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  • 1.
    Nersäter, Anders
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Students’ understanding of historical sources – A composite ability2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 105-131Article in journal (Refereed)
    Abstract [en]

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

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  • 2.
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Historieundervisning och identitet i det mångkulturella samhället2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 38-64Article in journal (Refereed)
    Abstract [en]

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

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  • 3.
    Öberg, Joakim
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Bäckström, Pontus
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Kanon eller inte kanon?: En enkätstudie bland samhällskunskapslärare i årskurs 7-92021In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 11, no 2, p. 20-46Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to investigate whether social studies in compulsory school grades 7–9 can be perceived as having a clear canon regarding subject content, methods, used sources and examination methods. Previous research has suggested that social studies is unclear, vague and that it lacks a subject canon. The results of the present study points in both directions. On the one hand, the study shows that there is a clear core of content around which lower secondary social studies teaching revolves and a common foundation regarding how this content is mainly conveyed and examined. On the other hand, the study shows that there is also great variation between different teachers, variation that can be partly explained by the teachers' preferences. Different teachers seem to have different preferences when it comes to how they teach, what methods and sources they use and how sections are examined. For example, there are significant correlations between how teachers who use group-based methods also use group-based examinations. An important factor for the variation between teachers can be traced to gender. At group level, we see differences regarding male and female teachers based on subject matter, methods, sources and examination methods. In general, there is a common core for most social studies teachers, regardless of gender, but female teachers tend to cover a broader subject content, use a wider array of methods and sources and more varied forms of examination.

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    Fulltext
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