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Historieintresse och historieundervisning : Elevers och lärares uppfattning om historieämnet
... Further research on boys' and girls' interest in history as a school subject shows an interest in the parts of history that involves dictators and wars, but girls also express curiosity in the ordinary lives of people in the past and also their own family history (Angvik & von Borries, 1997;Långström, 2001;Hansson, 2010;Haydn & Harris, 2010;. These differences have been explained with the traditional role of women as carrier of cultural heritage and family history (Rosenzweig & Thelen, 1998;Långström, 2001;Hansson, 2010). ...
... Further research on boys' and girls' interest in history as a school subject shows an interest in the parts of history that involves dictators and wars, but girls also express curiosity in the ordinary lives of people in the past and also their own family history (Angvik & von Borries, 1997;Långström, 2001;Hansson, 2010;Haydn & Harris, 2010;. These differences have been explained with the traditional role of women as carrier of cultural heritage and family history (Rosenzweig & Thelen, 1998;Långström, 2001;Hansson, 2010). The teaching in history as school subject has in earlier studies been described as focused on the boys' interest of history and with a focus on boys learning (Hansson, 2010;Ludvigsson, 2011). ...
... These differences have been explained with the traditional role of women as carrier of cultural heritage and family history (Rosenzweig & Thelen, 1998;Långström, 2001;Hansson, 2010). The teaching in history as school subject has in earlier studies been described as focused on the boys' interest of history and with a focus on boys learning (Hansson, 2010;Ludvigsson, 2011). Boys have in earlier research also been seen as carrier of a more traditional historical culture, (Agnevik & von Borris, 1997;Rosenzweig & Thélen, 1998;Långström, 2001;Andersson Hult, 2016). ...
In this chapoter, we offer a pedagogical interpretation of the concept of sustainable development. Applying a pedagogical-philosophical perspective, we set out to question the prevailing system of education and the political imperative it is based on, as it does not seem to take the idea of sustainable development seriously. In its present form, the school is not capable of educating for sustainable development, because it does not sufficiently consider the fundamentally pedagogical nature of the concept. We argue that the idea of sustainability must be grounded in a paradigm other than the socio-economic one and will suggest the inherently pedagogical dimensions of the concept as a possible way to both constructing a sustainable system of education and formulating education for sustainable development. We start by showing that sustainable development contains good notions of societal and human change and is, hence, a pedagogically oriented concept, though its transformative and future-related contents are not taken seriously. By regarding sustainable development as a fundamentally pedagogical issue, we discuss its implications for the relationship between the school and society, as well as the special role of the young generation in this context.
... Skillnader mellan pojkars och flickors historiekulturer har konstaterats i studier genomförda både i Sverige och i andra länder (se exempelvis Långström, 2001;Hansson, 2010;Haydn & Harris, 2010;Gustafson, Ammert & Hallgren, 2013;Sandberg, 2014). Detta har i tidigare forskning identifierats som en skillnad i pojkars och flickors intresse för olika aspekter av det förflutna. ...
... Pojkar har i tidigare studier visat ett större intresse för krig och diktatorer och flickor för det vardagliga livet förr. Pojkar anses i tidigare studier ha ett större intresse av ämnet som sådant medan flickor ska främst ha motiverats av att få bra betyg och därför studerade ämnet (Långström, 2001;Hansson, 2010). Pojkars och flickors uppfattning om historia har dock sällan varit studiernas huvudsakliga undersökningsområde utan det ämnet har berörts i förbigående tillsammans med andra resultat. ...
... Ytterligare ett skäl att engagera pojkarna i undervisningen som nämndes av lärarstudenterna var att om pojkarna var intresserade skulle de inte störa övriga elever (Ludvigsson, 2011). Flickors intresse efterfrågas inte och det verkar som om deras vilja att lära tas för given i tidigare studier (Hansson, 2010). ...
Utifrån intervjuer med elever i årskurs fem skildras i denna artikel elevernas historiekultur. Texten har två infallsvinklar, den första är elevernas uppfattning om manliga respektive kvinnliga aspekter av det förflutna. Den visade att eleverna främst ser manliga aktörer och manliga aktiviteter som riktig historia. Den andra infallsvinkeln är skillnader mellan pojkar och flickors inställningar till skolämnet historia och till historien som fenomen samt elevernas historiekultur. Den genomgången visade att flickor uppvisar ett större intresse än pojkarna för historia, både som skolämne och för att ta del av historia på fritiden. I artikeln påvisas att elevernas historiekultur förefaller vara inriktad på vad de beskriver som de stora händelserna i det förflutna. Pojkarna visar inget intresse för andra delar av det förflutna medan flickor också visar intresse för den vardagliga historien. Flickor framför att de behöver läsa historia för att få bra betyg medan både pojkar och flickor vill läsa historia för att bli allmänbildade och bli en del av samhället. Slutligen förs en diskussion av dessa aspekters relevans för skolämnet historia och dess undervisning
... För det andra skildras i populärkulturen skildras, menar Barton, historiska skeenden på ett sätt som sällan uppfyller grundläggande källkritik, har historisk korrekta återgivningar eller är neutral. För det tredje används historia inte som en strikt kronologisk berättelse i samhället vilket gör att relevansen i en kronologisk undervisning med elevernas egna liv blir liten (se även Sexias, 2000;Hartsmar 2001;von Borries, 2009;Hansson, 2010 ...
... Det har elever i tidigare studier också framfört (Lee & Howson, 2004;Sandberg, 2014). Även det faktum att historia ska handla om död och katastrofer för att vara relevant för nutiden och skolämnet historia har elever i tidigare studier berört (se Angvik & von Borris, 1997;Långström, 2001;Harris & Hayden, 2007;Barton & Levstik, 2009;Hansson, 2010;Sandberg, 2014;Ledman, 2015). ...
... I en intervju i föreliggande studie framförs att eleverna skulle få göra egna fördjupningar av olika länders historia, länder som eleverna känner en samhörighet med. Resonemanget att elevernas perspektiv skulle lyftas som individuella fördjupningar återkommer i tidigare forskning (se Mellberg, 2009;Lozic, 2010;Hansson, 2010;Johansson, 2012 för exempel på liknande resonemang hos elever och lärare i tidigare studier). Skapandet av en identitet utifrån historien anses ske både via skolans undervisning och via populärkulturen. ...
... För att kunna studera användningen av historiska databaser i undervisningens komplexa praktiker använder vi fallstudien som forskningsmetod (Merriam 1994). Genom införandet av en nytt "läromedel" är studien till sin art delvis experimentell, men arbete med källmaterial betraktar vi som en relativt vanligt förekommande del av historieundervisningen utifrån rådande kursplaner och tidigare forskning (Långström 2001;Hansson 2010). Fallstudien som metod är att föredra då det inte går att manipulera relevanta variabler. ...
... I denna studie användes en för-och efterenkät för att undersöka huruvida undervisningen möjligen påverkade elevernas intresse och upplevelse av historia. Enkäten bygger på tidigare forskning inom och utifrån projektet Youth and History (Angvik & von Borries 1997;Långström 2001;Hansson 2010) förstärkt med alternativ kring hur de uppfattar datoranimationer (bilaga 3). Enkäterna distribuerades till tre av de fem klasser som ingår i studien. ...
... Elevuppfattningarna som framkommer ovan påminner om dem tidigare studier funnit om vad och hur elever vill möta det förflutna, vad de litar på och vilken nytta de förknippar historiska studier med (Angvik & Borries 1997;Långström 2001;Hansson 2010). Få elever visar intresse för den typ av historia som övningens material och ämnesorientering aktualiserar. ...
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.
... In a number of studies conducted in the last decade, Swedish researchers have shown considerable interest in how teachers conceptualise history teaching; how they consider the subjects raison d'être (Alvén, 2017;Berg, 2014;Hansson, 2010;Lilliestam, 2013;Lozic, 2010;Nygren, 2009;Persson, 2017;Thorp, 2015;Wendell, 2018). Many of these studies demonstrate that teachers consider the subject of history to be very complex and hard to define. ...
Over the last 50 years, the school subject of history has increasingly been described as a subject about interpretation and multi-perspectivism. Discussing the subject this way might require a specific view of the subject's nature. This study investigates the genre position and epistemic cognition of Swedish upper secondary school history teachers. The study uses a questionnaire to which 375 teachers responded and the results show that in relation to the theoretical framework, more than one half of the teachers demonstrate epistemic inconsistency, putting teachers' ability to voice their epistemic views and/or theoretical assumptions into question. The age of teachers is the only studied structural category that appear to impact the teachers' views of the subject, with older teachers being more optimistic about a true correspondence between the past and history, than younger teachers. The study also shows that there is not a straightforward relationship between genre position and epistemic cognition. ARTICLE HISTORY
... Framförallt genom att de pekar ut ett antal grundpositioner som är specifika för historieämnet när det kommer till syfte och centralt innehåll. Hansson (2010) s. 134. ...
... The syllabi emphasize that advanced history courses should promote students' ability to individually formulate historical problems and critically examine and use different types of sources (Skolverket, 2000a(Skolverket, , 2000b(Skolverket, , 2012. Previous research examining school practices shows that Swedish students, especially in upper secondary schools, study sources and individually interpret and present historical accounts (Långström, 2001;Hansson, 2010;Nygren, 2011aNygren, , 2011bNygren, , 2012 The archives that the students were introduced to in the first assignment comprised municipal and national records. The students visited and were guided in the archives. ...
This study shows that upper secondary students' historical writing may be influenced by their use of sources from traditional archives versus their use of digital sources in databases. A qualitative approach, theoretical perspectives, and historical empathy seem to be stimulated primarily by using traditional archives and print sources, while digital archives and sources, in contrast, stimulate the use of quantitative data and a more social scientific approach. The results indicate a historiographical shift in students' historical thinking, which researchers of history education need to consider in a digital era. The results of this study call for reflections in history teaching to make it possible for students to learn and experience the double nature of history as part of the humanities and social sciences. Historical writing is based upon fragments of the past that have survived into the present. Going to the sources is thus central to historical research, and therefore history lessons in schools should point students to the sources to learn the discipline, and so called historical thinking (Wineburg, 2001; Levesque, 2008). The national Swedish syllabus for history in upper secondary education states the following:
... The classes were selected on the basis of their being available and willing to participate in the study. Critically discussing and using sources has been noted as an activity that becomes more evident in upper secondary school history teaching in Sweden, thus this teaching fits into " ordinary " school practice [35,36]., before searching the database, the teacher held lectures on historical developments during industrialization and the students read the textbook. The teaching was prepared with regard to the students' lack of experience in using digital archives. ...
This article presents problems and possibilities associated with incorporating into history teaching a digital demographic database made for professional historians. We detect and discuss the outcome of how students in Swedish upper secondary schools respond to a teaching approach involving digitized registers comprising 19th century individuals and populations. Even though our results demonstrate that students experience the use of this digital database as messy, stressful, complicated, even meaningless and frustrating, they also perceive working with it as most interesting. We discuss this twofold outcome, its reasons and lessons to learn from it. When technology is functioning and the task is specialized and sufficiently guided by the teacher, which is not always the case, our results propose that digital databases can stimulate young people's interest and historical thinking. Knowledge construction based upon historical thinking is evident in the students' examination papers in which they present and debate their findings. These papers indicate that students can use a digital database and write history based upon empirical evidence, source criticism and historical empathy, just as professional historians do.
... Subjects and interest shifted from year to year and even between schools, but overall interest in local history remained solid (cf. Hansson, 2010). When general interest in history decreased (Larsson, 2001), the number of individual projects in local history peaked in 1982. ...
In this study the guidelines of the League of Nations, UNESCO and the Council of
Europe are investigated in relation to Swedish national curricula, teachers‘ perceptions
of and students‘ work in history, from 1927 to 2002.
Inspired by John I Goodlad‘s notions of curricula and implementation, the formulation
of history is studied. The ideological curricula are analyzed via the international
guidelines directed to Swedish history teaching. The formal curricula are examined
in national guidelines and also how history is formulated in final examinations and
inspectors‘ reports. The perceived curricula are studied in teachers‘ debates and interviews
with experienced teachers. The experiential curricula are examined through
looking at students‘ choices of topics in final exams, 1,680 titles of students‘ individual
projects in history and an in-depth analysis of 145 individual projects written between
1969 and 2002.
The study shows that the means and goals of history education have been formulated
in both different and similar ways within and between curricular levels. On all
the curricular levels studied the history subject has become more internationally
oriented. After World War II national history landed in the background and the world
history, favored by UNESCO, became dominant in Sweden from the 1950s onwards.
Despite the fact that the Council of Europe‘s Euro-centrism became more prominent
in the 1994 syllabus in history, students still preferred world history over European
history. International and national guidelines also stressed the value of paying heed
to marginalized groups, local cultural heritage and contemporary history. These
orientations were also represented in the teachers‘ views of history teaching and in
the students‘ work in history.
The results of the study suggest that the implementation of the international
guidelines were more than a top-down process. During the entire period studied,
guidelines have been formulated and transacted, but also reinterpreted and in some
cases, ignored. Teachers and students seem to have been co-creators in the transformation
of history education.
History as a subject, according to the study, encompassed an ever expanding geographical
area and more and more perspectives. Not least on the student level, the
subject was formulated and dealt with in manifold ways, often oriented towards contemporary
world history. Students‘ history had great similarities with the international
notion of history education in the service of mankind. Students expressed a
rejection of war, an understanding of minorities and a wish to safeguard the local
cultural heritage. Even if there were exceptions, students‘ history appears to have
been influenced by international understanding during a century filled with conflicts.
... udents wrote about local history , and after the war some students also began to investigate their own genealogy. Later, in 1982 and 1992, many wrote about the history of their family and local community (seeFigure 1). Subjects and interest shifted from year to year and even between schools, but overall interest in local history remained solid (cf. Hansson, 2010). When general interest in history decreased (Larsson, 2001), the number of individual projects in local history peaked in 1982. In local history subjects relating to social history were frequent, but there were also descriptions of palaces and fortresses, locally prominent or great men (and sometimes also women) and the relationship be ...
In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.
Tämän artikkelin tarkoituksena on selvittää ruotsinkielisten seitsemäsluokkalaisten oppilaiden käsityksiä historian oppikirjoista. Artikkeli pohjautuu tammikuussa 2014 tehtyyn kyselytutkimukseen, jossa informantteina oli yhteensä 53 seitsemännen luokan oppilasta kolmesta ruotsinkielisestä koulusta eri puolilta Suomea. Kyselytutkimuksen avulla pyrittiin saamaan vastauksia siihen, mikä on historian oppikirjan rooli historian opetuksessa ja minkälainen historian oppikirja on tiedonvälittäjänä. Tutkimuksessa havaittiin, että historian kirjoja käytetään opetuksessa, mutta että niiden asema ei ole enää kovin keskeinen oppitunneilla. Oppilaat pitävät kirjoja kiinnostavina, mutta eivät aina kovin ymmärrettävinä. Erityisesti oppikirjojen sanasto tuottaa ongelmia.
Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood.
The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation).
Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum.
Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.
This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history.
The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history.
Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.
According to national and international guidelines, schools should promote historical thinking and foster moral values. Scholars have debated, but not analysed in depth in practice, whether history education can and should hold a normative dimension. This study analyses current human rights education in two Swedish senior high school groups, in classes meant to promote what has been described as conflicting ideals of historical thinking and empathy as caring. Content analysis of students’ exam essays shows intertwined relationships between critical thinking and judgements. The results also highlight how students care that people are treated unjustly; can identify different perspectives; link the past to the present and the future; and use corroboration of information to get the best grade. This analysis shows that the students focus on historical empathy as caring rather than sourcing and corroboration. However, all students combine normative judgements with the complicated act of more neutral perspective recognition in their papers. Evidently, students may combine historical thinking and empathy as caring in line with recommendations of international understanding when they write history about indigenous peoples’ human rights. These findings are significant to all researchers, teachers and decision-makers interested in furthering analytical skills or moral values in education.
The paper is related to the cultural and environmental heritage, and also to the ways in which World heritages are interpreted in terms of time, space and aesthetic aspects. The theoretical framework is related to Paul Ricoeur’s hermeneutical way to reconstruct history and was used in my dissertation (2007). "Operation de configuration" is the term for a three level interpretation of the historical material, which leads to a re-description (Ricoeur 1984; 2005). The theory is based on the narrative and in this case the Musical salon in Falun as a narrative. The project is established at Luleå University of Technology and I also want it to be a part of the World heritage in Falun. The aim of the project is to examine the music salons as a part of the mining community. The study was introduced in spring 2009 and was directed to the musical salon at Grycksbo residential outside Falun. The proprietor Johan Henrik Munktell was connected to the early Uppsala-salons and his own salon included an economical, political and cultural elite. In his youth he was sent to the continent for two years. The purpose was to study the industrial way of producing paper for the progress of the paper mill in Grycksbo. J. H Munktell was a talented piano player and in Berlin he was introduced in several salons of great importance. Most interesting for this project is his acquaintance with the Mendelssohns and his friendship with Felix Mendelssohn. Inspired by F. Mendelssohn he started Falu music society in 1843. The project is based on Johan Henrik Munktells foreign travels. The source material is built on a letter collection from J.H Munktell to his father J.J Munktell in 1828-30. The letters can be looked at as a unique historical material which places the salons of Falun in a continental context of culture and industrial pretensions.
This dissertation explores history as consciousness, culture, and action in how three
different contemporary agents, a diaspora, individual pupils, and a school curriculum,
formulate their history. Historical consciousness and multiculturalism are the concepts
that give theoretical coherence to this thesis.
The first study focuses the creation of a common history in the development of
a diaspora culture. The periodicals of the Assyrian and the Syriac federations, Hujådå
and Bahro Suryoyo provide the source material. The uses of history are central to the
periodicals’ function as mouthpieces of their organisations. In communicating with
their readers, they present a practicable model for a history culture. From separate
narratives, they erect a metahistory, which structures an understanding of life in the
diaspora.
The second study presents three focus interviews. The first two focus groups
consisted of pupils of Assyrian/Syriac background, whereas the pupils in the third
group were of Arab background. The interviews took place a couple of weeks after
the terrorist attacks in the USA on September 11, 2001. When these young people
narrate this critical event they include dimensions that are both process-oriented
and mythical. On the one hand, they speak of cause and effect and of agents moved
by experiences and personal choices; on the other hand, they refer to a world where
events are repetitions and where timeless motives and properties govern people’s
actions. The first type of attitude is most obvious when the speakers view the event
from outside, but when they relate it to their personal identity they have difficulty
in maintaining a rational perspective. My interviews do not reveal any simple polarizations
between ‘them’ and ‘us’. The pupils turn perspectives over and formulate a
story with many variations. Following the trend of their conversation makes it
possible to observe how the individual speaker takes up different attitudes to his or
her subjects.
The third study addresses history as a school subject. The teaching of history in
schools is regarded as a ‘text’ or a narrative mainly expressed in the form of guiding
documents and textbooks. The current multicultural development and the intercultural
aim of the curricula have changed the context of history as a school subject.
In spite of the intentions expressed, the syllabi still express a division into ‘us’ (Swedes)
and ‘them’ (minorities, immigrants). The textbooks tend towards a more downright
monocultural presentation, in the sense that the scope for non-European history
and voices is strictly limited.
My exploration has given insights into vital milieus of history culture. Recreating
one’s own past in the form of a story is a way of becoming part of society and filling
a space of one’s own. Storytelling has a capacity for filling seemingly conflicting
needs for continuity and change, which explains its crucial role in the formation of
identity and socialization.
This paper provides a detailed analysis of student teachers’ lay theories of teaching, and teaching identities, and assesses their implications for student teachers’ and teachers’ professional development. Understanding the critically formative influences in student teachers’ lives and the extent to which these are reinforced, reproduced and recast in and through student teachers’ lay theories has major significance for initial teacher education and ongoing professional development of teachers. The paper draws together the threads of this analysis around issues of teaching identities, their formation, continuity, tenacity and openness to change and assesses, through a postmodern lens, their implications for professional development of student teachers, beginning teachers and experienced professionals.
Vad är historiekultur, historiebruk och historiemedvetande för slags be-grepp? De kan låta som preciseringar och underrubriker till historia på unge-fär samma sätt som medeltidshistoria, men jag kommer att argumentera för att de historiografiskt bör sidoställas med begrepp som social, kultur, menta-litet och genus vad gäller deras potential att snarare ändra perspektiv i forsk-ningen än att beteckna ett nytt empiriskt forskningsfält. Det kan inte hävdas a priori att begreppen är lika organiserande begrepp för samhället eller his-torievetenskapen som helhet, som de sociala kategorier vilka idag dominerar det vetenskapliga problemtänkandet. Det återstår att pröva empiriskt. Historiekultur är de artefakter, ritualer, sedvänjor och påståenden med referenser till det förflutna som erbjuder påtagliga möjligheter att binda samman relationen mellan dåtid, nutid och framtid. I undantagsfall utgör de direkta och uttryckliga tolkningar av detta samband. Historiebruk är de pro-cesser då delar av historiekulturen aktiveras för att forma bestämda meningsskapande och handlingsorienterade helheter. Historiemedvetande är de uppfattningar av sambandet mellan dåtid, nutid, och framtid som styr, etableras och reproduceras i historiebruket. Ett visst urval av historie-kulturen iscensätts i ett historiebruk och formerar ett historiemedvetande. De begreppshistoriska kategorierna erfarenhetsrum och förväntningshorisont låter sig väl förenas med begreppet historiemedvetande. Kunskap och berät-telser om det förflutna skapar möjligheter för vissa föreställningar om fram-tiden. Den förhoppning och fruktan som framtidsbilder skapar i samtiden påverkar sättet att organisera förhållandet mellan minne och glömska i erfarenhetsrummet. Detta sätt att närma sig historiekulturen placerar män-Peter Aronsson, f 1959, är professor vid Tema Q, Kulturarv och kulturproduktion, Lin-köpings universitet, där han särskilt ansvarar för forskningsområdet kulturarv och historie-bruk. De senaste publikationerna är Storkommunreformen 1952. Striden om folkhemmets geografi, i samarbete med Lars Nilsson och Thord Strömberg, och Konsten att lära och viljan att uppleva, i samarbete med Erika Larsson. Adress: Tema Q, Linköpings universitet, 581 83 Linköping.
Thesis (doctoral)--University, Uppsala, 2003. Filmographies : p. 398-404. Includes bibliographical references (p. 368-397) and index.
This dissertation investigates how history is used in historical documentary films, and argues that the maker of such films constantly negotiates between cognitive, moral, and aesthetic demands. In support of this contention is discussed a number of historical documentaries by Swedish historian-filmmakers Olle Häger and Hans Villius. Other historical documentaries supply additional examples. The analyses take into account both the production process and the representations themselves. The history culture and the social field of history production together form the conceptual framework for the study, and one of the aims is to analyse the role of professional historians in public life. The analyses show that different considerations compete and work together in the case of all documentaries, and figure at all stages of pre-production, production, and post-production. But different considerations have particular influence at different stages in the production process and thus they are more or less important depending on where in the process the producer puts his emphasis on them. In the public service television setting, the tendency to make cognitive considerations is strong. For example, historical documentarists often engage historians as advisors, and work long and hard interpreting visual source materials such as photographs. The Häger and Villius case also indicates that the influence exerted on programmes by aesthetic considerations grows as the filmmaker learns about the medium. Among general conclusions are that it is not always important that the producer be a trained historian. What is crucial is that whoever is to succeed in making fine historical programmes must learn both history and filmmaking, must learn to balance the demands of content and form. Previously, researchers have suggested that historical documentaries function as entertainment, orientation, and restoration; this study adds the functions of interpretation and legitimisation. Finally, the study submits that typically historical documentaries attempt to convey cognitive and moral insights about the past.
Disputats, Lärarhögskolan i Malmö.
A great deal of attention has been given in recent years to what is called pupils’ ‘alternative frameworks’ in the field of natural science. It is considered that these are often in conflict with the conceptions that are fostered by science and that are taught in the schools. It is argued here that these commonsense beliefs are also to be found even in a subject like history. However, it is also argued that in the subject of history it is not pupils’ commonsense beliefs about the phenomena being treated which constitute the greatest obstacle to their learning, but rather their beliefs about what counts as a historical explanation. In order to understand the information presented in the lessons the pupils must have an idea of what the information is supposed to explain. The pupils’ ideas in this respect seem to be related mainly to the actions of individuals and particularly to their motives. Thus, when the teacher attempts to supersede this personal level and get the pupils to analyse a historical event as a whole, the mutual understanding between teacher and pupil collapses.
Psychologists have always been intrigued in interest, and modern research on interest can be found in nearly every area of the field: researchers studying emotions, cognition, development, education, aesthetics, personality, motivation, and vocations have developed intriguing ideas about what interest is and how it works. This book presents an integrated picture of how interest has been studied in all of the wide-ranging areas of psychology. Using modern theories of cognition and emotion as an integrative framework, it examines the nature of interest, what makes things interesting, the role of interest in personality, and the development of people's idiosyncratic interests, hobbies, and avocations. The examination reveals deep similarities between seemingly different fields of psychology and illustrates the profound importance of interest, curiosity, and intrinsic motivation for understanding why people do what they do. A comprehensive work devoted to interest, this book reviews the history of psychological thought on interest, presents classic and modern research, and suggests fruitful directions for future work.
The purpose of this study was to investigate and characterize current practice in secondary history education and its relationship to best practices. In this phenomenological study, the author examines the pedagogy of three high school history teachers and the extent to which their current methods exhibited recent thinking on best practices in student learning. Data were obtained through questionnaires, observations, and interviews. Research posits that constructivism is the most effective approach to educating history students. However, most history teachers still use traditional, objective methods in their classrooms. Nevertheless, the three teachers in this study show that there are some history teachers who are pursuing changes in their pedagogy and aligning them with best practices to become more effective in the classroom.
In this paper, I use classroom observations of two high school social studies teachers' units on the civil rights movement in the United States and interviews with students in each class to explore the relationship between teachers' practices and students' understandings of history. Drawing on the literature on students' historical understanding, I focus on three dimensions of historial thinking: historical knowledge, significance, and empathy. My analysis suggests that, while there is not sufficient evidence to support a causal relationship, the data do suggest a correlation, points of coherence, if you will, between each teacher's practices and the views their students construct of history in general and of the U.S. civil rights era in particular.
This article explores pupil attitudes towards history as a school subject in England, with a view to developing a better understanding of the factors which influence disaffection or engagement with the subject. The study attempts to identify what pupils like and dislike about how they are taught and what they are taught in history lessons. The study was carried out in 12 secondary schools with pupils aged 11-14. Questionnaires were returned from 1740 pupils and 160 of these were involved in focus group interviews. The findings show that how pupils are taught appears to matter more than what they are taught and identifies teaching approaches that pupils considered to be particularly effective, and teaching approaches that appear to contribute to pupil disaffection and disengagement from the subject. The study also provides insights into the extent to which pupils find history enjoyable compared to other school subjects. Although the study is primarily of interest to history teachers, it may also be of interest to teachers of other subjects who have a concern for the degree of pupil engagement with their subject. (Contains 1 figure, 5 tables and 3 notes.)
It is argued that interest is central in determining how we select and persist in processing certain types of information in preference to others. Evidence that shows that both individual and text-based interest have a profound facilitative effect on cognitive functioning and learning is reviewed. Factors that contribute to text-based interest are discussed, and it is suggested that interest elicits spontaneous, rather than conscious, selective allocation of attention. It is further proposed that the psychological and physiological processes associated with interesting information have unique aspects not present in processing information without such interest. Current advances in neuro-cognitive research show promise that we will gain further knowledge of the impact of interest on cognitive functioning and that we will finally be in a position to integrate the physiological and psychological aspects of interest.
Through a review of interviews with West Indian, African American, and white teachers at a New York City high school with a large West Indian population (ages 14 to 18), in this paper I discuss the complicated nature of teacher–student matching, and its impact on student achievement. I find that West Indian teachers have strong points of connection with their West Indian students, and clearly serve as their advocates when cultural differences such as parental nonparticipation, lack of discipline, and avoidance of eye contact come up. Non‐West Indian teachers, however, also connect with West Indian students. White teachers draw upon common experiences of immigration, and African American teachers draw upon common experiences of race prejudice and American race relations. The downside of strong identification with one group of students—in this case, West Indians—can sometimes lead to a distancing from others—in this case, African Americans. West Indian teachers sometimes identify strongly as West Indian in opposition to negative stereotypes of African Americans, possibly to the detriment of their African American students. Hence, although recruiting teachers of color to serve our increasingly diverse school population is important, teacher training must also spend time on diversity training and developing intercultural understandings.
As a result of curriculum changes at Key Stages 3 and 4 the place and status of history and geography in the English secondary school curriculum are being progressively undermined. Using evidence derived from small-group interviews with Year 8 pupils during the summer term 2002, this
article reports pupils' perceptions of their learning experiences in both subjects at Key Stage 3 in relation to subject content, interest, teaching styles, effective learning and subject relevance. The findings are used to elicit potential strategies for enhancing pupils' learning experiences
in history and geography at Key Stage 3; for heightening their appreciation of the distinct contribution each subject can make to their personal and intellectual development; and thus for heightening their awareness of the relevance of geographical and historical study.
This article reports on history student teachers’ development and their beliefs about teaching and good teachers. The data consist of several essays of 18 respondents written during their education, and interviews with five students. Most respondents had become interested in the subject very early, and independently of formal school education. Models adopted during early school years, however, did influence their attitudes towards teaching and teacher's role. Typically the student teachers’ concentration was self-centred or focused on their own classroom behaviour. They tended to overestimate lesson content and resorted to content expertise and minute lesson plans as a reaction to teaching problems.
Thesis (Ph.D.)--The University of British Columbia, 1999. Includes bibliographical references.
Thesis (M.Ed.)--Acadia University, 2005. Includes bibliographical references.
Thesis (doctoral)--Uppsala universitet, 1997. Includes bibliographical references (p. 194-199).
English summary: s. 161-167. Disputats.
Ph.d.-afhandling, Danmarks Lærerhøjskole, sammen med dele af: Historien fortalt og Arvestykker.
Thesis (Ph. D.)--Boston College, 2002. Submitted to Dept. of Teacher Education. Includes bibliographical references (leaves 116-135). Microfiche. s
Thesis (Ph.D.)--Stanford University, 2005. Includes bibliographical references (p. 256-268). Photocopy.
En sociologisk studie av lärares villkor, organisering och yrkesprojekt inom den grundläggande utbildningen i Sverige ca Göteborgs universitet, 2008), s. 407. Ingrid Carlgren och Ference Marton, Lärare av i morgon
- Sofia Persson
- Läraryrkets Uppkomst Och Förändring
Sofia Persson, Läraryrkets uppkomst och förändring: En sociologisk studie av lärares
villkor, organisering och yrkesprojekt inom den grundläggande utbildningen i Sverige ca.
1800-2000 (Göteborg: Göteborgs universitet, 2008), s. 407. Ingrid Carlgren och Ference
Marton, Lärare av i morgon (Stockholm: Lärarförbundet, 2002) s. 82ff.
The Relationship Between Secondary Students' ability to Comprehend their United States History Text Book and Their Opinions of United States History (Diss. The State University of New Jersey
- Marinka Bliss
Marinka Bliss Hervey, The Relationship Between Secondary Students' ability to Comprehend their United States History Text Book and Their Opinions of United States History
(Diss. The State University of New Jersey, 1989), s. 66ff.
Ungdomar tycker om historia och politik, s. 49
- Långström
66 Långström, Ungdomar tycker om historia och politik, s. 49.
323, 326f; Marianne Poulsen, Historiebevidstheder: Elever i 1990'ernes folkeskole og gymnasium (Frederiksberg: Roskilde universitetsforlag, 1999), s. 170f. Se även Anna Clark, History's Children: History Wars in the Classroom
- Harris Och Haydn
Harris och Haydn, s. 323, 326f; Marianne Poulsen, Historiebevidstheder: Elever i
1990'ernes folkeskole og gymnasium (Frederiksberg: Roskilde universitetsforlag, 1999), s.
170f. Se även Anna Clark, History's Children: History Wars in the Classroom, (Coogee:
University of New South Wales Press, 2008), s. 120ff
1. Inledning
24
Teachers' Conceptions of History Education: A Phenomenographic Inquiry (Diss. University of British Columbia, 1999), s. 244ff
- James Craig Harding
James Craig Harding, Teachers' Conceptions of History Education: A Phenomenographic
Inquiry (Diss. University of British Columbia, 1999), s. 244ff.
What do History Teachers in Scottland Choose to Teach? " International Society for History Didactics Yearbook
- Richard Dargie
Richard Dargie, " What do History Teachers in Scottland Choose to Teach? " International
Society for History Didactics Yearbook 2006/07 (2008), s. 19.
Den historiska berättelsen
- Christer Karlegärd
Karlegärd, Christer. "Den historiska berättelsen." I Historiedidaktik, red.
Christer Karlegärd och Klas-Göran Karlsson, 140-162. Lund: Studentlitteratur, 1997.
Skolverkets föreskrifter om kursplaner och betygskriterier för kurser i ämnet historia i gymnasieskolan och inom gymnasial vuxenutbildning
- Skolfs
378 Skolfs 2000:60, " Skolverkets föreskrifter om kursplaner och betygskriterier för kurser i
ämnet historia i gymnasieskolan och inom gymnasial vuxenutbildning ",
http://www.skolverket.se/skolfs?id=750 (hämtad 27 november 2009).
Det osamtidigas samtidighet: Historiemedvetande i svenska historieböcker under 100 år
- Bearbetningar Ammert
- Niklas
Bearbetningar
Ammert, Niklas. Det osamtidigas samtidighet: Historiemedvetande i
svenska historieböcker under 100 år. Uppsala: Sisyfos, 2008.
Historien på gymnasiet: Undervisning och läroböcker 1860-1965
- Göran Andolf
Andolf, Göran. Historien på gymnasiet: Undervisning och läroböcker
1860-1965. Stockholm: Esselte studium, 1972.
Kommunikation och inlärning
- Douglas Barnes
Barnes, Douglas. Kommunikation och inlärning. Stockholm: Wahlström
& Widstrand, 1978.
History Identity, and the School Curriculum
- Keith C Barton
- W Och Alan
- Mccully
Barton, Keith C. och Alan W. McCully. "History Identity, and the School
Curriculum." Journal of Curriculum Studies 37, nr 1 (2005): 85-116.
Historievetenskap och historiedidaktik . Lund: Liber förlag
- Göran Behre
- Birgitta Och
- Odén
Behre, Göran och Birgitta Odén (red.). Historievetenskap och historiedidaktik. Lund: Liber förlag, 1982.
Historiekunskap i årskurs 9: Nationella utvärderingen av grundskolan 2003 (NU03)
- Lars Berggren
- Roger Johansson
Berggren, Lars och Roger Johansson. Historiekunskap i årskurs 9: Nationella utvärderingen av grundskolan 2003 (NU03). Malmö: Malmö
högskola, Lärarutbildningen, 2006.
Lärande & metod: Lärstilsanpassad undervisning jämfört med traditionell undervisning i svensk Grammatik. Jönköping: Jönköpings högskola
- Lena Boström
Boström, Lena. Lärande & metod: Lärstilsanpassad undervisning jämfört med traditionell undervisning i svensk Grammatik. Jönköping: Jönköpings högskola, 2004.
Barn og historie: Undervisningsteorier i historiefaget og barns forhold til historie
- Jan Bøe
- Bjarne Och Kolbjørn
- Hauge
Bøe, Jan Bjarne och Kolbjørn Hauge. Barn og historie: Undervisningsteorier i historiefaget og barns forhold til historie. Oslo: Universitetsforlaget, 1984.
Lärarnas riksförbund 1884-2000: Ett stycke svensk skolhistoria ur fackligt perspektiv
- Torjörn Carle
Carle, Torjörn. Lärarnas riksförbund 1884-2000: Ett stycke svensk
skolhistoria ur fackligt perspektiv. Stockholm: Informationsförlaget,
2000.
History's Children: History Wars in the Classroom
- Anna Clark
Clark, Anna. History's Children: History Wars in the Classroom. Coogee:
University of New South Wales Press, 2008.
Individ, skola och samhälle: Utbildningsfilosofiska texter
- John Dewey
Dewey, John. Individ, skola och samhälle: Utbildningsfilosofiska texter.
Stockholm: Natur och Kultur, 2004.
Making Sense of Suffering: Holocaust and Holodomor in Ukranian Historical Culture
- Johan Dietsch
Dietsch, Johan. Making Sense of Suffering: Holocaust and Holodomor in
Ukranian Historical Culture. Lund: Lunds universitet, 2006.
Skola och utbildning: I historiskt och internationellt perspektiv. Stockholm: Natur och kultur
- Henry Egidius
Egidius, Henry. Skola och utbildning: I historiskt och internationellt perspektiv. Stockholm: Natur och kultur, 2001.