Die Arbeit gibt einen kurzen Abriss über die Grundlagen systemisch-konstruktivistischer Lerntheorie mit der anschließenden Fragestellung, was die aktuellen Forschungsergebnisse aus Neurobiologie, Philosophie, Psychologie und Erziehungswissenschaften zur didaktischen Auseinandersetzung mit dem Nationalsozialismus beitragen können. In der bisherigen Forschung zur didaktischen „Aufbereitung“ des Themas 'Nationalsozialismus' gibt es eine Fülle von Unterrichtskonzepten, Sequenzplanungen und Unterrichtsmaterialien. Mein Anspruch war es nicht, universal gültige Unterrichtspläne vorzulegen, sondern Unterricht bewusst offen, selbstorganisiert und systemisch zu gestalten. Dafür werden die Rahmenbedingungen von Unterricht zum Thema Nationalsozialismus näher beleuchtet, um anschließend didaktische Prinzipien und methodische Ansätze für die Beschäftigung mit dem Nationalsozialismus vorzustellen. Grundlage für diese Überlegungen waren vor allem Theodor W. Adornos Vortrag „Erziehung nach Auschwitz“, die konstruktivistischen Lernansätze von Rolf Arnold, Kersten Reich und Horst Siebert und aktuelle Projekte und Schriften aus der gedenkstättenpädagogischen Forschung von Matthias Heyl, Imke Scheurich, Verena Haug u.a. Eine explizit konstruktivistische Betrachtung von Geschichtsdidaktik und Gedenkstättenpädagogik steht noch aus, diese Arbeit versucht, einen Ansatz zur Schließung dieser Forschungslücke zu entwickeln. / This paper gives a short view into the basics of systemic-constructivist theory of learning with the question, what current research findings from neurobiology, philosophy, psychology and education can account for teaching confrontation with National Socialism. In the previous research on educational examination on this subject, there is a wealth of teaching concepts, sequence plannings and teaching materials. The claim is not to give universally valid lesson plans, but to develope deliberately open, self-organized and systemic arranged education. For this I analysed the basic conditions of teaching about National Socialism to present didactic principles and methodological approaches to the study of Nazism. Foundations of these considerations were Theodor W. Adorno's "Erziehung nach Auschwitz", constructivist theories of learning from Kersten Reich, Rolf Arnold and Horst Siebert and current projects and writings from memorial pedagogy by Matthias Heyl, Imke Scheurich, Verena Haug et al. An explicicitly constructivist view on history didactics and memorial pedagogy is still missing, so this work is an attempt to develop an approach to close that gap.

The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis? The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced. The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex. At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

Controversial issues are inevitable in today’s history classrooms and, therefore, history teachers must be able to handle them. Thus, this paper aims to provide knowledge about controversial issues in history teaching. To do this, a systematic review is used to answer which issues history teachers and pupils perceive as controversial, why controversial issues should be taught, which history teachers avoid or teach controversial issues, and how history teachers can go about teaching them. Firstly, the results show that immigration and history teachers and pupils’ backgrounds can make issues controversial. Secondly, the findings highlight that controversial issues should be taught since they can develop democratic values among pupils and foster critical thinking. Thirdly, history teachers teach controversial issues if they are supported, want their pupils to criticize the nation’s past, and value the benefits of such teaching. Contrary, history teachers avoid controversial issues if they aren’t supported, worry that controversial issues can threaten the national image, fear strong reactions from their pupils, and when they doubt their ability to deal with multiple perspectives. Lastly, the results demonstrate that when teaching controversial issues, history teachers should use their own and their pupils’ experiences, allow pupils to express their emotions, and thoroughly explain the connection between past and present. The findings are discussed in relation to theories of use of history, collective memory, teacher agency and, finally, the Swedish national curriculum.

The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis? The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced. The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex. At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

Motion pictures have been used in the history classroom for a long time. Despite that fact, there are not a lot written about how this can be done. This essay, therefore, explores the possibility of a theoretical frame with the aim for a motion picture to promote the development of historical empathy among students. It is not deployed in a classroom setting; however, it seeks to study the preconditions in how it can be done. The study draws from history didactics and film analysis to study Michael Haneke´s The White Ribbon from 2009. Haneke is renown in the academic world where his movies draw a lot of attention. The reason is that his movies have a tendency to depict the ongoing decay of our society. This study aims at intertwining theory of history didactics with film analysis in order to promote the development of historical empathy among students. The theoretical frame the essay provides show a possibility in how a motion picture can be used for this purpose in the history classroom.

This is a study about six textbooks that are used in the history subject in the Sweden upper secondary school since the year of 1876 to 2018 with a year-gap of approximately 30 years. The study aims to understand how many and to what proportion women are named in the textbooks. The aim is also to understand what qualities the mentioned women are given and whether these qualities are positive or negative. The results of this study show that the mentioned women are significantly fewer than then male, throughout all the textbooks. Even though there are slightly more mentioned in the last one, from 2018. Another result is that three of the textbooks are using more positive qualities for women, than the other three. However, most of the mentioned women are only stated as a mother, a sister, a daughter, or someone’s spouse. Something that can be linked to women being seen as objects rather than as people. One conclusion in this study is that not enough women are mentioned in the textbooks. Therefore, the teachers must find material themselves to be able to get an equal education for their students.

Vi ville undersöka några svenska gymnasielärare i historias attityder till att låta sina elever arbeta kontrafaktiskt. Vilka svårigheter de ser med arbetet, hur de arbetar eller kan tänka sig att arbeta med det och om de såg några specifika för- eller nackdelar jämfört med mer traditionell undervisning? För att ta reda på detta utförde vi kvalitativa intervjuer medyrkesverksamma lärare. Vi hörde inte av oss på förhand om huruvida de arbetat kontrafaktiskt tidigare och vi väntade oss en viss skepsis mot arbetssättet. Men vad vi fann var att även om inte alla medvetet arbetat med det så var alla insatta i, och positiva till, metoden. Och trots attde var eniga om att det innebär stora svårigheter att arbeta kontrafaktiskt så vittnade de samtidigt om stora fördelar, såsom effektivt utvecklande av historiemedvetande, främjande avhistorisk empati, samt motverkande av historisk determinism. / We wanted to investigate some Swedish high school history teachers' attitudes towards letting their pupils work counterfactually. Which difficulties they see with this kind of work, how they are working or can fancy themselves working with it and whether they see any specific pros or cons compared to more traditional education. To find these answers we conducted a series of qualitative interviews with working teachers. We did not inquire before hand as to whether they ever had been working counterfactually and we expected some degree of scepticism towards this way to work. But what we found was that even though not all of them had tried working this way, they were all well informed on the subject and favourable towards the method. And despite being unanimous about the difficulties of working counterfactually,they testified to the great advantages to doing so, such as benefiting the development of a historical consciousness, promoting historical empathy and countering historical determinism.

The purpose of this study is to shed light on which genocides are covered in history education in Södertälje and what governs these selections of genocides that are covered, as well as to investigate how teachers work to activate and develop the historical consciousness of studentsin genocide education. The essay's empiricism is based on four in-depth interviews, so-calledqualitative semi-structured interviews, which were conducted with four active high schoolteachers from two different high schools in Södertälje. The results in this study were analyzedby using Per Eliasson's three theoretical criteria, Lars Andersson Hult’s theoreticalperspective and Steven Dahl's theoretical reflection, for how to activate and develop anawareness of history in the student. The results showed that the teachers who participated inthe survey focused mainly on Seyfo and the Holocaust, while other genocides were coveredto a lesser extent in the teaching. The study's results also suggest that there are three mainfactors that govern the selection of genocides that are covered in teaching. These factors are:education and knowledge, society and the student base, and possible difficulties with materialissues. The results show that there are several successful ways of working and useful methodsfor activating and developing the students' consciousness of history. One of these workingmethods is to take into account the design of the teaching content based on the students'ethnic identity, background and experience. Another successful way that emerges from theresults is to activate and develop historical consciousness by using popular culture filmswhen teaching about genocide to raise questions that lead to a need for orientation in theindividual. In summary, this study has highlighted questions about which topics are coveredin genocide education in Södertälje, which factors govern the selection of content and how toactivate and develop students' historical consciousness.

In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content. The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally. In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to: • establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA; • determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA; • identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and • design an OBA model for the Grade 10 History teacher. A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research: • Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner. • Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible. • Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA. • Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available. • Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA. Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

This paper explores the potential of historical simulation games to nurture historical consciousness. Merging the subject of history and game studies, the material analyzed is the digital game Crusader Kings 2 as well as player created narratives spawned from it. The paper uses a mixed method from game study and history didactics, and theories of historical consciousness to interpret the material. The study shows that the potential to develop historical consciousness do exist in the historical simulation game, and that the narratives that players create from play contain signs of historical consciousness. The study opens up the field for future case studies where the development of historical consciousness through historical simulation can be tested in a formal school setting. / Denna studie undersöker potentialen hos historiska simulationer i digitala spel att utveckla historiemedvetande. Ämnet historia och spelstudier blandas i denna uppsats där det digitala spelet Crusader Kings 2 och tillhörande spelarskapade narrativ undersöks. Studien använder en blandad metod från spelstudier och historiedidaktik. Teorier om historiemedvetande används för att tolka materialet. Undersökningen visar att det finns potential för detta historiska simulationsspel att utveckla historiemedvetande. Den visar även att tecken på historiemedvetande syns i de spelarskapade narrativen. Studien öppnar upp för framtida fallstudier där utvecklingen av historiemedvetande genom historisk simulation kan testas i formell skolmiljö.