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Tycka eller tänka om rättvisa – vad främjas i mellanstadiets samhällskunskapsundervisning?
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0001-7527-0011
2019 (svensk)Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 136-161Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Social science in primary school is often shaped by a crowded curriculum, and directed towards remembering and recapitulating facts rather than developing qualified ways of reasoning about societal issues. Nevertheless, critical reasoning is regarded a crucial ability for civics, both in the national curriculum and by teachers. The article explores teaching designed to benefit students’ possibilities to qualify their critical reasoning about issues of judicial justice in civic education in year 6 of primary school. The focus is on how the actions of students’ and teachers’ build teaching practises that promote or hinder critical reasoning about justice issues, depending on the motives for civics expressed and mediated through the actions of both teachers and students. Data material in the study consisted of transcribed group discussions and whole class conversations from three cycles of research lessons in a learning study conducted in collaboration with a team of seven primary school teachers. Four subject practises were identified, driven by different motives: participation, identity, deliberation and critical judgment. Actions driven by deliberation and critical judgment benefitted students’ critical reasoning about justice issues, while actions driven by participation and identity conflicted with it. The results may contribute to the discussion within social science didactics about the meaning of critical reasoning and critical judgement as a subject specific ability.

sted, utgiver, år, opplag, sider
2019. nr 2, s. 136-161
Emneord [en]
social studies, civics, social science education, activity theory, teaching and instruction, justice, critical thinking
Emneord [sv]
samhällskunskap, medborgarbildning, samällskunskapsdidaktik, ämnesdidaktik, verksamhetsteori, rättvisa, kritiskt tänkande, analys
HSV kategori
Forskningsprogram
ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-169832OAI: oai:DiVA.org:su-169832DiVA, id: diva2:1326573
Tilgjengelig fra: 2019-06-18 Laget: 2019-06-18 Sist oppdatert: 2019-08-20bibliografisk kontrollert
Inngår i avhandling
1. Kritiskt omdöme i samhällskunskap: Undervisningsutvecklande studier av samhällsanalytiskt resonerande i rättvisefrågor
Åpne denne publikasjonen i ny fane eller vindu >>Kritiskt omdöme i samhällskunskap: Undervisningsutvecklande studier av samhällsanalytiskt resonerande i rättvisefrågor
2019 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[en]
Critical judgement in social science education : Education developmental studies of civic reasoning in fairness and justice issues
Abstract [en]

Teachers struggle to design teaching that that will promote students’ social science knowledge in accordance with the citizenship education purpose of the subject. This study aims to expand the knowledge base of social science education by exploring the meaning of, and teaching for, the ability to critically analyse essentially contested value issues, specifically fairness and justice issues, in social science.

The project concludes results from three studies containing five empirical intervention sub-studies of social science teaching, conducted at upper secondary, middle and lower primary school level. All studies were based on the educational design-based research approach learning study,where teaching interventions are designed, analysed and evaluated in collaboration with practising teachers. For the intervention design and the analysis of empirical data, phenomenography, variation theory and activity theory were used.

The results comprise descriptions of what it is means to know how to reason critically about fairness and justice issues in social science, what the critical aspects for learning how to do this are, how this knowing can be related to different teaching practices and design principles, and what indications of an emerging ability to critically analyse these issues can be. The results can be used as tools when designing, implementing and evaluating teaching and as empirically grounded additions to a theoretical description of teachers’ pedagogical content knowledge. 

Based on the results, the progression of the ability is discussed and a model for social science analytical reasoning (samhällsanalytiskt tänkande) is proposed. The model expresses analytical reasoning in social science as the development of a critical judgement in relation to contested societal issues with the purpose of reaching an agency-directed citizenship education.

Abstract [sv]

Lärare i samhällskunskap utbildar medborgare för att kunna bidra till rättvisa och rimliga lösningar på gemensamma samhällsangelägenheter och på vår tids stora samhällsproblem. För detta är utvecklandet av ett gott omdöme i samhällsfrågor viktigt, och omtvistade värdebegrepp som rättvisa centrala. Avhandlingen undersöker ett kunnande som är centralt i detta medborgarbildande uppdrag, nämligen förmågan till kritisk analys i omtvistade värdeladdade frågor, specifikt rättvisefrågor.

Projektet sammanfattar resultat från tre studier som baseras på fem delstudier genomförda på lågstadiet, mellanstadiet och gymnasiet. Studierna utgår från learning study, en designbaserad undervisningsutvecklande forskningsansats där undervisningsinterventioner utvecklas, prövas och analyseras i samarbete med verksamma lärare.

Resultaten beskriver innebörden av kunnandet och hur undervisning kan främja utvecklingen av det, och kan användas för formulering av mål, planering, genomförande och utvärdering av undervisning. Utifrån resultaten diskuteras dels progression av förmågan, dels en modell för samhällsanalytiskt tänkande somutvecklande av kritiskt omdöme i relation till värdeladdade samhällsfrågor i syfte att uppnå en agensinriktad medborgarbildning. 

sted, utgiver, år, opplag, sider
Stockholm: Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet, 2019
Emneord
social studies, social science, civics, social science education, fairness, justice, civic reasoning, critical thinking, social science analysis, civic reasoning, teaching and learning, phenomenography, variation theory, intersubjectivity, activity theory, learning study, samhällskunskap, medborgarbildning, samhällskunskapsdidaktik, samhällsanalys, samhällsanalytiskt tänkande, kritiskt tänkande, rättvisa, ämnesdidaktik, didaktik, fenomenografi, variationsteori, intersubjektivitet, verksamhetsteori, learning study
HSV kategori
Forskningsprogram
ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik
Identifikatorer
urn:nbn:se:su:diva-169833 (URN)978-91-7797-696-7 (ISBN)978-91-7797-697-4 (ISBN)
Disputas
2019-09-13, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 13:00 (svensk)
Opponent
Veileder
Merknad

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: In press.

Tilgjengelig fra: 2019-08-20 Laget: 2019-06-28 Sist oppdatert: 2019-07-24bibliografisk kontrollert

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