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What is it is to know how to reason about justice in civics in upper secondary school?: Combining a phenomenographic approach with an analysis of the educational practise
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0001-7527-0011
2016 (engelsk)Inngår i: Different horizons: setting directions for phenomenographic research, 2016Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The field of didactics in Swedish social science and civics is narrow, with particularly few studies based in the practise of social science and civics. The study aims to present more knowledge about what the ability to reason about justice in civics consists of, and how it is constituted in and by the practise of civics education. The study is based upon empirical data from seven interviews and three Learning Studies (Pang & Marton, 2003; Pang & Lo, 2011) about justice in civics. The study examines a learning object – the ability to reason about justice in civics – with the use of a phenomenographic approach. The ability to reason about justice is explored through analysing both students’ conceptions of justice, and students’ conceptions of what it is to reason in civic. These conceptions are related to each other and to the practise of civics, focusing on communicative actions that enables students to distinguish critical aspects of the ability to reason about justice. This can be described as an alternative way to examine an object of learning in its different aspects and in relation to how it is constituted in the educational social science/civics practise.

sted, utgiver, år, opplag, sider
2016.
Emneord [en]
civics, phenomenography, teaching and learning
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-146107OAI: oai:DiVA.org:su-146107DiVA, id: diva2:1135271
Konferanse
EARLI Special Interest Group 9, Phenomenography and Variation Theory, Gothenburg, Sweden, 24 – 26 August, 2016
Tilgjengelig fra: 2017-08-22 Laget: 2017-08-22 Sist oppdatert: 2019-03-29bibliografisk kontrollert

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