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Jägerskog, Ann-SofieORCID iD iconorcid.org/0000-0002-8026-0050
Publications (10 of 54) Show all publications
Tväråna, M., Jägerskog, A.-S., Björklund, M., Carlberg, S., Gottfridsson, P., Juthberg, T., . . . Strandberg, M. (2024). Att utmana bilden av systemet - elever läser visualiseringar av samhällssystem. Nordidactica: Journal of Humanities and Social Science Education, 14(1), 112-138
Open this publication in new window or tab >>Att utmana bilden av systemet - elever läser visualiseringar av samhällssystem
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2024 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 14, no 1, p. 112-138Article in journal (Refereed) Published
Abstract [sv]

Visuella modeller används i samhällskunskap för att beskriva centrala samhällssystem och strukturer som hör till ämnets kanon. Samtidigt saknas kunskap om elevers förmåga att läsa och använda dessa representationer. I studien undersöktes hur elever på mellanstadiet, högstadiet och gymnasiet förstod två olika flödesscheman över det samhällsekonomiska kretsloppet och det demokratiska systemet. 22 transkriberade gruppsamtal analyserades med hjälp av fenomenografi och variationsteori. Kritiska aspekter som identifierades rör urskiljandet av flödesschemat som en helhet snarare än många delar, att se relationerna mellan modellens enheter som ömsesidiga, att förstå att det representerade systemet är konstruerat och inte naturgivet samt att urskilja att det representerade systemet står i relation till externa faktorer. Resultaten utgör didaktiska utgångspunkter för undervisning som utvecklar elevers förmåga att läsa och använda modeller i diskussioner om komplexa samhällssystem.

Abstract [en]

Visual models are used in social science education to describe key societal systems and structures that belong to the canon of the subject. However, little is known about students' ability to read and use these visual representations. The study investigated how students in middle school, high school and upper secondary school understood two different flowcharts of the socio-economic cycle and the democratic system. 22 transcribed group discussions were analysed using phenomenography and variation theory. Critical aspects that were identified concern the discernment of the flowchart as a whole rather than as many parts, to see the relations between the units of the model as reciprocal, to understand that the represented system is constructed and not natural, and to discern that the represented system is related to external factors. The results constitute didactic starting points for teaching that develops students' ability to read and use models in discussions about complex societal systems

Keywords
visual literacy, models, system thinking, social science education
National Category
Didactics
Identifiers
urn:nbn:se:su:diva-231736 (URN)
Available from: 2024-06-27 Created: 2024-06-27 Last updated: 2024-06-27Bibliographically approved
Eriksson, I., Björnhammer, S. & Jägerskog, A.-S. (2024). Undervisningsutmaningar: som en guldgruva för lärardriven didaktisk skolutveckling, F-6. Natur och kultur
Open this publication in new window or tab >>Undervisningsutmaningar: som en guldgruva för lärardriven didaktisk skolutveckling, F-6
2024 (Swedish)Book (Other academic)
Abstract [sv]

Vad är svårt att få våra elever att lära sig? Varför? Hur kan vår undervisning utvecklas för att möta behoven? Med vardagliga undervisningsutmaningar som grund för det kollegiala utvecklingsarbetet finns stor potential att stärka den gemensamma kunskapsbasen i ett meningsfullt systematiskt kvalitetsarbete. Författarna erbjuder här tankesätt, konkreta redskap och en stegvis arbetsgång för att systematiskt ringa in och ta sig an de ämnesdidaktiska undervisningsutmaningar som uppstår i klassrummen. I boken lyfts vikten av att lärare tillsammans identifierar de ämnesdidaktiska utmaningarna och utifrån dessa finner vägar att vässa undervisningen. Det handlar om att ta avstamp i befintlig kunskap och erfarenhet i ett utvecklingsarbete som både kan dra nytta av och utgöra utgångspunkt för ny ämnesdidaktisk forskning. Den här boken vänder sig till praktiserande eller studerande lärare och rektorer i F-6 som vill bidra med ett granskande förhållningssätt till den egna praktiken. Den kan med fördel köpas in av en hel skola för att främja det gemensamma lärandet i en skolutveckling som gör skillnad. 

Place, publisher, year, edition, pages
Natur och kultur, 2024. p. 130
Keywords
Undervisningsutmaningar, lärardriven ämnesdidaktisk undervissningsutveckling
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-228674 (URN)978-91-27-46521-3 (ISBN)
Available from: 2024-04-24 Created: 2024-04-24 Last updated: 2024-04-24Bibliographically approved
Jägerskog, A.-S. & Tväråna, M. (2024). Visual literacy in Civics: Teaching impact, system thinking and agency in civic reasoning with diagrams and models. In: : . Paper presented at Nordisk konferanse i samfunnskunnskapsdidaktikk (NOKSA 4), Odense, Danmark, 11-12 april, 2024.
Open this publication in new window or tab >>Visual literacy in Civics: Teaching impact, system thinking and agency in civic reasoning with diagrams and models
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Learning in civics education involves developing an understanding of the complexity and the changeability in many different societal issues and phenomena. One common way of helping students to develop this understanding is to use visual models in teaching, such as flowcharts and different kinds of diagrams. However, teacher experience as well as earlier research indicate that students often find it difficult to understand and interpret such models (Cohn et al. 2001; Ruiz Estrada 2012; Wheat 2007). As much as they have the potential to help students grasp complexity and changeability in societal issues, visual models also risk hindering such development, as models for instance tend to simplify complex relations and phenomena (Davies & Mangan 2013; Wheat 2007). 

In this article we elaborate on the development of visual literacy in civics education - what seems to be critical for students to discern in order to be able to read different kinds of visual models and how teaching based on such models can be designed in order for students to deepen their understanding of the issues, relations and phenomena illustrated in the models. We do this based on a research project involving 300 students from primary and lower secondary school as well as upper secondary school. 

The project focused on two kinds of models (two flowcharts and two plot diagrams) often used in social studies teaching: a flowchart illustrating the democracy system in Sweden, a flowchart of the socio-economic cycle, a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions and a plot diagram illustrating the relationship between birth rate per woman in different countries and the amount of years girls in these countries attend to school. The results allow for a comparison between the aspects critical to discern in order to understand different kinds of models in relation to different contents. Conclusions include the importance of focusing internal structure, external context and civic agency in each model.

At the NOKSA conference we would like to participate in a paper-response session where a draft to a paper is being discussed.

National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-231580 (URN)
Conference
Nordisk konferanse i samfunnskunnskapsdidaktikk (NOKSA 4), Odense, Danmark, 11-12 april, 2024
Available from: 2024-06-25 Created: 2024-06-25 Last updated: 2024-06-27Bibliographically approved
Tväråna, M. & Jägerskog, A.-S. (2023). Civic reasoning about power issues: The criticality of agency, arena and relativity. Journal of Social Science Education, 22(1), Article ID 5258.
Open this publication in new window or tab >>Civic reasoning about power issues: The criticality of agency, arena and relativity
2023 (English)In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 22, no 1, article id 5258Article in journal (Refereed) Published
Abstract [en]

Purpose: The study examines students' conceptions of power and important aspects of teaching for developing the ability to analyse power relations in social science.

Methodology: Phenomenography is used in the analysis of 155 student essays, to identify different ways of analysing societal power issues.

Findings: When conducting a qualified analysis of a societal power issue, it is crucial that students discern that power is tied to an agent, that power is exercised through agency in specific contextual power arenas, and that they understand how power is relative to the power of other agents in the same arena.

Research limitations: The study focuses on Swedish upper secondary students. Comparisons with other groups of learners are welcomed.

Practical implications: The critical aspects identified should be used as a basis for teaching designs. Findings imply that the meaning of power as a concept should be highlighted in social science teacher education. 

Keywords
Social science education, civic reasoning, critical thinking, power analysis, phenomenography
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-216500 (URN)10.11576/jsse-5258 (DOI)
Available from: 2023-04-16 Created: 2023-04-16 Last updated: 2023-10-04Bibliographically approved
Jägerskog, A.-S. (2023). Representing or affording? Visual representations in economics teaching as an agent in the classroom. In: EARLI 2023: Book of Abstracts. Paper presented at The 20th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2023), Thessaloniki, Greece, 22-26 August, 2023 (pp. 104-104).
Open this publication in new window or tab >>Representing or affording? Visual representations in economics teaching as an agent in the classroom
2023 (English)In: EARLI 2023: Book of Abstracts, 2023, p. 104-104Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In economics teaching, supply/demand graphs are frequently used as a visual tool to help students understand the complex relationships involved in pricing. Previous studies have investigated students’ understanding of graphs, identifying several challenges related to learning economics through graphs. What has not been investigated further is how visual representations used in teaching economics affect the teaching practice established in the classroom and thus what learning is afforded. This empirical study aims at doing just that. In a series of three lessons, four upper secondary classes were introduced to economics and pricing. Two classes had lessons based on traditional supply/demand graphs and two on a causal loop diagram. The introductory lecture as well as small group discussions were transcribed and analysed to identify teachers’ and students’ communicative actions during this lesson and goals driving them. Based on this analysis, conclusions were drawn concerning the relationship between teaching practices established and what visual representation was used in teaching. Results suggest that the teaching practices established in causal loop diagram-based classrooms could be characterised as epistemic practices, where discussing and learning about pricing was the main object. In contrast, teaching practices established in graph-based classrooms were characterized by a focus on the visual representation as such and the logics behind it, rather than discussing the inner workings of the causal relationships involved in pricing. The study has educational and theoretical significance in terms of practical implications for teaching and discussions concerning what is afforded through different visual representations of the same subject content. 

Keywords
visual representation, pricing, economics education, epistemic practice, affordance, teaching and learning
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-216499 (URN)
Conference
The 20th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2023), Thessaloniki, Greece, 22-26 August, 2023
Available from: 2023-04-16 Created: 2023-04-16 Last updated: 2023-10-04Bibliographically approved
Tväråna, M., Jägerskog, A.-S., Björklund, M. & Strandberg, M. (2023). Teaching that enables discernment of impact, systems thinking and agency in social science visual literacy. In: : . Paper presented at NOFA 9 – The 9th Nordic Conference on Subject Education, Vaasa, Finland, May 9-11, 2023.
Open this publication in new window or tab >>Teaching that enables discernment of impact, systems thinking and agency in social science visual literacy
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Civic education includes the ability to understand and deal with complex social issues and systems that are often difficult for students to grasp (Hess, 2009), and commonly represented in visual models which often seem hard for students to understand (Roberts & Brugar, 2017). This presentation describes findings from the final phase of a three-year practise-based project where implications of and teaching principles for developing students’ visual literacies in social studies were explored. Previous results have shown that in order to understand and read models, students in primary, lower secondary and upper secondary school need to discern aspects of impact, systems thinking and agency. 

The results discussed in the presentation consist of teaching principles, based on phenomenography and variation theory, that seem to facilitate students’ discernment of those aspects. The principles were identified through analysis of pre- and post-tests, transcribed group discussions and filmed lessons from 17 teaching interventions with 300 students of different ages. Tentative results indicate that it is possible and relevant to introduce social science models such as plot diagrams and flowcharts as early as in primary school, but that there is a need for teaching that facilitates a more complex understanding of these models well up into upper secondary school. 

The design principles identified seem to support students’ discernment of critical aspects of the models and thus more complex reasoning of the societal issues and systems illustrated. Nevertheless, results indicate that it is pivotal that also students who have discerned all of the aspects identified as critical for understanding a model, also encounter teaching that creates a need for, or motive of, multidimensional causal analysis of the social issue and critical judgement of social systems. Also, contextual/content specific knowledge emerges as a key dimension for high quality reasoning about social issues and systems using visual models. 

Keywords
Social science, Teaching development, Design principles 
National Category
Didactics
Identifiers
urn:nbn:se:su:diva-231626 (URN)
Conference
NOFA 9 – The 9th Nordic Conference on Subject Education, Vaasa, Finland, May 9-11, 2023
Available from: 2024-06-25 Created: 2024-06-25 Last updated: 2024-06-27Bibliographically approved
Jägerskog, A.-S. & Niemi, K. (2023). Utmaningar och angreppssätt i processen att skriva sammanläggningsavhandling inom samhällsvetenskap och humaniora: [Challenges and approaches in the process of writing an article-based thesis in social sciences and humanities]. Högre Utbildning, 13(3), 46-62
Open this publication in new window or tab >>Utmaningar och angreppssätt i processen att skriva sammanläggningsavhandling inom samhällsvetenskap och humaniora: [Challenges and approaches in the process of writing an article-based thesis in social sciences and humanities]
2023 (Swedish)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 3, p. 46-62Article in journal (Refereed) Published
Abstract [sv]

Allt fler avhandlingar inom humaniora och samhällsvetenskap skrivs som sammanläggningsavhandlingar, en textgenre som är hämtad från det naturvetenskapliga fältet. När en genremodell förflyttas från ett fält till ett annat kan det uppstå nya utmaningar, något som sällan diskuteras explicit. Artikeln riktar sig till handledare och doktorander och tar upp några av de utmaningar som kan uppstå när sammanläggningsavhandling som modell används inom samhällsvetenskaperna och humaniora. Tre angreppssätt presenteras som möjliga verktyg vid handledning och skrivande för att möta dessa utmaningar: helhetsbild, koherens och förankring. Genom dem kan processen bli smidigare och slutprodukten bättre. 

Abstract [en]

An increasing number of theses in the humanities and social sciences are written as compilation theses, a text-genre derived from the natural sciences. New challenges may arise when a genre model is adopted from another field, something that is rarely discussed explicitly. This article is directed at supervisors and doctoral students, and addresses some of the challenges that can arise when the article-based thesis model is used in the social sciences and humanities. Three approaches to addressing these challenges are presented: a holistic view, coherence and anchoring. They are discussed as possible tools to utilize in supervision and writing, for a smoother process and better final product.

Keywords
ompilation thesis, article-based thesis, supervision, doctoral education, higher education, academic writing, sammanläggningsavhandling, handledning, doktorandutbildning, högre utbildning, akademiskt skrivande
National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-231734 (URN)10.23865/hu.v13.5745 (DOI)2-s2.0-85180662896 (Scopus ID)
Available from: 2024-06-27 Created: 2024-06-27 Last updated: 2024-06-27Bibliographically approved
Tväråna, M., Jägerskog, A.-S., Björklund, M., Carlberg, S., Gottfridsson, P., Juthberg, T., . . . Strandberg, M. (2023). Visualising complexity and changeability - critical aspects of teaching visual models in economics. In: EARLI 2023: Book of Abstracts. Paper presented at The 20th Biennial EARLI Conference for Research on Learning and Instruction, Thessaloniki, Greece, 22-26 August, 2023 (pp. 104-104). Leuven: European Association for Research on Learning and Instruction (EARLI)
Open this publication in new window or tab >>Visualising complexity and changeability - critical aspects of teaching visual models in economics
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2023 (English)In: EARLI 2023: Book of Abstracts, Leuven: European Association for Research on Learning and Instruction (EARLI) , 2023, p. 104-104Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this presentation is to discuss how models used in social studies teaching can help students grasp the complexity and changeability in economic issues and systems in the context of social science education (SSE). Models are often used in SSE teaching to help students grasp complexity and changeability. However, students often find models difficult to understand and there is a risk that seemingly fixed models do not offer an understanding of the changeability in societal issues. The project investigates students’ conceptions of two different models that are commonly used in SSE (one flowchart and one plot diagram) and what aspects that need to be discerned in order for students to reason in a qualified way about the content illustrated. Results from a phenomenographic analysis of 21 group discussions (with students from both compulsory and upper secondary school) show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. By comparing the critical aspects for the two different models, it is evident that in order to read both models, aspects pertaining to structure, casual expansion, and human agency are important.

Place, publisher, year, edition, pages
Leuven: European Association for Research on Learning and Instruction (EARLI), 2023
Keywords
Citizenship Education, Comprehension of Text and Graphics, Social Sciences and Humanities, Teaching/Instructional Strategies
National Category
Learning
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-216502 (URN)
Conference
The 20th Biennial EARLI Conference for Research on Learning and Instruction, Thessaloniki, Greece, 22-26 August, 2023
Available from: 2023-04-16 Created: 2023-04-16 Last updated: 2023-09-22Bibliographically approved
Tväråna, M., Jägerskog, A.-S., Björklund, M. & Strandberg, M. (2023). Visualising complexity and changeability in economics: Challenges and possibilities when using visual representations in social studies teaching. In: : . Paper presented at EARLI Conference for Research on Learning and Instruction: Education as a Hope in Uncertain Times, Thesaloniki, Grekland, augusti 22-26, 2023.
Open this publication in new window or tab >>Visualising complexity and changeability in economics: Challenges and possibilities when using visual representations in social studies teaching
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this presentation is to discuss how models used in social studies teaching can help students grasp the complexity and changeability in economic issues and systems in the context of social science education (SSE). Models are often used in SSE teaching to help students grasp complexity and changeability. However, students often find models difficult to understand and there is a risk that seemingly fixed models do not offer an understanding of the changeability in societal issues. The project investigates students’ conceptions of two different models that are commonly used in SSE (one flowchart and one plot diagram) and what aspects need to be discerned in order for students to reason in a qualified way about the content illustrated. Results from a phenomenographic analysis of 21 group discussions (with students from both compulsory and upper secondary school) show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. By comparing the critical aspects for the two different models, it is evident that in order to read both models, aspects pertaining to structure, casual expansion, and human agency are important.

Extended summary

In teaching social studies, helping students to understand social issues and systems related to economics is central. Many of those socio-economics issues and systems are characterised by complex relations and changeability and are thus not always easy for students to grasp. Examples of such systems and issues are the “socio-economic cycle” of economic relations between households, companies, state and finance institutions, as well as the issue of how and why a country’s GDP is related to its emissions of carbon dioxide. One common way of helping students to grasp the complex relations and the changeability involved in such socioeconomic systems and issues, is to use visual models. However, even though there seems to be a great potential in using visual models when helping students to grasp economic relations in social science, teacher experience as well as earlier research also indicate that there are several challenges involved when such models are used. One such challenge seems to be that dynamic and complex systems and processes are simplified and therefore easily misunderstood when presented as a statically drawn visual representation (Cohn et al., 2001; Davies & Mangan, 2013; Wheat 2007a). A key challenge here seems to be that a two-dimensional graphical representation cannot simultaneously visualise interaction of several variables within the same graphical space and this limits the complexity that can be visualised (Ruiz Estrada, 2012; Reingewertz, 2013). Another challenge is the risk of the model discouraging a deeper thinking about the inner workings of the model and the phenomena behind it (Colander, 1995). Identifying challenges with visual representations used in economics teaching is important. However, this research needs to be complemented with research identifying what teaching needs to focus upon in order for those visual models to function as a support in qualifying students’ reasoning and understanding of the issue or system illustrated. This study aims at doing just that. 

The presentation is based on a project aiming at identifying students’ understanding of two kinds of models (flowcharts and plot diagrams) frequently used in social studies teaching. The project also aims at identifying  what students need to discern in order to develop the ability to reason in a qualified way about the content represented by a model, and thus what needs to be focused upon in teaching when those models are used. The material analysed for this presentation consists of 21 recorded and transcribed small group discussions from students in year 6 and 8 in compulsory school and year 1 in upper secondary school. In the material, the students discuss a question that concerns either a flowchart of the socio-economic cycle or a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions. The transcribed material was analysed using phenomenographic methods, and critical aspects were identified for the two different models investigated (Marton, 2015). Critical aspects could be described as aspects of a powerful conception of a phenomenon, that are necessary for learners to discern in order to experience the phenomenon in this powerful way. In this project, the aim was thus to describe how powerful conceptions of the two models investigated distinguished themselves from less powerful conceptions of the same models.

Results show that in order for students to qualify their reasoning about the socio-economic system with the help of the socio-economic cycle model, it is crucial that they discern the changeability and complexity in the relations illustrated in the flowchart. More specifically, what is needed to be discerned by the students in relation to the socio-economic cycle, and thus what needs to be focused upon in teaching when using this model, is i) the wholeness of the model, ii) the reciprocity of in the relationships visualised and iii) the openness of the model and thus also of the system itself. Aspects of changeability and complexity were central also in relation to students’ understanding of the plot diagram illustrating the relation between different countries’ GDP and level of CO2 emissions. Aspects that were identified as important for students to discern in order to qualify their reasoning about the economic/societal issue at hand were i) the general pattern between the two factors in the diagram, ii) the existence of outliers (thus understanding that the pattern is general, not consistent, iii) the fact that the pattern can be explained by other societal and economic factors, and iv) the fact that the pattern could be changed by changed human behaviour.

By comparing the critical aspects for the two different models, it is evident that in order to read both models, aspects pertaining to structure, casual expansion, and human agency are important. 

In sum, the results suggest that in order for visual models to be helpful in teaching about economic issues and systems, it is vital that students understand visual representations such as plot charts and flow charts, as representations of dynamic socio-economic issues or systems, that are possible to change. 

Keywords
Visual representations, graphs, charts, economic education/ social science education
National Category
Didactics
Identifiers
urn:nbn:se:su:diva-231623 (URN)
Conference
EARLI Conference for Research on Learning and Instruction: Education as a Hope in Uncertain Times, Thesaloniki, Grekland, augusti 22-26, 2023
Available from: 2024-06-25 Created: 2024-06-25 Last updated: 2024-06-27Bibliographically approved
Jägerskog, A.-S., Tväråna, M., Björklund, M. & Strandberg, M. (2023). Visuella modeller i samhällskunskap: Hur gör man?. In: : . Paper presented at Lärarnas forskningskonferens,Stockholm, Sverige, oktober 31, 2023.
Open this publication in new window or tab >>Visuella modeller i samhällskunskap: Hur gör man?
2023 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

I samhällskunskapsundervisningen illustreras ofta samhällsfrågor och samhällssystem genom visuella modeller, vilka kan vara svåra för eleverna att förstå (Roberts & Brugar, 2017). Presentationen beskriver resultat från ett treårigt undervisningsutvecklande projekt som undersöker relationen mellan elevers samhällsanalytiska resonemang och användandet av visuella modeller i samhällskunskapsundervisningen. Elever i såväl mellanstadiet, högstadiet och gymnasiet ingår istudien.

I studiens första fas undersöktes, med hjälp av fenomenografi och variationsteori, vad elever behöver få möjlighet att urskilja för att kunna föra kvalificerade samhällsanalytiska resonemang med hjälp av några olika visuella modeller. (Jägerskog m.fl., kommande). De kritiska aspekter som identifierades i denna första fas låg till grund för utformandet av de undervisningsinterventioner som genomfördes i studiens andra fas, vilken står i fokus för denna presentation. De resultat som diskuteras i presentationen består av undervisningsprinciper som verkar underlätta elevernas urskiljande av de aspekter som i fas 1 identifierades som kritiska. Designprinciperna identifierades genom analys av transkriberade gruppdiskussioner och filmade lektioner från 17 undervisningsinterventioner med 300 elever i olika åldrar. Den analytiska fråga som ställdes till materialet var: Vilka undervisningshandlingar tycks göra det möjligt för eleverna att urskilja aspekter som är kritiska för att läsa plotdiagram som dynamiska sociala frågor som kan förändras, respektiveatt läsa flödesdiagram som föränderliga och öppna samhällssystem?

Resultaten visar att visuella modeller kan öppna upp för ett kvalificerat samhällsanalytiskt resonemang hos elever i såväl de lägre skolåren, som i de högre. För att detta ska ske krävs dock en undervisning som på ett genomtänkt sätt drar nytta av de möjligheter som visuella modeller av samhällsfrågor och samhällssystem för med sig, men som också hanterar de utmaningar som de medför. I presentationen diskuteras och exemplifieras tre designprinciper som verkar stödja elevernas komplexa resonemang om de samhällsfrågor och system som illustreras i modellerna. Dessa designprinciper utgörs av simultanitet, utzoomning och kontrastering. I presentationen diskuteras vad dessa designprinciper får för konsekvenser för undervisningen, men också vad de kan få för konsekvenser för teoridiskussioner om samhällsanalytiskt tänkande och visuell litteracitet.

Keywords
Samhällskunskap; visuell litteracitet; kritisk samhällsanalys; undervisningsdesign
National Category
Didactics
Identifiers
urn:nbn:se:su:diva-231621 (URN)
Conference
Lärarnas forskningskonferens,Stockholm, Sverige, oktober 31, 2023
Available from: 2024-06-25 Created: 2024-06-25 Last updated: 2024-06-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8026-0050

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