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"Förklaringar är ju allt på nåt sätt": En undersökning av hur fem lärare använder historiska förklaringar i undervisningen
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
2014 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

The main purpose of this multiple case study is to investigate how high school history teachers in Sweden use historical explanations in their classroom teaching.  Specifically, the study explores how explanations are constructed in the clasroom interactions, and what thinking tools, if any, the teachers use to help students grasp central aspects of the historical explanation in question. The case study is based upon observation data from the classrooms of five Swedish high school teachers.

A theoretical underpinning of this study is that historical explanations are best understood as cases of complex causality. In order to describe these cases as they are presented in the context of a classroom, a model for analysis is used which draws upon research conclusions from several fields, chiefly instructional theory (Gaea Leinhardt), theory of history (C.Behan McCullagh) and historical thinking (Peter Seixas). The study presents each teacher as a separate case in one chapter, while another chapter focuses on what different tools each teacher uses in his/her explanations. In the last empirical chapter, the teachers’ explanations are discussed in relation to how they emphasize and relate to diffent historical thinking concepts.

The study shows that while explanations are intimately interconnected with causality, their use is intertwined with other historical thinking concepts. Furthermore,  teachers use a multitude of different tools when working with  explanations. While certain tools aim at reinforcing students’ thinking about causality, they may simultaneously weaken the explanation’s value for something else, such as historical empathy. Thus, the importance of planning for specific teaching objectives is emphasized by the study. 

Abstract [sv]

Förmågan att resonera om orsaker och konsekvenser för att därigenom förklara historiska skeenden är en central förmåga i historisk kunskap. Hur gör lärare när de arbetar med historiska förklaringar i undervisningen? Den frågan är utgångspunkten för denna studie, som bygger på klassrumsstudier av fem yrkesverksamma historielärares undervisning.

Särskild vikt läggs vid att identifiera olika redskap som lärarna använder för att tydliggöra olika aspekter av förklaringar i undervisningen.

 Undersökningen visar hur förklaringar i undervisningspraktiken påverkas av faktorer som kursinnehåll, elevgrupp och undervisningens målsättningar. Ett antal didaktiska redskap för att arbeta med förklaringar identifieras. Vidare visar undersökningen också hur förklaringar i undervisningspraktiken kan vara sammanflätade med andra aspekter av historisk kunskap, som historisk empati och källhantering.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2014. , 148 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2014:43Studier i de samhällsvetenskapliga ämnenas didaktik, 24
Keyword [en]
high school, class room study, history education, historical explanation, causality, cause and consequence, historical thinking concepts
National Category
History
Research subject
History
Identifiers
URN: urn:nbn:se:kau:diva-33259ISBN: 978-91-7063-578-6 (print)OAI: oai:DiVA.org:kau-33259DiVA: diva2:735533
Presentation
2014-10-02, B17, Åsö vuxengymnasium, Blekingegatan 55, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2014-09-12 Created: 2014-07-17 Last updated: 2014-09-12Bibliographically approved

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