Made available in DSpace on 2017-07-21T20:31:45Z (GMT). No. of bitstreams: 1 Federico Alvez Cavanna.pdf: 1096936 bytes, checksum: b2d6526421860ccdd3221c82dbd36d86 (MD5) Previous issue date: 2009-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / At 2004, the Frente Amplio (left parties and movements coalition) won the parliamentary and presidential elections. One of the first changes was a revision of the military period, in the juridical aspects, including human rights, and also in the educational aspect, that is, the scholar teaching about dicatatorship has entered in the agenda, and with it the advantages and problems of the teaching of recent history. From the motivations and difficulties that emerged to the incorporation of the teaching of recent history at Uruguay, the notion of ?laicidade? (laity) ? of large usage on the public debate ? as one of the strongest conditionants who grow difficult the history didactics renewing. The main objective is to understand the characteristics and working of the usage of the ?laicidade? notion, on what it refers to the history teaching. To this field of the education, there are different visions and usages of the ?history as scholar subject? and its teaching and learning processes, that are considered adequated or not according to the individual position about the theme of the ?laicidade?. With resource to documental analysis and to the production and interpretation of written interviews, it was analysed two groups of individuals involved in this debate. At a side, the politicians of the tradicional political parties (Blancos and Colorados), from their parliamentary and journalistic speeches; at the other side, the history teachers, from among were interviewed 15 teachers during the actual year. The main theorical references were the texts on historical consciousness and history didactics of J?rn R?sen (2001, 2007, 2007b) and the analysis about the relationships with the knowledge done by Bernard Charlot (1986, 2001, 2005,2006). The renewing of the history teaching in general, that represents the arrival of recent history at the classrooms stays conditioned by the indefinable notion of ?violate laicy? (violar a laicidade) in a big proportion. It was constated that the original meaning of the notion - linked to avoiding the teaching of religious dogmas in the classes ? is completely changed by a ?political shape? that unites this notion with the idea of a objective and neutral education. Because of this, the ?usage? of the laicy concept revealed to be a key to enter the analysis in the different ?usagens of teached history? and over the vision that is got ?about? and ?from? the different individuals that make the teaching and learning process (except the students that were no part of this research). By a side, the politicians consider ?laic? and, because of this, accepted, a history without conflicts ? lineal, nationalist and liberal (and, of course, objective and neutral) that honour the supposed tabula rasa that the student would represent. The teachers divide in whose fear problems caused in the confrontation of those ?social accepted? rules (and ends ?institucionalizing? themselves accepting those rules) and the ones who see a trap in the desired objectivity or neutrality. The prominence of this research is at identifying the ?laicidade? as a notion at the same time indefiniable and insindiously condicionater of the practices, individuals and knowledges to the history teaching in Uruguay. The research allows proposing a revision of the ?laicidade? notion, in the meaning of maintaining this role of definition of a public space, but pledging criteria that can also be public, that means, intersubjectively constructed. / Em 2004, o Frente Amplio (coaliza??o de partidos e movimentos de esquerda) venceu as elei??es parlamentares e presidencial no Uruguai. Uma das primeiras mudan?as foi uma revis?o do per?odo militar, tanto nos aspectos jur?dicos, incluindo os direitos humanos, quanto no aspecto educacional, ou seja, o ensino escolar sobre a ditadura entrou para a ordem do dia, e com ele as vantagens e problemas do ensino da hist?ria recente. A partir das motiva??es e dificuldades que surgiram para a incorpora??o do ensino da hist?ria recente no Uruguai, discutese a no??o de laicidade ? de largo uso no debate p?blico ? como um dos condicionantes mais fortes que dificultam uma renova??o da did?tica da hist?ria. O objetivo principal ? compreender as caracter?sticas e o funcionamento do uso da no??o de laicidade no que se refere ao ensino de Hist?ria. Para esse campo da educa??o, existem diferentes vis?es e usos da ?disciplina hist?ria? e seus processos de ensino aprendizagem, julgados adequados ou n?o conforme o posicionamento do sujeito quanto ? quest?o da laicidade. Com o recurso ? an?lise documental e ? produ??o e interpreta??o de entrevistas escritas, foram analisados dois grupos de sujeitos envolvidos nesse debate. Por um lado os pol?ticos dos partidos tradicionais (Blancos e Colorados) a partir de seus depoimentos parlamentares e jornal?sticos e por outro os professores de hist?ria, dentre os quais foram entrevistados 15 docentes no decorrer do atual ano. Os principais referentes te?ricos utilizados s?o os escritos sobre consci?ncia hist?rica e did?tica da hist?ria de J?rn R?sen (2001, 2007, 2007b) e as an?lises sobre as rela??es com o saber que realiza Bernard Charlot (1986, 2001, 2005, 2006). A renova??o no ensino da hist?ria em geral que representa a chegada da hist?ria recente nas aulas fica em boa medida condicionada pela indefin?vel no??o de ?violar a laicidade?. Constatou-se que o sentido original da no??o -vinculado com evitar o ensino de dogmas religiosos nas aulas - acha-se totalmente modificado por um ?formato pol?tico? que une essa no??o com a ideia de um ensino objetivo e neutro. Por sso mesmo o ?uso? do conceito de laicidade resultou ser a chave para adentrar as an?lises nos diferentes ?usos da hist?ria ensinada? e sobre a vis?o que se tem ?de? e ?desde? os diferentes sujeitos que comp?em o processo de ensino-aprendizagem (exceto os estudantes, que n?o integraram esta pesquisa). Por um lado os pol?ticos tradicionais consideram ?laica?, e por isso mesmo aceita, uma hist?ria sem conflitos - linear, nacionalista e liberal (e, claro, objetiva e neutra) que respeite a suposta ?tabula rasa? que representaria o estudante. Os professores se dividem entre os que temem problemas por confrontar essa vis?o ?aceita socialmente? da laicidade (e terminam por ?institucionalizar-se? aceitando essas regras para o ensino) e outros que visualizam uma armadilha na pretendida objetividade ou neutralidade. A relev?ncia desta pesquisa est? em identificar a laicidade como uma no??o ao mesmo tempo indefin?vel e sutilmente condicionadora das pr?ticas, sujeitos e saberes para o ensino da hist?ria no Uruguai. A investiga??o permite propor uma revis?o da no??o de laicidade, no sentido de manter seu papel de defini??o de um espa?o p?blico, mas garantindo crit?rios que tamb?m sejam p?blicos, ou seja, constru?dos intersubjetivamente.

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.

The aim of this thesis is to analyse and discuss the argumentation for theplace of History in the Swedish school system from the perspective ofeducation philosophy. The material that has been investigated is theYearbook of the Association of History Teachers (HLFÅ). In connectionto this, two questions have been asked: (1) What sort of argumentationhas there been in HLFÅ on the place of History in the Swedish schoolsystem from the time the Yearbook started to be published in 1942 until2004 when the Swedish parliament decided that the subject should beobligatory for all pupils in gymnasiet (senior high school)? (2) In whatway has education philosophy been taken into consideration in the argumentationon the place of History in HLFÅ between 1942 and 2004? Thebackground to these questions is partly that during the whole of the1900s it has been far from obvious what place History should have in theupper levels of the Swedish school system. Also, I have partly found itfruitful to study HLFÅ from the perspective of education philosophy.In chapter 1, we give a deeper presentation of HLFÅ. After that followsan overview of research into the teaching and learning of History (Historydidactics). The chapter ends with the three leitmotifs based on this research.I identify as leitmotifs areas that are identified clearly and repeatedlyin History didactics and that are seen as relevant to structure myanalysis of HLFÅ. The three leitmotifs are: (1) the relation between Historyand academia, (2) the social potential of History, (3) the use of Historyin the service of peace. These have structured the presentation in thetwo analysis chapters of the thesis (chapters 4 and 5).Chapter 2 discusses the thesis methodology, theoretical perspective andquestions. The methodology is an analysis of argumentation based onhermeneutics. The theoretical perspectives used in the study are educationphilosophies. My use of the theory builds on my reading of TheodorBrameld and Tomas Englund. The four education philosophies used toanalyse the argumentation are: (1) progressivism, (2) essentialism, (3)perennialism, (4) reconstructivism. In chapter 3, the background to thestudy is presented. The areas that are focused on are the changes in theSwedish school system during the 1900s, the subject of History in figures,and glimpses from the public debate on history in general and thesubject of History in Sweden. In chapter 4, we cover the period from1942-1970, and in chapter 5 we cover in a similar way the period from1971-2004. Both chapters begin with a chronological overview of theargumentation in the articles. After that, the material is analysed wherethe presentation is structured based on the three leitmotifs which arediscussed from an education philosophy perspective.Chapter 6 is a summarizing discussion. There we make it clear that progressivismis almost completely absent from the argumentation aroundthe place of History in Swedish schools in HLFÅ. Instead, the studyshows that it is a combination of essentialism and perennialism that dominatesthe way of maintaining the merits of History. Regarding reconstructivism,it is stated that it is subordinate to essentialism and perennialism.The study ends with suggestions for further research. Since theargumentation has consistently made the claim that History can givepeople a feeling of safety in their surroundings, understand their place inlife and create peace in the world, it is suggested that further analysisshould be made of similar material from the perspective of civil religion.A point of departure in this research is that secular societies partly takeover, and partly re-work, the rites and cosmologies of religious institutions,in order to create solidarity in modern societies. My hypothesis isthat this perspective would strengthen the thought that there are civilreligious practices on Swedish soil in connection with the educationworld.

In Sweden, the subject of history has become more comprehensive and diverse in recent decades. Parallel to this development, a new media landscape has been established, both in society at large and in school. Today there is a wide variety of teaching materials available, such as documentaries, news media, digitalized source material, music, computer games, encyclopedias, popular scientific articles, etc. This raises questions about which types of media history teachers use to teach their subject. The aim of this study is to analyze how teachers approach and relate to the qualities and usability of different media for teaching and learning history in upper secondary school. Semi-structured interviews are used to obtain detailed accounts of how teachers view their media use. Methodologically, the study examines teaching materials in a practice-oriented research tradition, focusing on the perceptions and uses of various media. Media ecology and sociocultural theory serve as the theoretical basis of the study. In brief, these theoretical perspectives claim that media should not be seen as neutral and value-free channels for conveying information, because intermediary media can both form and affect the learning that comes through the use of a certain medium. The concept of affordance is used in order to highlight and analyze how teachers view the effects that various types of media might have on how students understand history. This study shows that history teaching in upper secondary school is conducted in a media-rich environment. Based on the categorizations used, the eleven teachers who participated in this study report that they use a total of eighteen different types of media, and this complements and nuances the image of history teaching as a textbook-driven activity. This study also shows diversity in the teachers’ media repertoires. To explain this variation and to show the considerations underlying teachers’ media use, the term mediation strategies is used. The use of this concept shows that teachers’ perceptions of the usability of various media depend on how they perceive the qualities of these various media, as well as how the teachers relate both to the subject of history and to the pupils. Based on previous research and the results of the present study, it is concluded that it is advisable to advocate an extensive and varied media use when teaching history. Furthermore, it is highlighted that there is a need for a thorough discussion regarding which types of media should be part of history teachers’ media repertoires and what kind of mediation competence history teachers require today.

Submitted by Edinalva Aguiar (dinaguiar@gmail.com) on 2014-02-05T11:11:32Z No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-02-10T13:51:02Z (GMT) No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Made available in DSpace on 2014-02-10T13:51:02Z (GMT). No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Este trabalho insere-se no campo da educação histórica, cuja preocupação fundamental é compreender a construção do pensamento histórico e o desenvolvimento da consciência histórica de crianças e jovens. Tem como objeto de estudo o processo de ensino e aprendizagem de História e sua relação com a consciência histórica. Seu objetivo principal foi analisar se os alunos utilizam o conhecimento histórico como instrumento de construção de sentidos de orientação temporal em suas vidas práticas. A conceituação de consciência histórica aqui assumida é do teórico alemão Jörn Rüsen (2001, p. 58-59), para quem ela é o “[...] modo pelo qual a relação dinâmica entre experiência do tempo e a intenção no tempo se realiza no processo da vida humana.” Os dados foram coletados em 2011 por meio da aplicação de instrumento escrito, constituído por questões de respostas abertas. Os sujeitos foram alunos matriculados no 2º ano do ensino médio em duas escolas (uma pública outra privada), localizadas do município Vitória da Conquista-BA. A abordagem teórico- metodológica pautou-se na pesquisa qualitativa e o tratamento dos dados utilizou o método da análise de conteúdo. Os dados da pesquisa empírica demonstraram que os alunos atribuem importância à disciplina História e julgam agradável seu estudo. Mas, comparada a outros espaços e formas de aprendizagem, a história escolar é considerada enfadonha, discursiva e de memorização. Embora afirmem utilizar o conhecimento histórico na vida cotidiana, seja para formar opiniões, compreender ou explicar para outrem fatos/acontecimentos ou tomar decisões, as narrativas evidenciam pouca relação entre conhecimento histórico e vida prática, já que são marcadas por um fraco repertório desse conhecimento e pouca referência a ideias metahistóricas. Diante desses resultados, podemos afirmar que há um hiato entre o ensinado e o aprendido e que os alunos pouco atribuem sentidos ao conhecimento histórico, comprometendo o desenvolvimento da consciência histórica e sua função de orientação temporal na vida prática. / ABSTRACT This work falls within the field of historical education, whose primary concern is to understand the construction of historical thinking and the development of historical consciousness by children and youths. Its study object is the process of teaching and learning history and its relationship to historical consciousness. Its main aim was to assess if students use the historical knowledge as an instrument for the construction of meanings of temporal orientation in their practical lives. The conceptualization of historical consciousness adopted here is that of the German theorist Jörn Rüsen (2001, p. 58-59), to whom it is "[...] the way in which the dynamic relationship between the experience of time and the intention in time takes place in the process of human life." Data were collected in 2011 by means of the application of a written instrument, consisting of questions with open-ended answers. The subjects were students enrolled in the 2nd year of the secondary education in two schools (one public and one private), located in the municipality of Vitória da Conquista-BA. The theoretical- methodological approach was based on qualitative research and data processing used the method of content analysis. The empirical research data showed that students give importance to the subject of history and consider its study as being pleasant. But compared to other spaces and forms of learning, school history is considered boring, discursive and based on memorization. Although they claim to use the historical knowledge in everyday life, either to form opinions, understand or explain to others facts/events or make decisions, narratives show little relationship between historical knowledge and practical life, since they are characterized by a weak repertoire of such knowledge and little reference to meta-historical ideas. Given these results, we can state that there is a gap between what is taught and what is learned and that students attribute meanings to the historical knowledge, implicating the development of historical consciousness and its role of temporal orientation in practical life.

Submitted by MIRTES ROSE ANDRADE DE MOURA MARIANI null (mirtes_mariani@hotmail.com) on 2016-04-11T19:38:36Z No. of bitstreams: 1 Dissertação Completa_Mirtes_2016.pdf: 50866046 bytes, checksum: 92db06f1bccc3dcf01e15d5ba219acbd (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-13T12:25:42Z (GMT) No. of bitstreams: 1 mariani_mram_me_mar.pdf: 50866046 bytes, checksum: 92db06f1bccc3dcf01e15d5ba219acbd (MD5) / Made available in DSpace on 2016-04-13T12:25:42Z (GMT). No. of bitstreams: 1 mariani_mram_me_mar.pdf: 50866046 bytes, checksum: 92db06f1bccc3dcf01e15d5ba219acbd (MD5) Previous issue date: 2016-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Trata-se de pesquisa de mestrado, com o objetivo geral localizar, identificar, reunir, selecionar, sistematizar, analisar e interpretar aspectos da disciplina de Didática no Curso Normal do Instituto Superior de Educação da cidade de Garça-SP (2003-2006). Tal formulação se originou da crença de que, as disciplinas escolares constituem corpos de saberes que elaborados, se tornam próprios para o estudo, a aprendizagem, e por meio da história das disciplinas escolares poderemos perceber a materialização da produção do conhecimento nas instituições escolares. Assim, se justifica a pesquisa cujos resultados ora apresento, centrado na história da disciplina Didática, no extinto Curso Normal Superior do Instituto Superior de Educação de Garça-SP (2003-2006), o qual faz parte de uma política de formação de professores pós LDB 9394/96. O método de análise e de interpretação dos dados e informações privilegiado é o dos “aspectos da configuração textual”, segundo Magnani (1993; 1997) /Mortatti (2000), baseado nos procedimentos de localização, identificação, recuperação, reunião, seleção, ordenação, sistematização e análise do corpus documental. O referencial teórico que subsidiou a análise dos dados e informações obtidos foi constituído pelas formulações de Chervel (1990) sobre o que esse pesquisador denomina de finalidades de objetivo e de finalidades reais, as quais fundamentam os saberes e permitem que eles se materializem nas instituições, por meio de todos os seus processos, dentre os quais, as disciplinas escolares e ou acadêmicas. Dentre as considerações finais tem-se que a as disciplinas de Didática deveria ter assumido no Curso Normal Superior de Garça, segundo o documento da instituição, papel relevante, ao lado da Pesquisa e Prática de Ensino e do Estágio Curricular Supervisionado como elementos integradores dos eixos curriculares. Entretanto, a pesquisa desenvolvida evidenciou que isso ficou apenas nas tentativas. / It is master's research, with the overall objective to locate, identify, gather, select, organize, analyze and interpret aspects of didactics of discipline in the Ordinary Course of the School of Education of the city of Garça SP (2003-2006). Such a formulation stemmed from the belief that school subjects are of knowledge that developed bodies become fit for study, learning, and through the history of school subjects can perceive the materialization of knowledge production in schools. Thus, it justifies the research whose results now present, centered in the history of Teaching discipline, extinct Training Course at the Higher Institute of Garça SP of Education (2003-2006), which is part of a post teacher training policy LDB 9394/96. The method of analysis and interpretation of data and privileged information is the "aspects of textual configuration," said Magnani (1993; 1997) / Mortatti (2000), based on the location of procedures, identification, recovery, meeting, selection, ordering , systematization and analysis of the documentary corpus. The theoretical framework that supported the analysis of the data and information obtained was constituted by Chervel formulations (1990) about what the researcher calls the objective purposes and real purposes, which underpin the knowledge and allow them to materialize in the institutions, through all its processes, among which the school and or academic disciplines. Among the final considerations it has been that the didactics of disciplines should have taken the Superior Normal Course of Garça, the report of the institution, role, next to the Research and Teaching Practice and Curriculum Supervised as the integrating elements of the axes curriculum. However, research carried out showed that it was only in attempts.

This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.      The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.      The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development. / Forskarskolan Historiska Medier (ForHiM)

What has happened affects our lives as well as our actions; the past is inseparably connected to the present and to the future. Although this relation exists, it is not that simple to bring it up when teaching history. However, if that is never done, the subject might be considered irrelevant. This study aims therefore to research in what way history teachers create a relation between past, present and future in their teaching, and how they look upon this issue. To make these dimensions in time visible in an empiricist analysis, the theory starts from the concept of historical consciousness. Historical consciousness is a mental process within each person, where reflections of the past create an understanding of the contemporary, thus creating conceptions of the future. The empirics have been gathered through semi structural interviews with three teachers at upper secondary school, that all are interested in – as well as working with – historical consciousness. The tools of analysis are Klas-Göran Karlsson’s historical mental operation “historiska tankeoperation” and the critical narrative of Jörn Rüsen’s typology of historical narrations.   The result suggests four different strategies of teaching that can be utilized to create a relation between the three dimensions of time. (1) Future scenarios may be discussed from historical courses of events and lines of development. (2) History may be used to draw conclusions and to learn from. (3) Historical consciousness may be made visible through reflections of how our individual experiences affect our lives today, and how they affect our future actions. (4) Alternative interpretations and narratives about the past may be used to affect, or to change, the students’ conception of something today or/and in the future. / Det förflutna påverkar våra liv och våra handlingar, dåtiden står i en oupplöslig förbindelse med nutiden och framtid. Trots att denna relation existerar så är det inte så enkelt att belysa den i historieundervisning och om detta inte görs så riskerar historieämnet att uppfattas som irrelevant. Denna studie undersöker därmed hur historielärare ser på och skapar en relation mellan dåtid, nutid och framtid i historieundervisningen. För att få syn på dessa tidsdimensioner i en empirisk analys så utgår teorin ifrån begreppet historiemedvetande. Historiemedvetande är en mental process hos varje människa där reflektioner av det förflutna ger en förståelse för den egna samtiden och där igenom skapar uppfattningar om framtiden. Empirin har samlats utifrån semistrukturella intervjuer med tre gymnasielärare som är intresserade av och arbetar med historiemedvetande. Analysverktygen består av Klas-Göran Karlssons historiska tankeoperation och den kritiska berättelsen ifrån Jörn Rüsens berättelsetypologi.    Resultatet visar på fyra undervisningsstrategier som kan användas för att skapa en relation mellan de tre tidsdimensionerna. (1) Framtida scenarion kan diskuteras utifrån historiska skeende och utvecklingslinjer. (2) Historien kan användas för att dra slutsatser och lärdom av. (3) Historiemedvetande kan synliggöras genom reflektioner av hur våra individuella erfarenheter påverkar våra liv idag och våra framtida handlingar. (4) Alternativa tolkningar och berättelser om det förflutna kan användas för att påverka eller förändra elevernas uppfattning om någonting idag och/eller i framtiden.

This thesis focuses on four different aspects of history teachers’ comprehensive understanding of the school subject history. More specifically, the aim is to study the comprehension of the subject as perceived by individual history teachers. Special emphasis is placed on identifying the concepts of the field of history that are central to the teachers’ understanding of the school subject history.           The first aspect studied is the teachers’ biographical changes. In a life history perspective it seems as if the teachers’ subject conception changes from an unproblematic and tentative approach to a more complex and confident understanding of the subject. The second aspect treated is the rationale behind their grasp of the purpose and content of the subject. Three major positions are identified, namely educational (bildung) orientation, critical orientation, and identity orientation.           The third aspect studied is the teachers’ interpretation of a curriculum new to them. The teachers placed the curriculum in the field of tension between an education policy position, emphasizing more precise knowledge, on the one hand, and a history science position, emphasizing concepts of historical consciousness. The fourth aspect studied is five different conceptual tools displayed in the teachers’ remarks on having completed the teaching of a new course. These are termed ‘history as narrative’, ‘history as time-space’, ‘history as explanation’, ‘history as perspective taking’, and ‘history as skills’           At the general level the study shows not only that subject conception is of importance to the teachers’ understanding of their obligation as teachers of history but also how it is formed and constantly transformed by many different factors. In this process it is clear that the concepts used by the teachers, although variously defined, can be seen as specific to the school subject history and essential to the construction of history as a school subject. / Baksidestex: Vad är syftet med skolämnet historia? Vad ska skolämnet historia innehålla? Det här är en doktorsavhandling där fokus sätts på lärares förståelse av skolämnet historia. Mer precist avgränsas syftet till att undersöka ämnesförståelsen hos nu verksamma historielärare. Särskild vikt läggs vid att identifiera centrala begrepp i lärarnas ämnesförståelse. Undersökningen bygger både på enkäter och intervjuer och tar sin utgångspunkt i fyra olika aspekter av historielärarnas ämnesförståelse som redovisas i separata studier. Den första aspekten är ämnesbiografisk och tar fasta på de faktorer lärarna menar har påverkat utvecklingen av deras ämnesförståelse. Den andra aspekten har sitt fokus på lärarnas förståelse av historieämnets övergripande syfte och innehåll. Den tredje aspekten handlar om hur lärarna tolkar inriktningen och innehållet i den nya ämnesplan som infördes i gymnasieskolan 2011. Den avslutande aspekten fokuserar på de ämnesredskap som blir synliga i de utsagor lärarna gör om innehållet i gymnasieskolans kurs Historia 1b.

This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.      The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.      The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development. / Forskarskolan Historiska Medier (ForHiM)