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Mellan ämne och didaktik: om ämnesteorins roll inom samhällskunskapsdidaktiken
Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
Stockholm University, Faculty of Social Sciences, Department of Political Science.
2015 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 1, 93-119 p.Article in journal (Refereed) Published
Abstract [en]

Pedagogical content knowledge is generally understood as a "bridge" between content and pedagogy, and therefore assumed to be theoretically informed by theories on both the content knowledge in question, and on general pedagogical knowledge. In this article we analyze whether this bridge exists in eleven Swedish civic didactics dissertations. This is done by developing a typology of how theory is used in relation to research problems and analytical frameworks. Our findings suggest that theories on content knowledge are downplayed in favor of pedagogical theories. We argue the need for strengthening the pillar of content knowledge, benefitting both research and teaching.

Place, publisher, year, edition, pages
2015. Vol. 1, 93-119 p.
Keyword [en]
PEDAGOGICAL CONTENT KNOWLEDGE, CONTENT KNOWLEDGE, CIVICS, THEORETICALLY INFORMED RESEARCH PROBLEMS, THEORETICALLY INFORMED ANALYTICAL FRAMEWORKS
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-124855OAI: oai:DiVA.org:su-124855DiVA: diva2:890971
Available from: 2016-01-05 Created: 2016-01-05 Last updated: 2016-01-11Bibliographically approved

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Ekström, LindaBergström, Göran
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Centre for Teaching and Learning in the Social Sciences (CeSam)Department of Political Science
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