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The Social Studies Subjects and Interdisciplinarity
Umeå universitet.
2019 (engelsk)Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:3, s. 24-44Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article examines the ways in which the term tvärvetenskaplig is conceptualized within the social studies subjects (geography, religious education, civics, and history) in Swedish upper secondary school. The term tvärvetenskaplig is generally translated as interdisciplinary. Through a comparative analysis of syllabi (ämnesplaner), subject didactic textbooks, and schoolbooks, existing descriptions of the term are identified. These descriptions are in turn analyzed using theoretical perspectives on interdisciplinarity. The article agrees with the viewpoint that interdisciplinarity is a form of progressive discourse. Moreover, the analysis employs Heinz Heckhausen’s typology of interdisciplinarity, which differentiates between indiscriminate, pseudo, auxiliary, composite, supplementary, and unifying interdisciplinarity. It is concluded that different subjects ascribe different understandings of interdisciplinarity to the concept of tvärvetenskaplighet.  

sted, utgiver, år, opplag, sider
Karlstad: CSD Karlstad , 2019. nr 2019:3, s. 24-44
Emneord [en]
INTERDISCIPLINARITY, COMPARATIVE SUBJECT DIDACTICS, SOCIAL STUDIES, UPPER SECONDARY SCHOOL, CIVICS, GEOGRAPHY, RELIGIOUS EDUCATION, HISTORY, HEINZ HECKHAUSEN
Emneord [sv]
Tvärvetenskaplighet, jämförande ämnesdidaktik, samhällsorienterande ämnen, gymnasieskolan, samhällskunskap, geografi, religionskunskap, historia
HSV kategori
Identifikatorer
URN: urn:nbn:se:kau:diva-75842OAI: oai:DiVA.org:kau-75842DiVA, id: diva2:1374261
Tilgjengelig fra: 2019-11-29 Laget: 2019-11-29 Sist oppdatert: 2019-12-03bibliografisk kontrollert

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