Historien längs tuvor och slingriga vägar: En jämförande studie av tematisk och kronologisk undervisning i historia för gymnasieskolan
Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
History along the hummocks and winding roads : A comparative study of thematic and chronological teaching of history in secondary schools (English)
In the following study the author compares two methods of teaching history, the thematic approach and a more traditional chronological approach. Aiming at distinguishing the perceived notions of strength and weaknesses of each method, from the perspective of teaching, the author uses semi-structural interviews with four teachers in order to shed light on the reasons why each method is chosen. The perceptions of the thematical and chronological method in teaching history are further compared with the result in students’ grades. The result shows that the thematic method is perceived as being better at teaching the student about causality and different understandings of changes in history, which would have positive impact on higher grades. However it was also looked upon as being more demanding of previous knowledge for the student. Therefore teachers would choose the chronological approach if they saw that the necessary previous knowledge was lacking in the class. The grades of different classes showed however that the perceived relation between method and learning can’t be confirmed, but that great difference in grades where found among classes of the same method. Even if the classes of the thematic method shows slightly higher grades then the classes of the chronological method it might be the result of difference in previous knowledge among classes which motivates the choice of method, more than it is the result of the method itself.
Place, publisher, year, edition, pages
2013. , 50 p.
History, history in secondary school, chronological teaching, thematical teaching, Vygotskij, Scaffolding, the zone of proximal development, perspectives on causality, processes of change in history
Historia, Historia på gymnasiet, historia 1b, kronologisk undervisning, tematisk undervisning, förändringsprocesser, tidsuppfattning, historiskt tidsmedvetande, Vygotskij, Den Närmaste Utvecklingszonen, Scaffolding, betyg i historia
IdentifiersURN: urn:nbn:se:lnu:diva-32401OAI: oai:DiVA.org:lnu-32401DiVA: diva2:697968
Subject / course
Supplementary educational programme, 90 credits
Bersbo, Zara, Lektor
Rosén, Ulla, Professor