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The Social Studies Subjects and Interdisciplinarity
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
2019 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 3, p. 24-44Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Karlstad, 2019. no 3, p. 24-44
Keywords [en]
Interdisciplinarity, comparative subject didactics, social studies, upper secondary school, civics, geography, religious education, history, Heinz Heckhausen
Keywords [sv]
Tvärvetenskaplighet, jämförande ämnesdidaktik, samhällsorienterande ämnen, gymnasieskolan, samhällskunskap, geografi, religionskunskap, historia
National Category
Didactics Pedagogy History of Ideas
Research subject
education
Identifiers
URN: urn:nbn:se:umu:diva-165720OAI: oai:DiVA.org:umu-165720DiVA, id: diva2:1374821
Available from: 2019-12-03 Created: 2019-12-03 Last updated: 2019-12-03Bibliographically approved

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CiteExportLink to record
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