thesis includes three texts based on empirical investigations. These are a licentiate thesis on the subject of civics in subject-integrated teaching, conducted from 2012 to 2014 and two articles from a research project about developing teaching on social issues in social studies conducted from 2017 to 2022.

    In the empirical investigations different methods were used, including participatory observations and recordings of lessons, interviews, questionnaires, focus group interviews with students and research and development workshops with teachers.

    Perspectives from didactic and educational theory were used to analyse the empirical material. The results are presented as curriculum principles that could be used as outlines for teachers’ didactic analysis, choices and actions when it comes to teaching about epoch-typical social issues. Through the analysis of didactical relations, it is significant that teachers make didactical choices based on relevant and powerful knowledge that is meaningful for pupils as members of society, both now and in the future.

    The four curriculum principles are proposed as starting points for teachers when they plan and teach epoch-typical social issues. The first two principles put forward a multi-dimensional concept of Bildung in which the interplay between cognitive, ethical and aesthetic dimensions is taken into account in teaching and the content could be structured in terms of moving between different degrees of subject-specific and subject-integrated teaching. The third and fourth principle relate to students’ conceptual understanding through authentic examples and inference, as well as how the teacher’s didactical choice of examples becomes significant for how the content is understood by the students.

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  • 36.
    Blanck, Sara
    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).
    Migrationsbiografiers didaktiska potential: Inferenser och begreppslig utveckling när mellanstadieelever möter ett rekonstruerat innehåll om migration2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2Article in journal (Refereed)
    Abstract [en]

    Migration is a major social issue and currently a relevant topic in social studies in Sweden and other Nordic countries. Teaching migration may be difficult because it affects the pupils’ lives and involves intertwined aspects of knowledge and values inseveral school subjects. This leads to questions about how teaching it can contribute to pupils’ understanding of themselves and their surrounding world. The potential of migration biographies, which are stories about people who have migrated, is discussed through an analysis of an interdisciplinary unit about migration for 10–12 years old Swedish pupils. The teaching was conducted in three classes, and the observed lessons were recorded and analysed from a Bildung perspective of Klafki and framed using the Model of educational reconstruction.

    The results show how migration biographies could be relevant from a content as well as a pupil perspective. The biographies made the conceptual development of pupils possible through stories and tasks that seem to deepen and widen their understanding of migration. Moreover, results of the present study affirm the gradual changes of pupils’ concepts within social studies presented in previous studies on conceptual change. This study strengthens previous research by empirically showing how pupils use inferences as a tool to reconcile previous knowledge with new. In addition, it shows how pupils’ encounters with migration biographies provide didactic spaces for knowledge, values, and feelings. This is relevant for how pupils understand migration and how they could empathetically relate issues of migration with their own lives.

      

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  • 37.
    Blanck, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    När ämnen möts: En analys av samhällskunskapsämnets funktioner och karaktärer vid ämnesintegrerad undervisning2014Licentiate thesis, monograph (Other academic)
    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.

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  • 38.
    Blanck, Sara
    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 about migration: Teachers’ didactical choices when connecting specialized knowledge to pupils’ previous knowledge2021In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 20, no 2, p. 70-102, article id 3913Article in journal (Refereed)
    Abstract [en]

    Highlights, abstract, and keywords

    ·       Content and pupils are important starting points when teaching migration. 

    ·       Our findings expand the discussion of teachers’ choices, pupils, and specialized knowledge. 

    ·       Teachers’ reflections on didactical choices and pupils’ previous knowledge are provided.

    ·       Cases, pictures, stories, and affective dimensions could be useful when explaining migration.

    ·       Continuous education in migration and collaborative platforms in social studies are needed.

     

    Purpose: This article contributes to the discussion of teaching migration in upper primary school by examining teachers’ didactical choices concerning specialized knowledge and pupils' previous knowledge. 

    Design/methodology/approach: The approach is practice-based design research, in which meetings with teachers and focus group interviews with ten-to-twelve-year-old pupils are analyzed in relation to educational practice and exemplary teaching. 

    Findings: Teachers expanded concept of migration developed through discussions of specialized knowledge in relation to pupils' previous knowledge contributes to a more qualified migration education. Migration can be taught from a perspective or in thematic interdisciplinary projects. Migration biographies as well as using stories, pictures, and affective dimensions, can make the abstract concepts become concrete when reconstruction of migration in teaching.

    Practical implications (if applicable): This addresses issues of continuous education in social studies for teachers and the need for collaborative platforms. 

    Keywords Migration, Teaching, Didactical choice, Social studies, Specialised knowledge

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    Teaching about migration
  • 39.
    Blanck, Sara
    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 about the topic of migration: Didactical choices and reconstruction of content when teaching about migration for 10-12 years old pupils2021Conference paper (Refereed)
    Abstract [en]

    Migration is a timeless and increasing phenomenon that affects societies and everyday life on earth. The public discourse on migration has become more polarized with a diminished space for balanced and evidence-based analyses (IOM, 2019).  Migration could be an example of what Larsson (2019) describes as a potentially controversial social issue. Tho, many teachers seem to avoid these kinds of issues or feeling difficulties about how to teach about topics of migration (McIntosh, Todd, & Das, 2019). These difficulties could relate to migration as a, often interdisciplinary topic, with dimensions of both values and knowledge. However, teachers need to be better equipped to teach migration sensitively and effectively across disciplines (McIntosh et al., 2019). One dimension of this equipment could be strengthen teachers´ content knowledge about the phenomenon. If the teaching is based on reconstructed specialized knowledge, it could give pupils´ the opportunity to develop critical thinking and analyses based on evidence. 

    This study aims to examine the educational practice about social issues like migration in social studies from a didactical perspective, according to the reconstruction of content, teachers´ choices, and pupils´ knowledge.  In this study, based on educational design research (van den Akker, 2006), the intervention is to support the teachers with specialized knowledge and possibilities to reflect around and transform the content in research- and development circle. The teachers have been tested the planned teaching in three different classrooms, two regular classes and one with newly arrived pupils at age 10-12. 

    The empirical material is analyzed from a didactic approach using a framework of Klafkis Categorical Bildung (1985/2001) and the educational practice of Carlgren (2015) to understand the relations between content, teachers didactical choices, and pupils´ knowledge. The results are analyzed according to pupils´ possibilities of developing knowledge to be able to think critical. 

     

  • 40.
    Blanck, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    The pupils previous knowledge of migration as a starting point for the educational practice2019In: NOFA7 ABSTRACTS Stockholm University, 13 - 15 May 2019 / [ed] Stockholm university, HSD, 2019Conference paper (Refereed)
    Abstract [en]

    The pupil’s previous knowledge of migration as a starting point for the educational practice Blanck Sara At Karlstad University the project” To develop teaching on social issues: content selection and transformation in social studies education in upper elementary school, year 4-6.” is in progress. The second part of my doctoral studies is in this project. The aim is to develop knowledge about societal relevant integrative educational practices around thematic issues, with a linkage between pupils’ experiences and specialized knowledge. The focus in this presentation is on pupils’ previous knowledge of migration. Migration is one example of an urgent social issue who might have potential as a teaching theme in upper elementary school, year 4-6. It could also be address as an epoch-typical key problem according to Wolfgang Klafki´s ideas about central problems in the world that pupils need to get knowledge about and develop a will of solving (Klafki 2001). This study explores how pupils’ previous knowledge, their preconceptions and experiences of migration, can be used as a springboard making it possible for the pupils to connect to significant specialized knowledge about migration. Ingrid Carlgren’s concept of educational practice with a) knowledge practice, b) learning practice and c) didactic practice in relation to the French anthropological didactic is used as a conceptual frame to examine how content about migration reconstructs in the classroom practice (Bosch and Gascón 2014; Carlgren 2015; Chevallard 2007). Methods are observations of classroom practice, focus group interviews with pupils’ and teachers’ reflections in a research circle. The empirical ground for the discussion is a classroom-project where pupils´ previous knowledge of intern and/or extern migration isin focus. Connection can here be made to Jim Cummins and the idea of identity texts. According to Cummins working with identity texts is an effective teaching strategy especially for newly arrived pupils or pupils from marginalized groups (Cummins and Wadensjö 2017).

  • 41.
    Blanck, Sara
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Franck, Olof
    Holmqvist Lidh, Carina
    Lilliestam, Anna-Lena
    Pettersson, Anna
    SO för lärare 1-32019Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det centrala innehållet i läroplanen för SO-ämnena i årskurs 1-3 presenteras under fyra rubriker: Att leva tillsammans, Att leva i närområdet, Att leva i världen och Att undersöka verkligheten. Dessa rubriker kan tyckas inbegripa allt och intet, och som lärare kan det därför vara svårt att få grepp om både detaljer och övergripande teman. Under varje rubrik i det centrala innehållet finns en rad olika moment och i den här boken får läraren hjälp att bena ut vad dessa innebär och hur de kan behandlas i undervisningen.

    De fyra SO-ämnena geografi, historia, religionskunskap och samhällskunskap bidrar på olika sätt till att utveckla kunskaper om samhällen och människors gemensamma liv. Det finns många sätt att knyta samman dessa ämnen i SO-undervisningen, men eleverna behöver också tidigt bekanta sig med de olika ämnenas innehåll och grund. Boken innehåller ett kapitel per ämne, och ett avslutande kapitel om ämnesövergripande undervisning. Varje kapitel berör ämnets historia, hur ämnet beskrivs i Lgr11 rörande bland annat mål, centralt innehåll och kunskapskrav, ämnets centrala begrepp samt vad som kan vara viktigt att tänka på i undervisningen.

    Den här boken är tänkt att inspirera blivande lärare att utveckla en SO-undervisning för årskurs 1-3 där SO-ämnenas specifika innehåll och frågor synliggörs, samtidigt som deras innehåll ses i ljuset av varandra. En sådan undervisning kan skapa en gemensam plattform för en bred och djup samhällsorienterande kunskap

  • 42.
    Blanck, Sara
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Att nå kunskap om att utveckla samhällsorienterande undervisning om migrationsfrågor2018Conference paper (Other academic)
  • 43.
    Blanck, Sara
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    SO-undervisning om samhällsfrågor i grundskolans yngre år: Att utveckla undervisning i samhällsfrågor2017Conference paper (Other academic)
  • 44.
    Broman, Anders
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Att Bidra Till Analys- Och Handlingskompetenser I Tider Av Samhällsförändring Och Ökad Segregation2018Conference paper (Other academic)
  • 45.
    Carlsson, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Aktörer på jordmarknaden: under första halvan av 1700-talet2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    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.

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  • 46.
    Cecilia, Trenter
    et al.
    Malmö Universitet.
    Ludvigsson, David
    Linköpings universitet.
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Collective Immersions by Affections: How Children Relate to Heritage Sites2021In: Public History Review, ISSN 1037-9851, E-ISSN 1833-4989, Vol. 28, p. 1-21Article in journal (Refereed)
    Abstract [en]

    This article explores, through group-interviews and in terms of peer-culture, the ways in which pupils negotiate experiences from school-excursions to three heritage sites, Vadstena Castle, a former Royal Castle connected to the royal dynasty of Vasa; Witches’ forest, the place for interrogation by torture and executions of nine women, accused of witchcraft in 1617, and Linköping Cathedral Ages at the visitor programs “Middle Ages in the Cathedral”. The article, which is part of a larger project on learning processes and historical sites, investigates how pupils collectively load the heritage site with values reflected in immersion by affections, and what significance immersion of affections can have on the pupils’ process of stock of knowledge. The following research questions are asked: What kind of affections are evoked? Which situations and circumstances during the visit at the heritage site, mould impressions and immersion in the collective recalling?

    By drawing on affection, peer culture and critical heritage studies’ verb “heritaging”, we have studied how the pupils collectively load the heritage sites with values reflected in immersion by affections, and what significance immersion of affections have on the pupils’ process of historical understanding. To understand how the heritage site in terms of a material and physical place loaded with narratives of the past affects the children, the analysis aimed to explore under what circumstances the immersion took place.

    The article localize three situations that led to surprise and thereby friction between the expected (the stock of knowledge) and what was experienced at the site (the immediate experience), namely conflicts caused by expectations and experiences at the site, conflict caused by replicas in relation to originals, and finally conflict between lived experiences and insights at the site.

  • 47. Christensen, Torben
    et al.
    Christensen, Anders
    Mikander, Pia
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Walkert, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Quality Indicators for Social Science Teaching in Nordic classrooms2019Conference paper (Other academic)
  • 48.
    Christenson, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Societal Risk Research, CSR (from 2020).
    Hindersson, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Societal Risk Research, CSR (from 2020). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Jakobsson, Martin
    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).
    Olsson, David
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Thörne, Karin
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Undervisning för krisberedskap i grundskolans tidigare år – en förstudie2023Report (Other academic)
    Abstract [sv]

    Omvärldsutvecklingen, Sveriges rustning av det civila försvaret, barnrättsfrågor och att barn är särskilt utsatta i krissituationer är starka skäl till att krisberedskapsundervisning i skolans lägre årskurser bör införas.

    I denna rapport presenteras en förstudie med syfte att undersöka förutsättningar för undervisning för krisberedskap i skolans lägre årskurser. Rapportens inledande forskningsöversikt visar att krisberedskapsundervisning för barn stärker krismedvetenheten och krishanteringsförmågan i det omgivande samhället och att det är gynnsamt att undervisa om krisberedskap redan i tidig ålder. Undervisning som anammar elevaktiva metoder och samverkar med föräldrar och lokalsamhälle har särskilt positiva effekter på elevers lärande. Resultaten från förstudien visar att svenska kursplaner och läroböcker riktade mot årskurserna ett till sex inte ger någon explicit vägledning för undervisning om krisberedskap. Dock visar kursplane- och läroboksanalysen att befintliga skrivningar och innehållsteman ger öppningar för att inkludera undervisning om krisberedskap inom ramen för flera olika ämnen.

    Riskerna för att grundläggande samhällsfunktioner störs eller slås ut motiverar att ge plats åt krisberedskapsundervisning i skolan, men det är viktigt att sådan undervisning vilar på en solid grund. Därför avslutas rapporten med en rekommendation om ett kombinerat forsknings- och utvecklingsarbete där yrkesverksamma lärare, forskare och beredskapsexperter tillsammans bidrar med sin expertis i framtagandet av ett undervisningsmaterial för krisberedskap i skolans lägre årskurser.

    Förstudien tar tagits fram av forskare vid Karlstads universitet knutna till Centrum för forskning om samhällsrisker inom ramen för ett projekt, Krisberedskap i skolan (etapp 1), med Räddningstjänsten Karlstadsregionen som projektledare och Myndigheten för samhällsskydd och beredskap (MSB) som finansiär.

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    Undervisning för krisberedskap i grundskolans tidigare år - en förstudie
  • 49.
    Dalevi, Sören
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Niemi, Kristian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    RE didactics in Sweden - defined by the national curriculum?: Discussing didactics of RE in a Swedish context2016In: Usuteaduslik Ajakiri, ISSN 1406-6564, Vol. 69, no 1, p. 62-78Article in journal (Refereed)
  • 50.
    Dalevi, Sören
    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).
    Niemi, Kristian
    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).
    Vad kännetecknar ämnestexter? (inriktning religion)2016Other (Other academic)
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