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  • 1. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    "What’s Positive About Positive Rights?" Students’ Everyday Understandings and the Challenges of Teaching Political Science2018Ingår i: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177, Vol. 14, nr 1, s. 1-16Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A review of research into teaching and learning in political science education concludes that this literature emphasizes student outcomes and “show and tell” descriptions of pedagogical interventions (Craig 2014 Craig, John. 2014. “What Have We Been Writing About? Patterns and Trends in the Scholarship of Teaching and Learning in Political Science.” Journal of Political Science Education 10 (1):23–36.[Taylor & Francis Online], [Google Scholar]). The present study instead aims to open the “black box” of conceptual learning in political science, illustrating the ambiguous role that everyday understandings of core concepts may play in the learning process. Starting from the conceptual change literature, we present findings on how everyday understandings influence learning regarding the concepts of “positive rights” and “anarchy,” resulting in various learning difficulties. The results suggest that teaching needs to explore and explain differences in meaning between scientific and everyday understandings.

  • 2.
    Jansson, Maria
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Wendt, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Åse, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Common-Sense Notions of “Nation": A Challenge for Teaching2013Ingår i: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177, Vol. 9, nr 1, s. 34-51Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how students' common-sense conceptualizations of “nation,” specifically the Swedish nation, operate in teaching situations in which a critical constructivist theory of “nation” is part of the curriculum. Taking its point of departure from discussions of conceptual change, this article examines how students negotiate common-sense notions and how these notions affect students' learning processes. We examine group discussions from two different undergraduate courses at a Swedish university. The article discusses obstacles and opportunities for students to understand the concept of “nation” from a constructivist perspective and to challenge the concept of “nation” as a given and natural entity. We find several discursive repertoires in the material. Three of these repertoires are scrutinized to discover how common-sense notions work. The repertories are multifaceted and can function in ways that facilitate as well as block denaturalization. The results show that common-sense understandings remain with the students even if they learn to account for constructivist perspectives. Furthermore, the results demonstrate that students' understandings of scholarly discussions of “nation” are complex and that resisting the content of a specific theory may, in some cases, be productive in terms of learning.

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