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Historisk verkstad som undervisningsform: Lägerskolan på Stavgard, en fallstudie
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Historical workshop as teaching method : Stavgard camp school, a case study (English)
Abstract [sv]

Syftet med detta arbete är att undersöka vilken roll de estetiska lärprocesserna i historisk verkstad kan spela för att utveckla elevers historiemedvetande och historiska empati. Detta har undersökts genom att intervjua sex lärare som varit på Stavgards järnålderslägerskola med sina klasser. I undersökningen konstateras att historiska verkstäder är uppskattade bland lärare och elever och att det prioriteras i undervisningen trots att det innebär en stor ekonomisk ansträngning för skolan. De estetiska lärprocesserna representeras på Stavgard genom praktiskt arbete, berättelser och i viss mån drama. Vistelsen på Stavgard skapar en gemensam referensram för lärare och klass, utifrån vilken historiemedvetande byggs under kommande historieundervisning. På lägerskolan lever eleverna järnåldersliv under två dagar och undersökningen visar att eleverna genom att själv få uppleva järnåldersmänniskornas umbäranden utvecklar historisk empati. Utöver detta beskrivs också hur för- och efterarbetet i samband med Stavgardsvistelsen utformas av de olika lärarna.

Abstract [en]

The aim of this study is to investigate what role the aesthetic learning processes in historical workshops can play in developing students' historical consciousness and historical empathy. This has been investigated by interviewing six teachers who have been at Stavgard iron age camp school with their classes. The survey found that historical workshops are appreciated among teachers and students and that it is a priority in the teaching, even though this means a great financial effort for the school. The aesthetic learning processes are represented at Stavgard through practical work, stories and to some extent drama. The stay at Stavgard creates a common frame of reference for teachers and class, based on which historical consciousness is built during future history teaching. At the camp school, the pupils practice iron age life for two days, and the study shows that the pupils themselves by experiencing the hardship of the Iron Age people develop historical empathy. In addition to this, it is also described how the pre- and post-work in connection with the stay at Stavgard is designed by the different teachers.

Place, publisher, year, edition, pages
2019. , p. 46
Keywords [en]
history, history didactics, historical consciousness, historical workshop, historical empathy, cultural environment education, aesthetic learning processes, middle school
Keywords [sv]
historia, historiedidaktik, historiemedvetande, historisk verkstad, historisk empati, kulturmiljöpedagogik, estetiska lärprocesser, mellanstadiet
National Category
Didactics
Identifiers
URN: urn:nbn:se:kau:diva-72891OAI: oai:DiVA.org:kau-72891DiVA, id: diva2:1328793
Subject / course
History
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2019-08-20 Created: 2019-06-23 Last updated: 2019-08-20Bibliographically approved

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CiteExportLink to record
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