Historia är bäst på bio: Lärares syn på spelfilm som pedagogiskt redskap
Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
This essay investigates how teacher sees and uses mainstream movies as a teaching method. The main question approached is: How does teachers use feature films as a teaching method? Which movies are used and how does their working methods surrounding the movies look like? The purpose of the essay is to make the reader reflect over what influence mainstream media has over the historic knowledge of the students and how teachers use that for educational purposes. The business around historical film has grown over the years and is now a million dollar industry. The conclusion is that teachers mostly use feature films to provoke emotional reactions from the students. The teachers are aware of the insufficiencies in historical movies but sometimes use that for their advantage. The biggest concern is not the historical viewpoint movies tend to have, it’s the technical problems and how the movies tend to take a long time to process. The movies are long and they have to give student time to discuss and talk about the film after the movie ends.
The essay is built on six teacher’s viewpoint on historical films and teaching and also theory’s about what influence these films has on student’s historical memory. It also investigates what the Swedish teaching plans says in the matter of using popular culture in an educational purpose.
Place, publisher, year, edition, pages
2012. , 41 p.
Spelfilm, lärande, elever, pedagogik, skola, historia, didaktik, läromedel
IdentifiersURN: urn:nbn:se:liu:diva-78238ISRN: LIU-LÄR-L-EX--12/38--SEOAI: oai:DiVA.org:liu-78238DiVA: diva2:531779
Subject / course
Programme for Teacher Education, Linköping
2012-06-07, E328, Linköping, 13:00 (Swedish)