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On the weakness of social sciences teaching and its reconciling didactical power
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.ORCID iD: 0000-0003-1776-478X
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

There is a substantial amount of “strong language” in today’s social science teaching in school and its related social science didactic research. What is referred to in terms of ‘strength’ is the current addressing of the potential of the subject matter’s disciplinary knowledge content to provide for the students’ acquirement of ‘secure’ or solid knowledge. The ambitionof finding a safe ground for social science teaching, as well as for the legitimization of the very school subjects as mandatory, is of utmost relevance as it brings in the important purpose of the social science teaching; to see to widened student agency.Disciplinary knowledge, together with student interest and engagement are here central objectives to embrace. This purpose does not go without good motive. Social science teaching does involve purposes and objectives that need to be considered and effectuated in qualitative and quantitative measures. To this aim, we argue, the acquisition of solid knowledge content is key.

Place, publisher, year, edition, pages
2019.
Keywords [en]
social studies, history, religiou education
National Category
Didactics
Research subject
Subject Learning and Teaching
Identifiers
URN: urn:nbn:se:su:diva-178942OAI: oai:DiVA.org:su-178942DiVA, id: diva2:1392648
Conference
NOFA, Nordiska ämnesdidaktiska konferensen Stockholm, Sverige, maj 13-15, 2019
Available from: 2020-02-09 Created: 2020-02-09 Last updated: 2020-02-14Bibliographically approved

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