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  • 251.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    En ögonblicksbild av ondskan: Förintelsen och andra folkmord i svensk historieundervisning2015In: Historia vid skiljevägen: Historiekulturella sonderingar när och fjärran / [ed] Johan Dietsch, Maria Karlsson, Johan Stenfeldt, Ulf Zander, Höör: Agerings Bokförlag , 2015, p. 247-268Chapter in book (Other academic)
  • 252.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Ethical Values and History: a mutual relationship?2013In: International Journal of Historical Learning, Teaching and Research, ISSN 1472-9466, E-ISSN 1472-9474, Vol. 12, no 1, p. 5-15Article in journal (Refereed)
    Abstract [en]

    In the last two decades, ethical values in the form of reconciling with the past and recognizing victimized groups in history, have become more common themes in history books and in history teaching, like a ‘moral turn’ in the writing of history. History didactics research points out that values issues and moral questions clarify issues and contexts, stimulating thinking over time and activating people’s historical consciousness. Previous research, however, often only states that there is a relationship. In this article, I describe and analyze on empirical grounds, first how values are approached, and have been approached, in Swedish history textbooks, and how history and values relate to each other. Thereafter, I describe how 15-year-old students in Sweden express the relationship between values and history. Central to the analysis is how the historical context can clarify values and at the same time, how values can function as an interface creating meaning and bringing together knowledge between the past, the present and the future.

  • 253.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Ett innehåll förmedlas2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur AB, 2011, 1, p. 259-278Chapter in book (Other academic)
  • 254.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Finns då (och) nu (och) sedan? Uttryck för historiemedvetande i läroböcker för grundskolan2004In: Historien är nu: En introduktion till historiedidaktiken / [ed] Klas-Göran Karlsson & Ulf Zander, Lund: Studentlitteratur, 2004Chapter in book (Other academic)
  • 255.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken2017In: NHM-2017, 29: Nordiska historikermøde, 2017Conference paper (Other academic)
    Abstract [sv]

    Elever möter historia i en rad olika sammanhang; i media, i spel, i reklam, i filmer och i historiska faktaprogram på TV för att nämna några. Elevernas uppfattningar och kunskaper har därför sannolikt formats redan innan de möter skolans undervisning och därefter formas de som en parallell process. I skolans historieundervisning spelar läromedlen fortfarande en viktig roll. De används i olika utsträckning och på olika sätt, men de finns ändå där som en konstant. En intressant spänning kan därför uppstå mellan elevernas förkunskaper, deras förväntningar och den bild av det förflutna de möter i skolan. I denna presentation tar jag det inom historiedidaktiken tidigare svagt beforskade begreppet förväntning eller förväntan som utgångspunkt. Jag studerar vilka förväntningar eleverna har på, och vad de menar är viktigt och vad de vill lära sig om, en historisk epok som de ännu inte har studerat i skolan – kalla kriget. Elevernas förväntningar jämförs med läromedlens urval och beskrivning av epoken. Studien bygger på gruppintervjuer med svenska elever i årskurs 8 och en analys av historieläroböcker för årskurs 9. Resultaten diskuteras i ljuset av syften och innehållsbeskrivningen i den kursplan i historia som infördes i Sverige från 2011.

  • 256.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Gemenskap och ambivalens: Finsk-svenska möten i finlandssvenska läroböcker i historia2009In: Historisk Tidskrift för Finland, ISSN 0046-7596, E-ISSN 2343-2888, Vol. 94, no 1, p. 1-19Article in journal (Refereed)
  • 257.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Historia som kunskap: Innehåll, mening och värden i möten med historia2013Book (Other academic)
  • 258.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    History as knowledge: ethical values and meaning in encounters with history2015 (ed. 1)Book (Other academic)
    Abstract [en]

    What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils.

  • 259.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    History IRL: How participants perceive time travels2016In: Bridging Ages Conference: Sept 13-16, 2016, Kalmar, Sweden, 2016Conference paper (Other academic)
    Abstract [en]

    To travel in time can be described as an encounter between now and then. The time traveller experiences a constructed past interpreted in present time. At the same time the time traveller could use the past as a mirror to learn something about herself. These multidimensional relations between the past and the present could be perceived and interpreted in a variety of ways. In this presentation I will discuss a typology to chategorize and analyze time travellers’ perceptions of the past.

  • 260.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Identifying aspects of temporal orientation in students' moral reflections2019In: 8e Svenska historikermötet 2019, Växjö 8-10 maj: Rättigheter, 2019Conference paper (Other academic)
    Abstract [en]

    The concept of historical consciousness has been the epicentre of history didactics in continental and northern Europe since the 1980s. However the concept is contested and, by some, regarded as vague or meta-physical. A main objection has been that it is not obvious how a historical consciousness can be definitively identified, analysed or categorized.

    In this paper historical consciousness is the theoretical frame when we present a matrix for analysing students’ expressions of temporal orientation by studying their reasoning on inter-relations between intrepretations of the past, understandings of the present and perspectives on a possible future. The matrix has been constructed by inter-linking two prominent theoretical models to analyse forms of historical consciousness, including Rüsen’s types of narratives and Chinnery’s strands of historical consciousness.

    Through the matrix, we analyse a selection of Finnish and Swedish lower secondary school students’ answers to a questionnaire about historical and moral reflections after reading an excerpt from Christopher Browning’s book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (orig. 1992). The students have answered and discussed open-ended questions regarding if and how the narrative in the excerpt has a relevant message for themselves and for people today and also if a similar situation could appear in Europe today or in the future. The matrix provides tools for categorizing the students’ answers. The theoretical basis of the matrix and preliminary results are discussed in the paper.

  • 261.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Inledning (Att spegla världen)2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur AB, 2011, p. 17-22Chapter in book (Other academic)
  • 262.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    'Ja utan ondska skulle det knappt finnas någon historia': Värden som bärare av historisk kunskap2012In: Historiedidaktik i Norden 9: Del I: Historiemedvetande - historiebruk / [ed] Per Eilasson, Hammarlund, Karl Gunnar, Lund, Erik, Nielsen, Carsten Tage, Malmö och Halmstad: Malmö högskola , 2012, p. 54-74Chapter in book (Other academic)
  • 263.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Kontakt och kontrast: Historieämnets innehåll och dess relation till elever 1905-20052012Conference paper (Other academic)
  • 264.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Meddelande till rymden2015In: Rymden och människan: Rymdforskning i humaniora, konst och samhällsvetenskap, p. 10-11Article in journal (Other (popular science, discussion, etc.))
  • 265.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Mening i möten med historia2016In: Möten med mening: Ämnesdidiaktiska fallstudier i konst och humaniora / [ed] Karin L. Eriksson, Lund: Nordic Academic Press, 2016, p. 19-33Chapter in book (Other academic)
  • 266.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Mot samma mål?2015In: Manus: Sveriges läromedelsförfattares förbunds tidskrift, ISSN 2000-4028, no 2Article in journal (Other (popular science, discussion, etc.))
  • 267.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Mörkrets hjärta i klassrummet:: Historieundervisning och elevers uppfattningar om förintelsen: av Bo Persson2011In: Scandia, ISSN 0036-5483, Vol. 77, no 2, p. 186-187Article, book review (Other academic)
  • 268.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Om läroböcker och studiet av dem2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur AB, 2011, p. 25-42Chapter in book (Other academic)
  • 269.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Om vad och hur 'må' ni berätta?: undervisning om Förintelsen och andra folkmord2011Book (Other academic)
  • 270.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    On Genocide and the Holocaust in Swedish History Teaching2015In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 2, no 1, p. 58-69Article in journal (Refereed)
    Abstract [en]

    Teaching about the Holocaust and other genocides is emphasized in Swedish History teaching. In Sweden there is a public authority commisioned to work with issues related to tolerance, democracy and human rights. It is this context and under these conditions, that Swedish History teachers select a variety of topics for their students to learn, as part of the History curriculum. In addition to the Holocaust, they teach about crimes against humanity committed under communist regimes, the genocide of Tutsies in Rwanda, and mass murder and ethnic cleansing in former Yugoslavia. Teachers use a multiplicity of uses of history and teaching methods. They conduct a scientific use of history when focusing on the historical contexts and explaining the background, motives and consequences of genocide. Teachers also stress the students’ personal reflections and standpoints in a moral use of history. The teaching aims at developing understanding and empathy among students.

  • 271.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Patterns of reasoning: A tentative model to analyse historical and moral consciousness among Swedish 9th grade students2015In: Book of Abstracts: NoFa5 Nordic Conference on Subject Education, 27-29 May 2015, University of Helsinki , 2015, p. 94-94Conference paper (Other academic)
    Abstract [en]

    Students find ethical and moral issues central and interesting when they interpret history. History can offer explanations and references to moral values that are still valid – or not valid – in our time. At the same time moral values provide conceivable contexts that connect students to the past. Views on interrelations between the past and the present seem to interact with the students’ moral foundations, questions, interpretations, understanding or repudiation. On a societal level similar phenomena can be identified when groups of people turn to history, either to handle challenges or to apologize or heal wrongs of the past. Furthermore the National Curricula prescribe ethical dimensions in school education, not least for the subject of history.

    In this pilot study Swedish 9th grade students discuss a text from Christopher Brownings’ book Ordinary Men. The students’ answers are analysed in a theoretical model including different types of historical consciousness and different aspects of moral reasoning. The aim is to study if there are patterns of interrelations and, if so, how these patterns are manifested.

  • 272.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    [recension av:] Sirkka Ahonen: Coming to terms with a dark past - how post-conflict societies deal with history2014In: Historielärarnas Förenings Årsskrift 2014, ISSN 0439-2434, p. 218-219Article, book review (Other academic)
  • 273.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Subject-specific language and pupils’ use of concepts in history as curriculum subject: Ämnesspråk och begreppsanvändning i historieämnet2019In: NOFA7 Abstracts: Stockholm University, 13 - 15 May 2019, Stockholm: Stockholm University, 2019, p. 19-19Conference paper (Refereed)
    Abstract [en]

    In recent decades, the importance of language in various subjects has gained more attention in research, however mainly in linguistic research. When it comes to studying the language as a tool for learning and communicating history, the research field is still fairly unexplored.

    For history as a scientific discipline and for history as an educational subject, the language is central in several aspects, as an object and as a tool. The language is what you actually study in the form of source material and the tools you use to decode, interpret and describe.

    The subject-specific language consists largely of concepts for the specific methodological aspects, concepts of specific epochs and different theoretical concepts for interpretation and analysis. In addition, there are a number of terms that are typical for the historical time you study. In order to analyze and understand the historical context, you must also master these time-related concepts.

    In this article I investigate how a group of 9-grade pupils use subject-specific language in the form of the subject- specific concepts of change and continuity when describing historical development in the national test in history.

    The study shows that the pupils use the concepts, but with different functions. The concepts structure to a certain extent the student's answers, but they rarely have an explanatory or contextualizing function. Some pupils present their answers to show that they use the prescribed concepts. They do not use the concept in order to describe or explain the historical context.

  • 274.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    To Bridge Time: Historical Consciousness in Swedish History Textbooks2010In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 2, no 1, p. 17-30Article in journal (Refereed)
    Abstract [en]

    Since the early 1990s, the concept of historical consciousness has been central to didactic research in Sweden. It has mostly been used as a theoretical framework on a macro-level or as an attempt to identify students' historical consciousness. This article applies the theoretical concept of historical consciousness to tangible source material: history textbooks from the twentieth century. It focuses on whether Swedish history textbooks for lower secondary school have articulated contexts that may be conducive to developing historical consciousness. The article employs a number of theoretical concepts—narratives, multichronology, identity, and values—in order to analyze perspectives that can be utilized to trigger historical consciousness.

  • 275.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    To Bridge Time: Historical Consciousness in Swedish History Textbooks During the 20th Century2009Conference paper (Other academic)
  • 276.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Vad kan man när man kan något om historia?2013Other (Other (popular science, discussion, etc.))
  • 277.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Värden som bärare av historisk kunskap2011Conference paper (Other academic)
  • 278.
    Ammert, Niklas
    et al.
    Faculty of Arts and Humanities, Linnaeus University, Sweden.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Löfstrom, Jan
    History and Social Studies Education, University of Helsinki, Finland.
    Sharp, Heather
    School of Education, University of Newcastle, Australia.
    Bridging historical consciousness and moral consciousness: promises and Challenges2017In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy.

  • 279.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Eliasson, Per
    Malmö University, Sweden.
    Externa historieprov: En studie av validitetsfrågor2019Book (Other academic)
    Abstract [sv]

    Dåvarande Malmö högskola fick 2011 Skolverkets uppdrag att utarbeta och utforma det nationella ämnesprovet i historia för årskurs 9 i grundskolan. Malmö universitet har även utarbetat kursprov i historia för gymnasieskolans kurser 1a1 och 1b. Ett syfte med denna studie är att analysera externa prov i historia i ett longitudinellt perspektiv. Det ger möjligheter att se och problematisera såväl förändringar som kontinuitet när det gäller proven, hur de har uppfattats samt deras resultat.

  • 280.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Eliasson, Per
    Malmö University.
    Prov på prov: En studie av validitetsaspekter i externa historieprov2017In: Nationella nätverket för historiedidaktisk forskning, konferens Halmstad, 3-4 maj 2017, 2017, p. 1-31Conference paper (Other academic)
  • 281.
    Ammert, Niklas
    et al.
    Linnéuniversitetet.
    Kakoulidou, Kristina
    Linnéuniversitetet.
    Rapport från XIII:e konferensen med Nationella nätverket för historiedidaktisk forskning, 8-10 maj 2019, Linnéuniversitetet2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 209-211Article in journal (Other (popular science, discussion, etc.))
  • 282.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Kakoulidou, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Rapport från XIII:e konferensen med Nationella nätverket för historiedidaktisk forskning, 8-10 maj 2019, Linnéuniversitetet2019Report (Other (popular science, discussion, etc.))
  • 283.
    Ammert, Niklas
    et al.
    Linnéuniversitet.
    Löfström, Jan
    Helsingfors universitet.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Sharp, Heather
    Newcastle University, Australia.
    Identifying aspects of temporal orientation in students’ moral reflections2019Conference paper (Refereed)
  • 284.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Löfström, Jan
    Sharp, Heather
    Edling, Silvia
    Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study2019In: NOFA7 Abstracts: Stockholm University, 13 - 15 May 2019, Stockholm: Stockholm University, 2019, p. 20-20Conference paper (Refereed)
    Abstract [en]

    One the general learning objectives in school education is often development of students’ abilities of empathy, as part of their ability to deal with moral questions in ethically commendable ways. In history teaching one of the main learning objectives is development ofstudents’ historical empathy, i.e. their ability of social perspective taking that involves putting oneself in the position of historical actors and understanding the cultural, social and psychological factors that probably were present in the historical situation. Our paper discusses the relation between development of historical empathy and development of moral sensitivity as learning objectives, and it presents the matrix that we have used in the preliminary analysis of the complexity of students’ responses in a questionnaire which involved historical dilemmas. The question discussed in the paper is part of a wider research project on intersections of historical and moral consciousness.

    The empirical material discussed in the paper derives from a questionnaire study of c. 200 Swedish and Finnish lower secondary school students (9th grade). Students were asked to put themselves in the situation of particular historical actors and to answer questions that involved dealing with moral dilemmas. The students were asked to read an excerpt from Christopher Browning’s book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (orig. 1992) that describes the actions of men in the Police Battalion in the Holocaust during World War II. After reading the text the students were asked to answer open questions relating to the events in the excerpt. The material was analysed using a theory-driven qualitative analysis and the students’ answers were interpreted as expressions of their ability of social perspective taking and moral sensitivity. The analytic frame was built on theories of levels of historical empathy (Lee & Ashby 2001), social perspective taking (Hartmann & Hasselhorn 2008), and moral sensitivity (Rest 1986). The paper analyses the patterns that are visible in the students’ responses, the focus being on potential connections between levels of

  • 285.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Sharp, Heather
    Working with the Cold War: Types of Knowledge in Swedish and Australian History textbook Activities2016In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 8, no 2, p. 58-82Article in journal (Refereed)
    Abstract [en]

    This article presents a comparative analysis of pupils’ activities dealing with the Cold War in Swedish and Australian history textbooks. By focusing on text- book activities to which pupils respond in relation to their learning of a particular topic, this study identifies knowledge types included in a selection of history text- books. The study also focuses on the question whether, and if so how, social values are evident in activities concerning the Cold War. The authors develop a matrix that makes it possible to examine knowledge types and social values conveyed by ac- tivities. By analyzing textbook activities, this article exposes the hidden curriculum present in the textbooks on the basis of underlying and unstated values present in the activities, and at the same time identifies the way in which the selected text- books incorporate these values. 

  • 286.
    Ammirato, Salvatore
    et al.
    Department of Mechanical, Energy and Management Engineering, University of Calabria, Rende CS, Italy.
    Aramo-Immonen, Heli
    Industrial Management and Engineering, Tampere University of Technology Pori Unit, Pori, Finland.
    Sofo, Francesco
    Toikka, Tarja
    Thinking about Geography: the Effect of Socio-Economic and Cultural Differences on Styles of Thinking2011In: Proceedings of 6th IFKAD 2011 International Forum on Knowledge Asset Dynamics, 15-17 June 2011, Tampere, Finland / [ed] Giovanni Schiuma, Antti Lonnqvist, JC Spender, Matera, Italy: Institute of Knowledge Asset Management , 2011, p. 1036-1045Conference paper (Refereed)
    Abstract [en]

    Purpose: This study follows a previous one based on a comparison of styles of thinking among university students from two Italian regions with substantial socio-economical and cultural differences (Sofo, Berzins, Colapinto & Ammirato, 2009). This paper explores whether university students at some European universities report markedly different thinking style preferences from each other. A sample of students from two universities of Western Finland were surveyed using the Thinking Style Inventory (TSI) (Sofo, 2008); statistical results have been analysed and compared with the data from the two Italian samples in the 2009 study.

    Design/methodology/approach: The TSI approach is useful to identifying differences in thinking styles. The paper explores possible connections between thinking style and established different economic and socio-cultural variables. The TSI measures preferences for stylistic aspects of intellectual functioning and is based on the theory of reality construction (Sofo, 2008) whereby people create their own realities through their ways of thinking. A sample of total 624 European university students from Italy and Finland was tested and compared. The fifty items on the TSI require respondents to assess their ways of thinking using a likert-scale. To verify reliability and consistency of the TSI instrument, reported data have been studied calculating the Cronbach alpha coefficient.

    Originality/value: This paper presents new results of a study which is the first of a kind in comparing thinking styles of students coming from three different EU regions. Over the past few decades, researchers have hypothesized that difference in socio-economic status impacts on thinking style. However our previous study (Sofo et al., 2009) affirms that other factors such as greater ease, freedom of mobility and the massive use of ICT can have a positive effect in mitigating difference in thinking style. This study offers a confirmation in the earlier study on a larger scale.

    Practical implications: A practical significance of this study is that if economic and socio-cultural differences impact on preferred ways of thinking and learning of university students, the impacts may very well be mediated through various methods such as pedagogy or ICT. Student learning capability is a factor of thinking style. Differences do exist among three EU regions located in northern Italy, southern Italy and in western Finland. It is suggested that supporting a range of student thinking styles through a greater diversity and sensitivity of teaching styles can mitigate any deleterious effects emanating from the differences. This result unveils the rising significance of additional possible mediating variables that may have emerged as increasingly significant within the new global order.

  • 287.
    Amrén, Therése
    Södertörn University, Teacher Education.
    ”En läsande klass – Träna läsförståelse”: Autentiska frågor vs icke autentiska frågor2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, I examined how the study guide for A reading class - Practice reading comprehension is used in both theory and in practice, based on the type of questions asked. The aim of the concept is to practice reading comprehension based on five characters: foretell lady, reporter, detective, cowboy and artist. I have studied what type of questions the concept use and categorized these questions as authentic- or non-authentic questions. I have also studied how two teachers in Central Sweden use the concept, what type of questions they ask and then categorized them as authentic- or non-authentic questions. My results shows that the concept of A reading class - Practice reading comprehension use most authentic questions unlike the teachers who use slightly more non-authentic questions. The authentic questions give the students a greater opportunity to speak, unlike the non-authentic questions. When the students speaking space becomes greater the power relationship between the teacher and students becomes more equal.

  • 288.
    Amrén, Therése
    et al.
    Södertörn University, Teacher Education.
    Engman, Åsa
    Södertörn University, Teacher Education.
    Den synliga och osynliga maktutövningen i klassrummet: En undersökning av maktstrukturer, undervisningens ramar och normer i ämnet svenska i årskurs 22016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to highlight the space students receive through teachers´ questions in text conversations from a power perspective. The empirical data is based on observations in the classrooms, and student and teacher interviews. The ambition of this essay is to investigate the way power and standards reproduce and are created in classrooms. This is preformed through observations. Through interviews with students and teachers the study aims to display their experiences and reflections about the space provided. Methods used in the study are both quantitative and qualitative. The material in this study is represented by two schools and four classrooms in grade two.

    The theoretical framework is based on Foucault's theory of power and on Åsa Bartholdsson´s concept of "friendly exercise of power". The theoretical framework is also based on exercise of power as it has been analyzed in Donald Broady´s "educational frameworks" and the relationship between these frames and power, as well as the analytical concepts of speaking space, action space and interaction space.

    The results show that speaking space in the classroom is dominated by closed questions. To answer the teacher's questions the student needs to sit still on a chair and raise the hand and also that teachers do not create enough opportunities for students to refer to each other’s reply in conversations about a text.

    The conclusion that can be drawn is that teachers teach students through hidden power shapes and democratic forms for students' future roles as democratic citizens.

  • 289.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Taste for Science: How can teaching make a difference for students’ interest in science?2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The objective of the thesis is to describe and analyse aspects of home background and teaching that may be important for students’ capability and will to participate in science. The purpose is to make explicit how teaching can support students in developing an interest in science and so counter-balance the restricted opportunities some students may have due to upbringing. In study 1 population data is used to make evident what associations there are between home background variables and the students’ choice of applying for the Swedish post-compulsory Natural Science Programme (NSP). The findings show that home background is important for Swedish students’ choice of the NSP but also that some lower secondary schools can make a difference. Students’ interest in science has usually been examined through questionnaires and rarely studied as constituted in classroom action as a result of teaching. In study 2 therefore an action-oriented methodology is developed based on the concept of taste to study what difference a teacher can make for the constitution of interest in the science classroom. The concept of taste is grounded in pragmatism and the works of Pierre Bourdieu and acknowledges the affective, normative, and cognitive dimensions of situated science learning. In study 3 this methodology is used to examine how a teacher located through Study 1 supports his students in developing an interest in science. The results of study 3 suggest how teaching can make the object of science the focus of students’ interest and so showing that science, with its aims, norms, and values, can be enjoyed in itself. Study 4 draws on the findings of studies 1-3 to discuss the possibility of an overlooked field in studying interest in science; namely whether primary, secondary, tertiary students in effect have different objects of interest. The findings of studies 1-4 are used to discuss how teaching may make a difference to a continued student interest in science.

  • 290.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Danielsson Thorell, Helena
    Andersson, Carina
    Holst, Andreas
    Nordling, Johan
    Syften och tillfälligheter i högstadie- och gymnasielaborationen: en studie om hur elever handlar i relation till aktivitetens mål2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 1, p. 63-76Article in journal (Refereed)
    Abstract [en]

    Purposes and contingencies in the lower and upper secondary school lab

    Studies have shown that students’ awareness of the goals and purposes of the laboratory activity is important for their possibility to participate in and learn from the activity. While practical activities often have been considered to be a central part of science education, relatively few studies have examined laboratory work in situ. In this paper we addressed these issues by examining (a) what purposes are distinguished when students’ work with a laboratory assignment and (b) how these purposes are made continuous with the teacher’s aim with the assignment. The data was based on classroom observations from two ordinary laboratory settings, one from a chemistry class in lower secondary school and one from a physics class in the natural science programme in upper secondary school. Although both student groups acknowledged their teacher’s intentions with the practical and could act towards the more student centered purposes of the activity, e.g. describe what happens with the copper and measure the speed of a small vessel respectively, there were differences regarding the possibilities the students had to act toward the activity’s final aim. The results showed that these factors can be referred to the amount of purposes introduced by the teacher as well as those that arose because of contingences, and the connection of these purposes to students’ prior experiences.

  • 291.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    What can a teacher do to support students’ interest in science?: A study of the constitution of taste in a science classroom2015In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 45, no 5, p. 749-784Article in journal (Refereed)
    Abstract [en]

    In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of taste for science drawing on the work of John Dewey and Pierre Bourdieu. We investigated through transcripts from video recordings how such a taste is socially constituted in a 9th grade (ages 15–16) science classroom, where there was evidence that the teacher was making a positive difference to students’ post-compulsory school choice with regard to science. Salient findings regarding how this teacher supported students’ interest are summarized. For example, the teacher consistently followed up how the students acknowledged and enjoyed purposes, norms, and values of the science practice and so ensuing that they could participate successfully. During these instances, feelings and personal contributions of the students were also acknowledged and made continuous with the scientific practice. The results were compared with earlier research, implications are discussed, and some suggestions are given about how these can be used by teachers in order to support student interest.

  • 292.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    An evalutation of how NTA is helping schools to attain the Science Studies syllabus goals at the grade 5 level2007Report (Other academic)
  • 293.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Signs of taste for science: A methodology for studying the constitution of interest in the science classroom.2012Conference paper (Refereed)
  • 294.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Taste for science: bridging the Cartesian divide between interest and cognitive learning in science?2015Conference paper (Refereed)
    Abstract [en]

    Emotions, aesthetics and affect are natural elements in everyday science classroom practice, but our understanding of their role for learning in science is limited. It has been suggested that the epistemological tradition of approaching human conduct as essentially separated intovarious dualisms, such as social-mental, emotion-cognition, fact-value, body-mind and so forth, can explain why affect and learning have received so relatively little attention from the science education research field. This theoretical paper addresses some of these issues by discussing how the concept of taste, which is grounded in the works of Pierre Bourdieu and pragmatism research on aesthetics and learning, can be used for approaching cognition, norms, and values as simultaneously transacted in classroom action.

  • 295.
    Anderhag, Per
    et al.
    Educ Adm, Sweden.
    Wickman, Per-Olof
    Stockholm University, Sweden.
    Bergqvist, Kerstin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Jakobson, Britt
    Stockholm University, Sweden.
    Hamza, Karim Mikael
    Stockholm University, Sweden.
    Säljö, Roger
    University of Gothenburg, Sweden.
    Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation2016In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 100, no 5, p. 791-813Article in journal (Refereed)
    Abstract [en]

    In this paper, we review research on how students interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary students enjoy science but come to lose interest during secondary school. As this claim is based mainly on interview and questionnaire data, that is on secondary reports from students about their interest in science, these results are reexamined through our own extensive material from primary and secondary school on how interest is constituted through classroom discourse. Our results suggest the possibility that primary students do not lose their interest in science, but rather that an interest in science is never constituted. The overview indicates that studies relying on interviews and questionnaires make it difficult to ascertain what the actual object of interest is when students act in the science classroom. The possibility suggested should, if valid, have consequences for science education and be worthy of further examination.

  • 296.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    What difference can a teacher make for the constitution of taste in the science classroom?:  2013Conference paper (Refereed)
  • 297.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    How can teaching make a difference to students’ interest in science? Including Bourdieuan field analysis2015In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 2, p. 377-380Article in journal (Refereed)
    Abstract [en]

    In this article we respond to the discussion by Alexandra Schindel Dimick regarding how the taste analysis presented in our feature article can be expanded within a Bourdieuan framework. Here we acknowledge the significance of field theory to introduce wider reflexivity on the kind of taste that is constituted in the science classroom, while we at the same time emphasize the importance of differentiating between how taste is reproduced versus how it is changed through teaching. The contribution of our methodology is mainly to offer the possibility to empirically analyze changes in this taste, and how teaching can make a difference in regard to students’ home backgrounds. However, our last two steps of our taste analysis include asking questions about how the taste developing in the classroom relates more widely in society. Schindel Dimick shows how these two steps can be productively expanded by a wider societal field analysis.

  • 298.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Signs of taste for science: a methodology for studying the constitution of interest in the science classroom2015In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 2, p. 339-368Article in journal (Refereed)
    Abstract [en]

    In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for scienceas a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students’ interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.

  • 299.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Why do secondary school students lose their interest in science?: A possible overlooked explanationManuscript (preprint) (Other academic)
  • 300.
    Anderson, Agnes
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    En funktionell tradition?2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Because Swedish teachers rely heavily on teaching materials in the form of grammar education, the content and structure thereof should be important for which knowledge is taught. The purpose of the present study is to analyse and problematise how teaching materials for the college preparatory course Swedish 2 structure the sections dealing with grammar. The empirical material of the study consists of five teaching materials for the upper secondary school subject Swedish 2, which were analysed on the basis of qualitative text analyses. The results of the study showed that the teaching materials are characterised by either a functional grammar, where the grammar is seen as a normative tool for writing, or as a static and unproblematised conceptual knowledge. Furthermore, it is also shown that many of the study's teaching materials have shortcomings and are far from always completely in line with the curriculum’s objectives. There is also a significant difference between the school grammar presented in the study's teaching materials and the one that linguistics advocates. This suggests that it is highly central to question the legitimacy of the teaching materials. Finally, it is concluded that the teaching materials should be removed from the traditional grammar description so that teachers can choose teaching materials whose grammar sections are similar to linguistics.

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