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  • 1.
    Johansson, Patrik
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Stockholm University, Sweden.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Department of Teaching and Learning, Stockholm University.
    Should Government Agencies Be Trusted? Developing Students’ Civic Narrative Competence Through Social Science Education2024Ingår i: The Journal of Social Studies Research, ISSN 2352-2798, Vol. 48, nr 1, s. 1-16Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Democratic school systems are expected to equip students with the knowledge, abilities, and attitudes needed for life as citizens, particularly through social science education. Disciplinary knowledge, derived from the academic counterparts to school subjects, is essential in developing these skills. However, research has also emphasized the importance of life-world perspectives, where students’ experiences are included and taken seriously in teaching. This study suggests that the theory of (civic) narrative competence can function as a bridge between the disciplinary domain and the life-world domain in its focus on how students’ civic reasoning can be developed through teaching. The article uses narrative theory to explore how the students’ civic narratives changed and became more nuanced after a teaching segment focusing on social and political trust. In the article, we demonstrate how the students’ personal experiences colored their interpretations and orientations before the teaching segment and how their civic narratives were developed through the implemented teaching, which provided them with concepts, a theoretical model, and empirical examples. We found that the students did not discard previous perceptions after the teaching segment, but integrated them into their new knowledge and orientations, thus integrating the life-world and disciplinary domains.

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    fulltext
  • 2.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Bendz, Anna
    Ignell, Caroline
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Climate change – developing social science teaching for advancing knowledge, action and hope2024Konferensbidrag (Övrigt vetenskapligt)
  • 3.
    Jägerskog, Ann-Sofie
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Tväråna, Malin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Visual literacy in Civics: Teaching impact, system thinking and agency in civic reasoning with diagrams and models2024Konferensbidrag (Refereegranskat)
    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.

  • 4. Holmén, Janne
    et al.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Schumann, Daniel
    Tväråna, Malin
    Diagrams in Civic Education: Visuospatial Models of Society in Textbooks and Teaching2024Bok (Refereegranskat)
    Abstract [en]

     This book presents the findings of three studies on the use of diagrams in civic education. The first study presents an international comparison of textbook diagrams promoting national unity in diversity, with examples from ten countries. The second focuses on the depiction of migration in diagrammatic form in German textbooks, The final study was conducted in collaboration with teachers in Swedish social science classrooms, and focuses on teaching comprehension of flow charts and scatterplots. The book will be of interest to scholars of educational media, didactics, the history of education and citizenship education.

  • 5.
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Financial citizenship education and the elusive power of critical inquiry2024Ingår i: Theory and research in social education, ISSN 0093-3104, E-ISSN 2163-1654Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is well established that financial literacy education should incorporate systemic prerequisites, such as financial, economic, and societal structures, to help students develop suitable financial literacy. In relation to financial literacy teaching and learning, critical inquiry and critical thinking have also been identified as key components. However, it remains unclear how to design a teaching approach that invites students to learn about current financial prerequisites while simultaneously encouraging them to critically assess and discuss these systemic features. This study analyzes results from a financial literacy teaching intervention that combines systemic teaching with tools for critical inquiry. The results show that while students express an elaborate understanding of systemic issues, their critical perspectives and discussions remain within the bounds of the current systemic order, which raises further questions about how financial literacy should be formulated as a mandatory feature in school systems.

  • 6.
    Olson, Maria
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Högskolan Dalarna; Falun, Sverige.
    Blennow, Katarina
    Students’ narrative action in social science teaching in Swedish upper secondary schools – a call for increased attention to students’ storytelling as conditions for the renewal of society and of social science teaching2023Ingår i: NOFA9 Education, knowledge and Bildung in a global world: Book of abstracts / [ed] Åbo Akademi University, Vaasa: Åbo Akademi University , 2023, s. 101-101Konferensbidrag (Refereegranskat)
    Abstract [en]

    Taking on a narrative analysis of social studies teaching carried out in Swedish upper secondary schools (Blennow & Olson, in press), the aim of the presentation is revealed: to stress the need to pay (increased) attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social studies in the Swedish context and its related research. In focusing on students' unique situated and collective interweaving of their 'own' experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential involved in this storytelling: a renewal of society and of students’ ways of acting and being in society. If meagre attention is provided to this interweaving, we argue that there is a danger that this renewal of society as well as of social studies education will get lost, or at least disturbed, in an undesirable way. The narrative analysis on which the presentation is based was based on is a) field notes from classroom observations of every social science lesson for approximately six weeks in each class, in a medium-sized city in southern Sweden, and b) 36 transcribed interviews with social studies teachers and students. The theoretical-analytical grid in the analysis was the sociologist Czarniawska’s (2004) narrative theory, where the students’ storytelling attempts at sense making and action in encounters with the subject matter content was approached in terms of emplotments. In the analysis, Frank's (2015) ethnographic advice, to be widely inclusive at this stage, ‘cultivating reflexive uncertainty about which stories will eventually be most useful’ (2015, p. 39), was followed. Through the analysis, the 'repertoire of legitimate stories' about society in social studies teaching and students' attempts at sense making and action through their own social studies storytelling was rendered visible. The analysis rendered visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Out of the analysis, the transformational potential of these encounters, i.e., the emplotments, concerning society and students' ways of acting and being in society. Furthermore, it indicates the limits and openings of social studies teaching itself as a matter of predetermined ‘truth telling’, that is, as already-established socio-political knowledge repertoires.

  • 7. Tväråna, Malin
    et al.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Carlberg, Sara
    Gottfridsson, Patrik
    Juthberg, Therese
    Kenndal, Robert
    Losciale, Marie
    Rosengren, Jenny
    Sahlstrom, Per
    Strandberg, Max
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Visualising complexity and changeability - critical aspects of teaching visual models in economics2023Ingår i: EARLI 2023: Book of Abstracts, Leuven: European Association for Research on Learning and Instruction (EARLI) , 2023, s. 104-104Konferensbidrag (Refereegranskat)
    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.

  • 8.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Representing or affording? Visual representations in economics teaching as an agent in the classroom2023Ingår i: EARLI 2023: Book of Abstracts, 2023, s. 104-104Konferensbidrag (Refereegranskat)
    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. 

  • 9.
    Lundholm, Cecilia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Bendz, Anna
    Ignell, Caroline
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Understanding the role of knowledge and action in combating climate change2023Ingår i: EARLI 2023 Book of Abstracts, 2023, s. 441-442Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Previous research in environmental education has called for attention to the impact of knowledge on action, where action is seen as ‘direct’ and ‘indirect’(Kollmuss & Agyeman 2002). Indirect action is for example supporting climate policies that lead to change of behaviour at a collective level. We report a studythat is part of project focusing on the impact of social science knowledge on indirect action, with the aim of investigating students’ understanding of causes toclimate change (e.g., consumption), conceptions of effectiveness of policies – tax, subsidies and regulations and bans – and if this may impact on indirect action; support for the aforementioned policies. Preliminary results show students who find policies effective, support policies, but support bans to a lesser degree thantax, subsidies and regulations. This is interesting as bans is an effective way of changing markets; reducing production of climate impacting goods andincreasing climate friendly goods and services. We also find that students believing that the cause to climate change is lack of information do not supportpolicies. Further research investigating if beliefs in policy being effective/functioning are due to education or other sources of information at anational/international level is a next step. Teachers interested in designing climate education with a focus on solutions at the societal level and policies need topay attention to students’ conceptions of anthropogenic causes as it may impact how relevant they find such a focus, and attention to students’ conceptions ofpolicy as they may differ in relation to product/service. 

  • 10.
    Dessen Jankell, Lotta
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Förstå verkligheten som system: - att utveckla gymnasieelevers systemgeografiska kunnande genom geografiundervisning2023Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This doctoral thesis is concerned with how upper secondary students in Sweden develop system geographical knowing through Geography teaching, where complex issues such as climate change are dealt with. In many countries, these issues are particularly relevant for the school subject of Geography since the subject is responsible for issues that involve system changes. These issues involve a complex web of aspects and dimensions so it is challenging for students to develop indepth holistic understandings. Commonly, students are left alone to synthesise the various parts into a whole. Systems thinking is suggested as an approach to dealing with these challenges, but there is little research on what such thinking implies in Geography teaching, or what students need to experience to develop this knowing. This educational design study departs from practice theory to explore and broaden systems thinking in Geography teaching by introducing a model task with connection web models that combine system dynamic causality, soft systems thinking, and spatial dimensions in a new way. The model task was developed and tested empirically in two upper secondary schools in Sweden. Research data consist of interviews and recordings of the students’ work with connection web models as a way of exploring complex issues. Findings from the study are presented in four peer-reviewed articles that together answer the two research questions: i) what does it mean to become system geographically knowledgeable when managing complex geographical issues? and ii) how can Geography teaching be designed to develop students’ system geographical knowing? 

    Article I proposes a subject didactic model where the systems concept and other geographical concepts were used as organising tools to design Geography teaching. The model was developed in collaboration with Geography teachers and was used for designing the teaching interventions in the present study. Article II contributes findings from a series of lessons where the connection web model was introduced and presents four qualitatively different aspects of knowing that are critical for students to be able to use the model. For instance, being able to discern different causal characters of connections, to use place and scale as analytical tools, and to interpret the holistic pattern of interwoven connections. Article III analyses three different teaching designs and presents four design principles that teachers can use to support the development of the students’ system geographical knowing and overcome challenges that have been identified. Article IV presents findings about how the students experience the phenomenon of using the connection web models as a way of managing complex issues. Three different ways of experiencing the phenomenon are presented as well as critical aspects that students need to experience to qualify their knowing. 

    This doctoral thesis broadens the view on what systems thinking can mean in the integrated and spatial school subject of Geography and contributes didactic models for teachers and researchers to use to develop the students’ knowing. The study argues that system geographical knowing is relevant for students to better understand complex issues concerning system changes. Finally, it is argued that connection web models have the potential to function as learning models if the model work is considered as a long-term process.

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    Förstå verkligheten som system: - att utveckla gymnasieelevers systemgeografiska kunnande genom geografiundervisning
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  • 11.
    Sandahl, Johan
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Can Powerful Knowledge Save Us? Critical Reflections through the Lens of Political Education2023Ingår i: Social Sciences, E-ISSN 2076-0760, Vol. 12, nr 10, s. 556-556Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In most Western democracies, there is an ongoing discussion on the role of education, particularly in times of increasingly polarized political views, leading to democratic erosion and social unrest. Citizens have been described as living in echo chambers, relying on, and often receiving, information that confirms their own world views and political ideas. In this climate, education has been emphasized as an important antidote to provide students with knowledge, skills, attitudes and values to strengthen democracy and social cohesion. In most cases, this assignment is primarily tasked with subjects that can be considered political education, such as social studies, civics or social science education. However, there is no consensus on what kind of knowledge, skills, attitudes and values students need to fulfil a “good political education”. Historically, there has been a rift between advocates of progressive ideas such as political deliberation and those who favor an emphasis on disciplinary-based knowledge. The latter perspective has been, for some time now, highlighted in educational sciences through Michael Young’s concept of powerful knowledge, where knowledge from academic disciplines is emphasized in shaping youth into critical thinkers on social and political issues. This article critically examines the ideas of powerful knowledge and its potential for political education in secondary school. An important argument is that powerful knowledge, or disciplinary thinking, is necessary for a good political education but not sufficient in its own right. In order to deal with complex political issues, students need to be invited with their life-world perspectives.

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  • 12. Davies, Peter
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Se ekonomi som system: Ekonomiundervisning för begreppsbildning2023Ingår i: SO-didaktik, E-ISSN 2002-4525, nr 13, s. 54-59Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    I artikeln beskriver vi utmaningar med att förstå begreppet pris i ett system och undervisning som stöder elevers lärande och begreppsbildning. Vi tar också upp att ett begrepp som pris rör politik och politiskt beslutsfattande. Förändring av pris, genom skatt på konsumtion, rör viktiga samhällsutmaningar som klimatförändringar och miljöproblem, ojämlikhet , hälsa och utveckling. SO-didaktik, nummer 13, s. 54-59. Länk för nedladdning: https://issuu.com/so-didaktik/docs/so-didaktik_nummer_13

  • 13.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Samhällskunskapsundervisning och klimatförändringar - fokus på kunskap, handling och hopp2023Konferensbidrag (Övrigt vetenskapligt)
  • 14. Tväråna, Malin
    et al.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Civic reasoning about power issues: The criticality of agency, arena and relativity2023Ingår i: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 22, nr 1, artikel-id 5258Artikel i tidskrift (Refereegranskat)
    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. 

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  • 15.
    Olson, Maria
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Dalarna University College, Sweden.
    Mathé, Nora Elise Hesby
    The student as the subject in social studies and the potential of social studies in students’ lives2023Ingår i: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, nr 2, artikel-id 0Artikel i tidskrift (Övrigt vetenskapligt)
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    Olson and Mathé 2023 The student as the subject in social studies and the potential of social studies in students’ lives Editorial ADNO
  • 16.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. 0000-0003-3746-1620.
    Engaging with Scale and Place: Geographical Thinking on Migration in Middle-School2023Ingår i: Journal of Geography education, ISSN 2198-4298, Vol. 51, nr 2, s. 55-69Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article addresses the challenges of teaching migration as a complex content in middle-school geography educa-tion. In this collaborative educational design research project between a researcher and teacher in Sweden, students engaged with data and different types of knowledge to develop powerful geographical knowledge. The article provides empirical exam-ples of powerful geographical knowledge through descriptions of how middle-school students’ (12-year-olds) understandings of migration changed through teaching. The article highlights students’ preconceptions about migration and describes the teaching intervention with contextual content, and substantive and procedural concepts. It also addresses how students’ reason-ing developed after the teaching.

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  • 17. Blennow, Katarina
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Dalarna University College, Sweden.
    Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings [Samhällskunskapsnarrativ: En studie av samhällskunskaps-undervisning som en väv av berättelser]2023Ingår i: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, nr 2, artikel-id 4Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I den här casestudien gör vi en narrativ analys av samhällskunskapsundervisning i svensk gymnasieskola. Genom analysen vill vi understryka vikten av att uppmärksamma kontextuella och situerade begränsningar och möjligheter när det gäller repertoaren av legitima berättelser i samhällskunskapsundervisningen och dess tillhörande forskning. Elevernas försök till meningsskapande och agerande i mötet med ämnesinnehållet, analyserat med hjälp av begreppen handling, karaktär och genre, synliggör i  vilken utsträckning och på vilka sätt eleverna infogar kulturella berättelser i ämnesundervisningsrepertoaren genom sitt eget ämnesberättande. Resultaten indikerar gränser och öppningar för samhällskunskapsundervisning som förutbestämt ”sanningssägande” genom analysens fokus på elevers unikt situerade och kollektiva sammanvävning av sina ”egna” erfarenheter med etablerade kulturella och politiska kunskapsrepertoarer.

    Vi hävdar att det i ämnesberättelserna finns en potential till förnyelse av både samhället och samhällskunskapsundervisningen. Om sammanvävningen av narrativ i undervisningen inte uppmärksammas, menar vi att det finns en risk för att förnyelsen av samhället och av samhällskunskapsundervisningen går vilse, eller åtminstone störs, på ett oönskat sätt.

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    Blennow and Olson 2023 Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings ADNO
  • 18. Jansson, Maria
    et al.
    Johansson, Patrik
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Trust as subject content: Advancing students’ reasoning on democracy through displacement2023Ingår i: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 22, nr 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: The article explores how the tension between embracing and scrutinising democracy can be productively overcome through social science teaching about democracy that focuses on trust as a subject content.

    Design/methodology/approach: Empirical materials were collected through focus group interviews before and after an inquiry-based teaching segment on trust, and the materials were analysed qualitatively through three grounded themes.

    Findings: It is argued that working with the displacement of subject content in inquiry-based teaching about democracy enhances the possibilities for students to deepen their knowledge about democracy, while enabling them to scrutinise the democratic system critically.

    Research limitations/implications: The article reports from a small-scale study of four classes in two upper secondary schools in Sweden, and the study provides tentative observations and conclusions that should be investigated further in future research.

    Practical implications: The article shows how trust as a subject content can contribute to problematising students’ understandings of democracy, and how the displacement of content can be important in formulating compelling questions and in designing inquiries on democracy.

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  • 19. Hesby Mathé, Nora Elise
    et al.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Between the lifeworld and academia: Defining political issues in social science education2023Ingår i: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 22, nr 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: The purpose of this study is to discuss mutual understandings of political issues among students and academics. The aim is to suggest a framework that teachers can use to address politics from both the discipline’s and the students’ perspectives.

    Design/methodology/approach: This study is based on semi-structured interviews with twelve students in six upper secondary schools and eight social science academics in Norway and Sweden.

    Findings: We identified four guiding aspects for defining political issues in social science education to connect disciplinary thinking with students’ views of the political. These aspects are: 1) collective, 2) contemporary, 3) conflictual, and 4) contextual.

    Limitations: This study relied on interviews with a selection of students and academics and what they chose to express. The results may not be applicable to other samples.

    Implications: The framework presented can be used in social science education to understand and discuss the nature of political issues.

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  • 20. Nørgaard Kristensen, Niels
    et al.
    Denk, Thomas
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Högskolan Dalarna, Sverige.
    Solhaug, Trond
    Introduction2022Ingår i: Perspectives on Political Awareness: Conceptual, Theoretical and Methodological Issues / [ed] Niels Norgaard Kristensen; Thomas Denk; Maria Olson; Trond Solhaug, Springer Nature, 2022, s. 1-12Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This interdisciplinary volume presents a comprehensive framework to understand political awareness. Political awareness has become an important part of research on political attitudes and political behavior since the publication of John Zaller's work on political opinion. The authors elaborate on his theory and present a new conceptualization, which stipulates that political awareness is the attentiveness, knowledge, and understanding of politics. Hence, the book discusses different aspects, such as the concept of political awareness, its formation, significance, measurement, and exploration. The result is a new framework that addresses conceptual, theoretical, and methodological questions, such as: What does the concept mean? How to study political awareness? How is it connected to other orientations? How do children and youth develop political awareness? Addressing researchers and graduate students, as well as scholars in political science, sociology, and education, this book is a must-read for everybody interested in a better understanding of political awareness.

  • 21. Blennow, Katarina
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Högskolan Dalarna, Sverige.
    Social studies teaching as webs of narratives2022Konferensbidrag (Övrigt vetenskapligt)
  • 22.
    Jägerskog, Ann-Sofie
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Fryshusets gymnasium.
    Halvarson Britton, Thérèse
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Globala gymnasiet.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Högskolan Dalarna.
    Agens och existens i ämnesundervisningen: medborgarbildning i religionskunskap, psykologi och samhällskunskap2022Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, ISSN 2000-9879, nr 4, s. 1-26Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of the article is twofold. Firstly, the ambition is to argue on a theoretical basis, with exemplification in three school subjects in Sweden - religious education, psychology and social studies, for a widening of the understanding of the citizenship education assignment of schools and subject teaching and the point in doing so. Secondly, the ambition is to show what this can mean specifically in relation to the subject teaching of these three school subjects in Swedish primary school and in upper secondary school. The starting point in the argumentation is taken from Hannah Arendt's thoughts on education, man and existence (2004, 1958/2013). The argument leads to the notion that the citizen-forming task of subject teaching not only needs to include agency dimensions - students' 'doing', their opportunities for action and readiness for action in society and in the world - but also existential dimensions - students' 'being in society and the world', their opportunities to grow as unique people in the meeting with subject teaching. As agency dimensions seem to be more elaborated in current subject didactic research than existential dimensions, the ambition in the article is to elaborate in an in-depth manner how existential dimensions can be depicted and the importance of them

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    Jägerskog, Halvarson Britton 2022 Agens och existens i ämmesundervisningen
  • 23.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Bridging political polarization in Swedish schools: Disciplinary knowledge as panacea or cul-de-sac?2022Ingår i: La educación cívica en España. Y en perspectiva internacional / [ed] Adrian P. V. Kühn; Guillermo Graíño Ferrer, Madrid: Konrad Adenaur Stiftung - Marcel Pons , 2022, s. 307-325Kapitel i bok, del av antologi (Refereegranskat)
  • 24. Wallin, Pontus
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Högskolan Dalarna, Sverige.
    Persson, Mikael
    Arbetssätt i undervisningen som främjar elevers demokratilärande2022Ingår i: Special interest group: Citizenship and Education, 2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Skolan i Sverige har ett tydligt framskrivet demokratiuppdrag. Enligt Skollagen ska utbildningen förmedla och förankra respekt för mänskliga rättigheter och grundläggande demokratiska värderingar. Men det finns olika sätt att tolka vad skolans demokratiuppdrag innebär och hur det ska återspeglas i undervisningen. En behovsinventering visar att lärare har behov av vetenskapligt underbyggda arbetssätt för att konkret utforma undervisningen kring demokratiuppdraget. Lärare beskriver bland annat utmaningar med att ta hänsyn till mångkultur, bemöta ickedemokratiska värderingar och att stärka elever att vara självständiga. I en pågående systematisk översikt sammanställer vi forskning om vilka arbetssätt i undervisningen som främjar elevers demokratilärande. En omfattande litteratursökning i flera vetenskapliga referensdatabaser resulterade i drygt 8000 träffar som efter en granskning av två oberoende sakkunniga forskare reducerats ned till ett mindre antal studier som bedömts vara av hög relevans och vetenskaplig kvalitet för ändamålet. Arbetet med att sammanställa resultaten pågår och översikten kommer att publiceras under hösten 2022. I denna text presenteras översiktens första två kapitel. 

  • 25.
    Ignell, Caroline
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Collective action as climate change solutions - students’ conceptions of environmental policies2022Ingår i: 12th International Conference on Conceptual Change “Learning with Conceptual Change in higher Education and Professional Practice”: Program and Book of Abstracts, 2022, s. 34-34Konferensbidrag (Övrigt vetenskapligt)
  • 26.
    Sandahl, Johan
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Andersson, Pernilla
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Olsson, Roger
    Jakobsson, Martin
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Johansson, Patrik
    Tväråna, Malin
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Arensmeier, Cecilia
    Överdrivna slutsatser om gymnasieelevers demokratikunskaper2022Ingår i: Skola & Samhälle [S.O.S] Webbtidskrift, ISSN 2001-6727Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Rapporten från Stiftelsen Rättsfonden om gymnasieelevers kunskaper om demokrati har både metodologiska och teoretiska brister. Eftersom rapporten saknar stöd för flera av de rekommendationer som lämnas är risken att föreslagna förändringar inte gör någon skillnad eller i värsta fall leder i fel riktning, skriver Johan Sandahl med flera, alla forskare i samhällsvetenskapernas didaktik.

  • 27.
    Sandahl, Johan
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Tväråna, Malin
    Jakobsson, Martin
    Samhällskunskap (social science education) in Sweden: A country report2022Ingår i: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 21, nr 3, s. 85-106Artikel i tidskrift (Refereegranskat)
    Abstract [en]
    • Social science education is the core subject assigned responsibility for citizenship education and holds a strong position in Swedish schools (policy and teaching).
    • Two reforms of curricula and syllabi through years 1–9 and 10–12 are upcoming.
    • There is a growing community of researchers investigating the purpose, design and conditions of social science education.
    • Research is mainly small-scale and qualitative and there is a lack of large-scale and/or quantitative studies.

    Purpose: This report provides an overview of social science education in primary and secondary education in Sweden with the purpose of introducing the international research community to policy-related issues concerning citizenship education, educational institutions and the scholarly state of the art. The principal topics are: a context of Sweden and its educational setting, the current policy documents and upcoming reforms, the state of teaching and teacher education, and the state of the art of Swedish social science education theory and research.

    Findings: Social science education holds a strong position as the main agent of citizenship education in Swedish schools and is a mandatory subject in every school year. The current and upcoming syllabi both emphasise disciplinary knowledge as well as citizenship education. Sweden has a growing community of researchers, but this community is somewhat fragmented because researchers originate from different disciplines. 

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    fulltext
  • 28.
    Björklund, Mattias
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Tväråna, Malin
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Strandberg, Max
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Grasping the concept of value: Exploring students’ economic and financial literacy in citizenship education2022Ingår i: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 21, nr 4Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: To explore student’s understandings of financial literacy and economics issues with an aim to inform future teaching designs.

    Design/methodology/approach: Phenomenography and variation theory has been used to analyze students’ understanding of a concept found in both financial and economic contexts, namely value.

    Findings: Students need to discern that value is attributed, related to scarcity and to other values in order to elaborate their understanding. Thus, teaching also needs to address these issues.

    Research implications: A social science framing of financial literacy and economics can facilitate a teaching that aims for the development of students’ critical thinking and future ability to make informed choices

    Ladda ner fulltext (pdf)
    fulltext
  • 29.
    Jägerskog, Ann-Sofie
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Halvarson Britton, Therese
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan Dalarna, Sverige.
    Agens och existens i ämnesundervisningen: Medborgarbildningen i religionskunskap, psykologi och samhällskunskap2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    I denna paperpresentation, baserad på en artikel, är syftet att på teoretisk grund, med nedslag i tre skolämnen, dels argumentera för en vidgad förståelse av skolans och ämnesundervisningens medborgarbildande uppgift, dels visa vad denna kan betyda för ämnesundervisningen. Med inspirerad utgångspunkt i Hannah Arendt (2004, 2013) a) argumenterar vi för vikten av att denna uppgift innefattar både agens- och existensdimensioner, och b) konkretiserar vad de två dimensionerna kan innefatta i skolämnena religionskunskap, psykologi och samhällskunskap (på högstadiet och gymnasiet). Den vidgade förståelsen av ämnesundervisningens medborgarbildande uppgift innebär en inkludering av existensdimensioner på ett sätt som för med sig både möjligheter och utmaningar. Dessa behöver uppmärksammas och hanteras på ämnesspecifika vis. Ett förslag på hur detta kan göras lyfts fram, där utgångspunkt tas i Eamonn Callans (2016) begreppspar ‘dignity safe’ och ‘intellectually unsafe’ space. Avslutningsvis lyfts möjliga implikationer för utformandet av en ämnesundervisning som innefattar en vidgad medborgarbildande uppgift. Sammantaget är ambitionen att bidra till ämnesdidaktisk forskning och ämnesundervisningsutveckling med utgångspunkt i frågan om ämnesundervisningens medborgarbildande uppdrag.

  • 30.
    Ekström, Linda
    et al.
    Södertörn University, Sweden.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epistemic Perspective2021Ingår i: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177, Vol. 17, nr SUP1, s. 616-633Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we report findings of students’ conceptions of values and impartiality in political science teaching in relation to research on epistemic beliefs. This field of research concerns students’ beliefs about the nature of knowledge in different disciplines; beliefs that are central to learning disciplinary knowledge. Interviews were conducted with students after one semester of political science education, focusing on their experiences of values in teaching. Results show that students give contradicting answers regarding values and impartiality in political science teaching. They oscillate between different epistemic beliefs and they have an unclear understanding of the nature of knowledge in the discipline. Questions on the nature and limits of knowledge, therefore, need to be prioritized in political science education. If students are to become literate within their field, they need to become aware of the multiple epistemological underpinnings inherent in the discipline, and the ways these influence the discipline.

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    fulltext
  • 31.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Carlgren, Ingrid
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Tväråna, Malin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ämnesdidaktiskt forsknings- och utvecklingsarbete2021Ingår i: Ämneslärarens arbete: didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, s. 449-490Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 32. Johansson, Maria
    et al.
    Holmberg, Ulrik
    Johansson, Patrik
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Enquiries in history: Experiences from a professional development seminar series2021Ingår i: Professional development 2 (papers), 2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the research project (financed by Swedish Institute for Educational Research) is to develop the enquiry method as an educational approach for teachers to develop students’ critical abilities. Enquiry is a student-active method with the potential to enhance students’ learning under the guidance and instruction from proficient teachers. Therefore, it requires high demands on teachers' academic and subject didactical knowledge. The project is a researcher-teacher collaborative study where around thirty teachers from three school subjects (history, religious education and social studies) have designed and tested enquiries. During the three-year project (2020-2023) three research questions will be addressed: 1) how the method works as a knowledge-generating approach for students in a Swedish school context, 2) what characterizes teachers’ competence to construct and teach enquiries, and 3) how this competence can be advanced within the framework of a professional learning community.

    We present the theoretical context for a professional development seminar series called Doing Enquiry, and empirical samples and experiences from its implementation including enquiries designed and performed by the history teachers. Starting from the IDM-framework (Swan, Lee, & Grant, 2018), this seminar series focuses on the collaborative construction of enquiries. A hypothesis for the seminar series was that it would be crucial to provide an opportunity to take the role of the teacher as well as being positioned as a pupil in the construction phase of an enquiry. So far, preliminary results will reflect on the second and third question. The results indicate that some elements in history teachers’ competences, that professional development can enhance, are particularly important, e.g., a systematic approach to the planning, implementation and teaching of an enquiry; using a shared subject didactic knowledge within a professional community; and, deep academic knowledge. 

  • 33.
    Bengtsson, Henning
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att utveckla mellanstadieelevers kritiska och temporala tänkande: En lärandeverksamhetsteoretisk studie rörande hållbar utveckling2021Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The aim of the study is to investigate what critical and temporal thinking can mean for younger students (aged 9-10) that requires the adoption of various perspectives in the context of sustainable urban planning, and how such knowing can be orchestrated in joint theoretical exploration work. A particular area of interest is the concept of contradictions (as used in activity theory) as a potential didactic tool for the subject, i.e. in what way it can be a driver for students and teachers to jointly identify problems, explore knowledge content with different tools (learning models) and discuss possible creative solutions to environmental and sustainability issues.

    This study used the learning study research approach. In collaboration with teachers, lessons were designed, analysed and evaluated to extract knowledge through the iterative process that characterises this approach. The design of the research lessons was structured in accordance with Davydov’s theory of learning activity. The students’ experiences were analysed phenomenographically and the analysis of the lessons was guided by Engeström and Sannino’s conceptual tools for how contradictions can manifest themselves (such as in dilemmas, conflicts and double-binds). 

    The results of the study include phenomenographical descriptions of what it means to know how to use a natural site for sustainable urban planning, and what critical aspects students need to be able to discern in order to be competent to participate in such a practice. The results also show that the way contradictions are manifested in joint work (involving teachers and students) affects the form of practice that develops and the opportunities for students to jointly make the problem their own and explore the complexity of sustainable urban planning using mediating tools (learning models).

    The discussion highlights how the results of the study can be used as tools for designing, implementing and evaluating teaching, and, more broadly, the results are reflected in ways in which the task used in the research lessons can be developed.

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    Att utveckla mellanstadieelevers kritiska och temporala tänkande: En lärandeverksamhetsteoretisk studie rörande hållbar utveckling
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    presentationsbild
  • 34. Gearon, Liam
    et al.
    Kuusisto, ArniikaStockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen. University of Oxford, UK; University of Helsinki, Finland .Matemba, YonahBenjamin, SaijaDu Preez, PetroKoirikivi, PiaSimmonds, Shan
    Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice2021Samlingsverk (redaktörskap) (Refereegranskat)
  • 35.
    Wibaeus, Ylva
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Gullberg, Tom
    Lindberg, Viveca
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Mård, Nina
    A comparative pilot study of history and social studies related to the middle years in Sweden, Finland and on the Åland Islands2021Ingår i: Abstract book Nofa8, 2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    Subject didactic research on history and social studies in Sweden and Finland mostly relates to either secondary or upper secondary school, whereas studies related to younger children are few (Mård, 2020; Persson, 2017). Social studies as a school subject for younger children (grades 4–6) was introduced in Finland only a few years ago through the current curriculum of 2014, while history from grade 5 has a long tradition (Virta, 2014). 

    One of the contemporary issues focused in educational research on these subjects is controversial issues, in order for students to learn to engage in discussion where opinions may differ (cf. Barton & McCully, 2007). However, when it comes to younger students, there are some hesitations whether or not to include such content (Cowan & Maitles, 2012). Barton and Levstik (2004) emphasize that even younger children are able to cope with difficult issues as e.g. fairness or justice, and need to be exposed to multiple perspectives. This study focuses on difficult issues as a point of departure for interviews with middle school teachers.

    The purpose of this paper is to compare what middle school teachers in three regions, with Swedish as a common language in schools but different curricula, conceptualize as difficult issues in history and social studies. Furthermore, we investigate what teaching material they use and how they use it. This is a pilot study, based on interviews with twelve teachers (four teachers in each region). The main research questions are: 1) What are the similarities and differences in curricula and teaching material? 2) What do teachers in these regions define as difficult issues related to the two subjects? 3) How do teachers use teaching material for difficult issues?

    Semi-structured and material-based interviews were co-constructed by the researchers. Transcripts will be collaboratively analysed focusing on thematic similarities and differences. 

  • 36.
    Jägerskog, Ann-Sofie
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Tväråna, Malin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Progression of critical thinking in social science education2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Critical thinking is a central aspect of analysing societal issues of various kinds, which is at the forefront of social science education in both primary and secondary education. This presentation will focus on progression in this ability. The most well-known theories developed to describe progression of knowledge in educational settings are general (Dolin, 2013). Subject specific models for knowledge progression are less developed, not least in social science. Teachers of social science subjects tend to use a simplified version of Bloom’s taxonomy (1956), but also an image of students moving from the familiar to the unfamiliar, when describing knowledge progression in their subject (Christensen et.al., 2006). However, using Bloom’s taxonomy often leads to a separation of the ability to reason critically from understanding of facts (Case, 2005), while empirical studies indicate that this contradicts how students develop critical thinking in social science (Case, 2013; Nygren et.al., 2018; Tväråna, 2019). Based on four studies concerning students’ critical thinking in relation to societal issues, we would in this presentation like to discuss aspects of progression. We compare the results from studies of critical thinking in relation to issues of distributive and retributive justice (Tväråna, 2019), power (Tväråna et al., in progress), economic value (Björklund et. al., in progress) and global political issues (Jägerskog et.al., in progress). Three of the studies include several different age groups (from the earlier years of elementary school to upper secondary students), which enables an analysis of aspects of progression both in terms of the meaning of a more or less qualified critical social science thinking and in relation to different age groups. The results offer a contribution to practice as well as theory in terms of implications for teaching and a potential deepening of the understanding of progression in social science education.

  • 37.
    Jägerskog, Ann-Sofie
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Davies, Peter
    Analysing ‘meta-phenomena’ - a way of extending phenomenography/variation theory?2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this presentation is to highlight the potential of multi-dimensional analysis, where different outcome spaces of the same phenomenon are understood in relation to each other. Building on earlier studies investigating students’ conceptions of price, this study offers a new way of understanding the development of more complex conceptions of pricing by investigating how dimensions of variation in conceptions of pricing are related to each other. The study uses data from 94 upper secondary students who were asked to provide written answers to two problems before and after a short programme of teaching. This yielded a total of 328 open responses which were analysed phenomenographically. The analysis identified causality as an important dimension of variation in understanding pricing. The analysis also revealed new insights into how different dimensions of variation in conceptions of pricing are related to each other: less developed conceptions of how supply is related to price and unidirectional conceptions of causation were associated with treating pricing as a single producer decision rather than the outcome of interacting market forces. These findings prompt a discussion on the meaning and use of the term ’dimension of variation’, as well as how multi-dimensional analysis could contribute to building on a rich phenomenography history in moving forward.

     

  • 38.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price2021Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, nr 6, s. 986-1003Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigates how different visual representations of price facilitate learning in upper secondary social science education. Three lessons on pricing were given to four classes (n = 94 students). Two classes had lessons based on graphs and two on a causal loop diagram. Written pre- and post-test answers were analysed phenomenographically and results arising from the two visual representations were compared. Results suggested that a causal loop diagram facilitated a more complex way of understanding the causal relationships in pricing than the graph. The traditional way of introducing price, through the use of supply/demand graphs, is thereby problematised. The study extends knowledge by identifying a synergy between phenomenography and research on visual representations and has specific implications for teaching and learning.

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    fulltext
  • 39.
    Dessen Jankell, Lotta
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Örbring, David
    Organising concepts in geography education: a model2021Ingår i: Geography, ISSN 0016-7487, E-ISSN 2043-6564, Vol. 106, nr 2, s. 66-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents a model for organising geographical concepts that aims to support teachers’ choices of what to teach and how to organise a cohesive and appropriate teaching plan for school geography. The model is a result of a collaborative research process between researchers and Swedish teachers. The purpose was to explore how the core concepts of geography, which are implicit in the Swedish syllabus (Örbring, 2017), can be used in teaching as powerful tools for learning (Brooks, 2018) and to develop epistemic teaching practices for school geography to counterbalance the traditional focus on content (Eriksson and Lindberg, 2016; Knorr-Cetina, 1999). During professional development seminars, teachers’ experiences were linked to procedural concepts in geography (i.e. concepts that mediate specific geographical ways of thinking and doing (Lambert, 2011)), used at an organisational level in line with models introduced by Taylor (2008). This article describes a model that integrates geographical concepts and suggests how they could be used as tools in relation to each other as well as to specific content. Here, we present the considerations behind the structure and functions of the model, and teachers’ reflections on producing and using it in class as a way to develop students’ geographical knowing.

  • 40.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The affordance of visual tools: The potential of visual representations of pricing facilitating an epistemic practice in economics teaching2021Ingår i: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 20, nr 1, s. 65-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: This paper results from an intervention study focusing on the relationship between visual representation used in teaching about pricing in economics and teaching-learning practices established in the classroom, with a focus on the affordance offered through the representations used.

    Method: Lessons were conducted with four upper secondary classes: two had lessons based on graphs and two on a causal loop diagram. Transcriptions of the lesson, including small group discussions, were analysed using a practice theory perspective, identifying actions and goals driving them. Results arising from the two representations were compared.

    Findings: Different actions were mediated through the different representations. A causal loop diagram afforded more qualified actions, and more epistemic teaching-learning practices, than graphs.

    Research limitations/implications: This study should be replicated with different subject contents /visual representations.

    Practical implications: Choice of visual tools used in teaching will affect the practice established and thus the knowledge made available for students to experience.

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    The affordance of visual tools
  • 41.
    Jägerskog, Ann-Sofie
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Fryshusets gymnasium, Sverige.
    Tväråna, Malin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Strandberg, Max
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Bergqvist, Ove
    Bittner, Theodor
    Dahlman, Anita
    Eriksson, Katja
    Häger, Helena
    Kåks, Bodil
    Norell, Eva
    Ragne, Lotta
    Söder, Sofie
    Varför fortsätter flykten över Medelhavet?: Innebörden av att göra en kausalanalys av en samhällsfråga2021Ingår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 9, nr 2, s. 5-29Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna artikel bygger på en studie som undersöker vad det innebär att analysera en samhällsfråga i samhällskunskap, en viktig del av kritiskt tänkande, och vad elever behöver erfara i undervisningen för att utveckla en mer kvalificerad analysförmåga. Elever från samtliga stadier i grundskolan ombads att, före och efter en lektion som fokuserade på flyktingsituationen kring Medelhavet, skriftligt besvara en fråga om orsaker till denna flykt. En fenomenografisk analys av de 233 elevsvar som genererades visade att det sätt som eleverna erfor flyktingsituationen på var tydligt kopplat till kvalitén på deras analyser. I analysen av elevsvaren identifierades tre aspekter som tycks vara kritiska för elever att urskilja för att de ska kunna kvalificera sina kausalanalyser av en samhällsfråga. Dessa aspekter berör en samhällsfrågas dynamik, komplexiteten i kausalitet och vikten av att ta olika dimensioner i beaktande (som samhälleliga respektive individuella dimensioner eller historiska respektive framtida dimensioner). Dessa aspekter visade sig var viktiga för elever i alla årskurser som ingick i studien. Artikeln diskuterar även implikationer för undervisning. 

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    fulltext
  • 42.
    Johansson, Patrik
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Digital källkompetens i samhällskunskap2020Övrigt (Övrigt vetenskapligt)
    Abstract [sv]

    Det demokratiska samhället förutsätter att medborgare har möjlighet att fatta välinformerade beslut genom att ha tillgång till tillförlitlig information som synliggör olika perspektiv. För att kunna tillgodogöra sig information för välgrundade beslut behövs förmågan att söka, kritiskt granska och värdera den. Medborgarna behöver källkritiska förhållningssätt för att demokratin ska fungera. Digitaliseringen av informationssamhället skapar stora möjligheter genom att tillgängliggöra stora mängder samhällsinformation, men samtidigt ökar behoven av kritiska förhållningssätt anpassade för digitala medier. Dessa omständigheter får konsekvenser för samhällskunskapsundervisningen, där elever behöver övas i att förhålla sig reflekterande och kritiskt till digitala informationsflöden. Genom att elever får möjlighet att öva sina förmågor att söka, analysera och kritiskt värdera olika former av digital information främjas möjligheterna till ett aktivt medborgarskap och förutsättningarna för att etablera gemensamma demokratiska värderingar.

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    fulltext
  • 43.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att möjliggöra genom att synliggöra: Visuella representationer som handlings-medierande redskap i samhällskunskapsundervisningen2020Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Bakgrund

    I många ämnen, inte minst i de samhällsorienterande, används ofta olika typer av visuella representationer, så som modeller, flödesscheman och diagram, i undervisningen för att hjälpa elever att utveckla en förståelse för komplexa fenomen, processer och relationer. Tidigare forskning visar att en modells utformning kan spela stor roll för hur elever förstår det ämnesinnehåll som illustreras och därmed vilket lärande som görs möjligt (se exempelvis Jägerskog, 2020; Wheat, 2007). Detta eftersom modellens utformning påverkar vad som kommer i förgrunden respektive bakgrunden och därmed vilka aspekter av det visualiserade ämnesinnehållet som elever ges möjlighet att urskilja (Danielsson & Selander, 2014; Kress, 2010). Det har också föreslagits, utifrån ett praktikteoretiskt perspektiv, att olika modeller av ett ämnesinnehåll har potential att mediera, eller öppna upp för, olika typer av handlingar i klassrummet (Wertsch, 1998). Denna aspekt är viktig att ta fasta på när man undersöker relationen mellan visuella representationer och lärande, eftersom de undervisningspraktiker som elever inbjuds att delta i är relaterade till vilket lärande som görs möjligt (Lave & Wenger, 1991; Eriksson & Lindberg, 2016).

     

    Syfte och frågeställningar

    Syftet med studien var att undersöka vilken roll en visuell modells utformning spelar för vilka undervisningspraktiker som etableras i klassrummet och därmed vilket lärande av ämnesinnehållet som görs möjligt. Det exempel som användes i studien var visuella representationer av prisbildning i samhällskunskapsundervisning. Den specifika frågeställningen som undersöktes var vilka kommunikativa handlingar, i termer av elevers och lärares frågor, kommentarer, beskrivningar och sätt att prata om ämnesinnehållet, som två olika visuella prisbildningsmodeller möjliggör och därmed vilka undervisningspraktiker som etableras i klassrummet när dessa modeller används i samhällskunskapsundervisningen.

     

    Metod

    I en lektionsserie bestående av tre samhällskunskapslektioner introducerades fyra gymnasieklasser till ämnesområdet prisbildning. I två av klasserna baserades undervisningen på en traditionell utbud/efterfrågan-graf och i två av klasserna baserades undervisningen på ett loop-diagram. Transkriptioner av lektionerna, liksom av de smågruppsdiskussioner som utgjorde en del av undervisningen, analyserades för att identifiera lärares och elevers kommunikativa handlingar, de motiv som tycktes driva dessa handlingar, och därmed de undervisningspraktiker som etablerades i klassrummet.

    Resultat

    Resultaten visar att det finns en relation mellan den visuella modell som användes i undervisningen och de undervisningspraktiker som etablerades i klassrummet, dvs vilka kommunikativa handlingar som de olika modellerna medierar och öppnar för. Loop-diagrammet bidrog i större utsträckning än utbud/efterfrågan-grafen till etablerandet av en epistemisk praktik, dvs en praktik där kunskap utvecklas och transformeras. Exempelvis skapade loop-diagrammet potential för meningsskapande diskussioner om kausala relationer och uppmuntrade till fördjupande frågor och reflektioner kring ämnesinnehållet. I de klassrum där utbud/efterfrågan-grafen användes hamnade fokus i stor utsträckning på att förstå modellen i sig, snarare än att diskutera relationerna i prisbildning. En slutsats som dras är att visuella modeller är handlings-medierande verktyg som spelar stor roll för formandet av de undervisningspraktiker som etableras i klassrummet och därmed vilket lärande som gör möjligt. Att välja visuella representationer och modeller för undervisning blir därmed en central uppgift i det didaktiska arbetet.

     

    Referenser

    Danielsson, K., & Selander, S. (2014). Se texten! Multimodala texter i ämnesdidaktiskt arbete. Malmö: Gleerups Utbildning AB.

    Eriksson, I., & Lindberg, V. (2016). Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority. Nordic Journal of Studies in Educational Policy, 16(1).

    Jägerskog, A. (2020). Using visual representations to enhance students’ understanding of causal relationships in price. Scandinavian Journal of Educational Research. Manuscript accepted for publication.

    Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge.

    Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

    Wertsch, J. V. (1998). Mind as action. New York: Oxford University press.

    Wheat, I. D. (2007). The feedback method. A system dynamics approach to teaching macroeconomics (Doctoral thesis). University at Bergen, Bergen. 

     

     

     

     

  • 44.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Making Possible by Making Visible: Learning through Visual Representations in Social Science2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis focuses upon the relationship between teaching and learning of dynamic phenomena and processes in social science and the use of visual representations in social science teaching. Teaching in social science uses many visual representations, such as models, flowcharts and diagrams, in order to help students to grasp phenomena, structures and processes in society. However, it is a challenge to use a visual simplification of a complex reality without reducing its complexity, and we often do not know what understanding is facilitated or even hindered through the use of different visual representations. We thus need to identify the relationship between how the content is visually illustrated and composed (compositional structure) and how students understand the content visualised. We also need to improve our understanding of the relationship between visual representations used in teaching and the teaching-learning practices established in the classroom. This thesis aims to contribute to these areas, with a focus on visual representations of pricing in economics, as an example of a complex and dynamic process in social science.

    Paper I uses phenomenography and variation theory to investigate students’ conceptions of causal relationships in pricing. Causality was identified as a central dimension of variation in understanding pricing. Different conceptions of causality in pricing were identified in upper secondary students’ written answers and critical aspects of causal relationships in pricing were identified. Paper II compares the outcome of using two different visual representations of pricing. This paper draws attention to the ways in which these representations helped students to discern the critical aspects identified in Paper I. A causal loop diagram was considerably more effective than supply/demand graphs in helping students to discern the critical aspects of causal relationships in pricing. A conclusion drawn is that the compositional structure of a visual representation used in teaching plays a vital role for how students understood the content visualised and which aspects of the phenomenon are more easily discerned, and which are not. Paper III uses a practice theory perspective to deepen the understanding of the results from Paper II. Results from Paper III suggest that the causal loop diagram, to a greater extent than the graph, contributed to the establishing of an epistemic practice, a practice where knowledge was developed and transformed. This was for instance seen in the causal loop diagram affording discussions concerning the causal relationships and encouraging further questions and reflections. A conclusion drawn is that a visual representation as an action-mediating tool plays a central role in forming the teaching-learning practices established in the classroom.

    The results from the three papers are also discussed in relation to two challenges: (i) how simplified visualisations of complex processes and structures may facilitate students developing a qualified understanding of such processes and structures and (ii) how disciplinary developed visual representations, when used in social science teaching, may be used with a different goal than when used in the discipline, where they were developed. The contributions of this thesis are both empirical, theoretical and practical and several practical implications for teaching and learning in social science were identified.

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    Making Possible by Making Visible
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    Omslagsframsida
  • 45.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Opening up the echo chamber: Perspective taking in social science education2020Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 14, nr 4Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Public discourse is increasingly polarised when it comes to contemporary political and controversial issues. The debating climate has been described as an “echo chamber” where we tend to find arguments supporting our own established truths rather than having our horizons broadened. Consequently, the challenge of taking the perspectives of others can be seen in classrooms when political discussions and topics surface within social science education. Teaching offers important arenas for deliberation, but class-rooms can be as homogeneous as online filter bubbles, particularly in highly segregated urban school settings. One way of challenging students’ one-sided views is to engage in, and practise, social perspective taking (SPT), a second-order concept engaging with different cultural and ideological understandings of political issues. This study examines two classroom interventions in an upper secondary school with the aim of contributing with empirical data about the components of SPT and how perspective taking can help students broaden their views on political issues. With a starting point in theory on SPT,students’ interactions and reflections in the classroom, collected in written students’ logs and follow-up interviews, are analysed. The results suggest that SPT segments can influence students’ understanding of standpoints other than their own and increase their engagement in class, but that contextualisation is specifically important in this process.

  • 46. Björklund, Mattias
    et al.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Financial Literacy as Citizenship Education – a viable prospect?2020Ingår i: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 19, nr 3, s. 4-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad citizenship education.

    Method: Content analysis where an assessment of students’ answers was compared and aligned with Westheimer & Kahne’s (2004) theory driven conceptions of citizenship.

    Findings: Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications of what needs to be included in teaching in order to address financial issues as citizenship education.

    Implications: Focus in financial literacy education should be widened to include political and social aspects of the relation between households and the financial systems.

  • 47.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Geografi som handlingsberedskap2020Ingår i: Geografididaktik för lärare 4-9 / [ed] Lotta Dessen Jankell, David Örbring, Malmö: Gleerups Utbildning AB, 2020, s. 141-154Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 48.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Samhällskunskapsämnet och det kraftfulla kunnandet: Lärarstudenternas förståelse av ämneskunnande i samhällskunskap