Il s’agit de déterminer si différents constats posés initialement relatifs à l’évolution de la société et du monde scolaire sont les épiphénomènes d’une tendance générale ou s’ils sont simplement issus d’une synchronie fortuite. De l’analyse de ces constats émergent des problématiques qui se cristallisent autour de concepts. D’une part, on identifie la perception de la citoyenneté, de l’autre, le développement d’un projet d’autonomie intellectuelle, assorti d’une conscientisation des apprentissages. Nous traitons d’abord les questions relatives à la citoyenneté dans le cursus scolaire avant d’approfondir les questions concernant la didactique, adoptant l’hypothèse que les liens entre ces constats participent d’une même dynamique mais s’actualisent à des degrés divers. Ainsi, la recherche débute par les différentes situations pédagogiques dans lesquelles les apprenants sont confrontés à la citoyenneté durant leur cursus officiel dans certains pays ou communautés représentatives. Le second chapitre présente l’analyse profonde et minutieuse des dynamiques sociétales sous-jacentes aux écueils mentionnés pour se focaliser ensuite sur le contexte scolaire. Une définition du sens des notions utilisées est nécessaire au troisième chapitre avant d’envisager toute réponse aux questions liminaires en pédagogie puis en didactique des langues anciennes, aux chapitres quatre et cinq. Le travail se concrétise par un corpus de textes accompagnés de pistes d’exploitation avant de conclure et d’envisager les perspectives.<p><p>&9679; Clef :comment les langues anciennes peuvent-elles aider les élèves à s’approprier les concepts de l’éthique citoyenne ?L’autonomie intellectuelle, condition sine qua non de l’éthique citoyenne, ne provient pas ipso facto d’une lecture assidue des auteurs classiques mais elle peut constituer le projet qui sous-tend toute démarche de l’enseignant. Praxéologique à tendance pragmatique, cette recherche ne vise point à un utilitarisme réducteur de leur enseignement mais tente de répondre à un besoin axiologique. <p><p>&9679; Objectif :montrer comment une orientation méthodologique et déontologique précise dans l’apprentissage des langues anciennes sensibilise aux problématiques citoyennes du même type que celles qui caractérisent notre société postmoderne<p><p>& / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

Denna studie undersöker samhällskunskapslärares professionella och didaktiska förhållningssätt till artificiell intelligens (AI) som verktyg i samhällskunskapsundervisningen. Fokus ligger på verktyget ChatGPT och hur detta kan användas i undervisningskontext. Syftet med studien är att öka kunskapen kring AI-verktyg i undervisningssammanhang och samla data om lärares åsikter kring dess användbarhet i utvecklingen av elevers förmågor och i relation till måluppfyllelse enligt läroplanen. En systematisk litteraturgenomgång genomfördes för att identifiera relevant tidigare forskning och utveckla inklusions- och exklusionskriterier. Gruppintervjuer genom ett informerande och utforskande seminarium genomfördes för att förstå lärares problemområden i relation till AI i undervisning. Detta ledde till teman av begrepp och problemområden som utgjorde grunden för en analys. Slutsatsen presenterar att ChatGPT har potential att användas som ett verktyg i undervisningen i samhällskunskap i svenska gymnasieskolor. Lärare kan använda verktyget för att effektivisera sitt arbete med att konstruera lektionsinnehåll, planera undervisning, anpassa kunskapsinnehåll till enskilda elever och på så vis stödja elevers måluppfyllelse i samhällskunskap. Verktygets funktionalitet förstås vara flexibelt och samtidigt visa förmåga att förstå innehållet i användarens budskap, generera text som är språkligt korrekt i sin struktur, erbjuda relevant information och besitta ett pedagogiskt värde baserat på användarens syfte. / This study examines social science teachers' pedagogical and didactic approaches to artificial intelligence (AI) as a tool in teaching civics. The focus is on ChatGPT and how it can be used in educational contexts. The purpose of the study is to increase knowledge about AI tools in teaching and to gather data on teachers' opinions on their usefulness in developing students' abilities and meeting curriculum goals. A systematic literature review was conducted to identify relevant the researchbase. Group interviews through an informative and exploratory seminar were conducted to understand teachers' problem areas in relation to AI in education. This led to themes of concepts and problem areas that formed the basis for an analysis. The conclusion presents that ChatGPT has the potential to be used as a tool in the teaching of social studies in Swedish high schools. Teachers can utilize the tool to streamline their work in constructing lesson content, planning instruction, adapting knowledge to individual students, and thus support students' achievement of goals in social studies. The tool's functionality is understood to be flexible while also demonstrating the ability to comprehend the content of the user's message, generate text that is linguistically correct in structure, provide relevant information, and possess educational value based on the user's purpose.

This diploma thesis was focused on the influence of family on the school success of lower secondary students. Theoretical part of the thesis was created on the base of compilation and comparison of literature. The experimental part was made by qualitative research. The aim of this part was to explore more deeply the influence of divorce on school success of lower secondary students especially at the subjects English and Civics. The research was realized by semi-structured interview. The answers were analysed and then compared with the theory in the theoretical part. Powered by TCPDF (www.tcpdf.org)

I denna litteraturstudie undersöks det vad styrdokumenten säger om källkritik och kritiskt granskande och hur det ska läras ut. Studien har svarat på vilken kritik det finns mot läroplanens intentioner och hur utfallet blivit. Studien tar upp forskning om den praxis som råder när elever i åldrarna årskurs 4 – 6 använder Internet och sociala medier. Läroplanen, kommentarmaterial, analyser av gällande läroplan samt artiklar har belyst en viss frånvaro av kunskap och tillämpning av begreppet källkritik i en skolkontext. Studiens slutsats blir att begreppen källkritik och kritiskt granskande helt borde genomsyra läroplanen och gå tvärsigenom alla ämnen.

This diploma thesis focuses on didactic games and their use during the lessons of social sciences at grammar schools. It mainly deals with the area of political science. The thesis is divided into two parts. The theoretical part looks into a didactic game itself, its significance for people, its role in education and the philosophical approach to didactic games. Not only a game from the didactic point of view, but also project teaching, which is closely related to this topic, are covered. The practical part is based on monitoring of selected schools. This part focuses on preparation of particular teaching topics and their subsequent analysis from the teachers' point of view. KEY WORDS Didactic game, educational method, politology, the basics of civics and social sciences

This mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting student learning with and without the presence of the Civics EOC examination. A subset of department instructional leaders were interviewed providing additional qualitative data with a wider scope due to their dual positioning as teachers and as links between the social studies teachers at their school and the School District of Sunshine County. The analysis of the data reveals that while civics teachers value the increased prestige brought to the subject area with the introduction of the end-of-course examination, the heightened importance of standards has a resulted in a focus on breadth of content coverage rather than depth of learning, leading to content-centered rather than student-centered classroom environments and subsequent loss of voice and choice in curricular decisions for teachers and students. Teachers feel intense pressure to cover the curriculum, raise test scores and engage in test preparation; they question the soundness of the examination to adequately assess the learning of all students and to capture the essence of civics education: active engagement. Teachers’ perspectives on the effect of the examination on teacher practice and student learning were framed within contextual factors that emerged in the analysis: the abandonment of the policy to introduce foundational content at the elementary level; a lack of communication among stakeholders, but particularly between state-level decision makers and local educators; and an absence of the ongoing scaffolding required to create a strong foundation of knowledge and skills to foster continued growth. Consequently, the recommendations of this study of educators’ voices on the policies that impact their profession are directed primarily at state level policy makers and future researchers regarding the flow of communication, inclusion of teacher feedback, continued teacher development, addition of a participatory component, and curricular alignment. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Abstract During the fourteen years between 1898 and 1912, the influences imparted upon the School System of Cuba were substantial. In the period immediately following the conflict with Spain, known in the U.S. as the Spanish American War, a concerted effort was underway to annex the island of Cuba. This study was undertaken to discover what courses were introduced into the K-12 curricula following the U.S. intervention, who introduced those changes, and what, if any influence those changes brought to the culture of the island. This investigation and analysis was necessary to reinvigorate the discussion regarding the history of the Cuban education system in view of the attempted cultural change brought about by the U.S. intervention. While many actions were underway by various factions both within the U.S. government and without to ensure that the annexation would be successful, one concerted effort was undertaken through the reconstruction of Cuba's schools. Changes that were made include: coursework, textbooks, structure of schools, selection process for teachers and professors at the University of Havana, holiday schedule, and the school-day and school-year. While the language of instruction remained Spanish, the method of delivery and training of Cuban school teachers was adapted through an extended summer Normal School program in association with Harvard University and a fulltime program at the New Paltz Normal School in New York. From the results collected regarding the coursework, individuals involved, and the changes imparted upon the culture of Cuba, it appears that a concerted effort was underway to impose a U.S.-styled school system on Cuba with the intended result of annexation of the island of Cuba by acclamation of the Cuban people.

<p>Uppsatsen belyser invandrade akademikers erfarenheter av Söderhamns kommuns Insteg till Svenskt Arbetsliv, en kurs för att underlätta inträdet på svensk arbetsmarknad samt invandrade akademikers syn på hur de kan få jobb i Sverige. Det är svårt för invandrade akademiker att få arbete som motsvarar deras utbildning.  Metoden för undersökningen har varit semistrukturerade intervjuer med fyra invandrade akademiker. Resultatet visade att ISA-kursen gav information om hur man söker jobb i Sverige och hur den svenska arbetsmarknaden fungerar, kontakt med arbetsgivare samt träning i att prata svenska. Resultatet visade att det behövs kurser i svenskt fackspråk och ekonomiskt stöd för att studera svenska på hög nivå. Resultatet överensstämmer med Svenskt Näringslivs åsikt att brist på effektiva utbildningar i svenska gör att Sverige inte kan förvalta hitflyttad välutbildad arbetskraft. Resultatet visar att kommuner behöver fördela rätt kompetens till rätt kommun samt att invandrade akademiker behöver hjälp med kontakter med arbetsgivare. Processen att få ett arbete behöver gå snabbare för att invandrade akademiker inte ska tappa motivation.</p> / <p> </p><p>This thesis explains how academically educated immigrants in Söderhamn, Sweden, have experienced a course aiming to help them enter the Swedish job market. It gives these academically educated immigrants' views on how they can get a job in Sweden. It is difficult for academically educated immigrants to get work in Sweden equivalent to their education. The method used has been semi-structured interviews with four immigrants with academic educations. The result shows that the course gave information about how to apply for a job in Sweden and how the Swedish job market works, contact with Swedish employers and training in speaking Swedish. The result also shows that there is a need for technical language courses in Swedish that gives immigrants the terminology needed to be able to practice their professions in Sweden.  In addition there is a need for financial support to be able to study Swedish at high levels. This result corresponds with the view of Svenskt Näringsliv: There is a lack of effective Swedish courses in Sweden which makes it impossible to make use of highly educated people that move here. Furthermore the result shows that communities in Sweden need to have a better communication and place people with competence to the appropriate community. Finally academically educated immigrants need help in contacting Swedish employers. The process to get a job in Sweden must be quicker or they may lose their motivation to find work in Sweden.</p>

<p>Den palliativa vården, vården i livets slutskede, är ojämnt fördelad över Sverige. Men vad beror det på? Vilka brister finns det, och hur ser situationen ut i Stockholmsregionen? Hur behandlar man dödssjuka människor, och hur är det att jobba nära döden vecka in och vecka ut? Vad innebär egentligen vård i livets slutskede, att ge vård till döende personer med en obotlig sjukdom? Möt några skötare och läkare som arbetar med patienter vid livets slut.</p>

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