Abstract Studies show that teachers struggle to teach one of the core aspects of history teaching in Sweden, namely use of history. This problem was the reason behind the creation of this overview. The aim of this overview is to examine the theories that surround the didactical concept of use of history. The methods used to establish the ground of this overview are inquiries in several databases and review of scientific publications. The results show that the concept of use of history includes many different aspects that can be emphasized depending on the perspectives that researchers apply. Followingly, history didacticians have developed different possible frameworks to tackle the teaching of this concept in the classroom. However, teachers are not always aware of how teaching can be done and their views on history affect their perspectives. Nonetheless, the overview shows how it can be done in an effective way and that the use of history can be a functional tool to develop students’ historical consciousness. Since the use of history and historical consciousness are core aims in the Swedish curriculum of history, this overview can be helpful for teachers.

Licentiatavhandlingen riktar blicken mot planeringsarbete i förskolan. Syftet är att beskriva och analysera förskollärares autentiska planering av barns möten med matematik. Studiens teoretiska inramning utgörs av den reflektiva skoldidaktiska teorin som betonar, oavsett skolform, lärares ansvarstagande för undervisning. Med den reflektiva skoldidaktiska teorin beskrivs planeringsprocessen som betydelsefull för undervisning. Planeringsprocessen utgörs av tre pedagogiska aktiviteter: intention – handling – reflektion. I denna studie fokuseras det pedagogiska arbete som sker distanserat från handling vilket gör intention och reflektion till studiens centrala begrepp. Studiens empiriska material har producerats med hjälp av deltagande observation. Fältarbetet har genomförts i en förskola på deltid under två terminer läsåret 2012/13 i ett arbetslags återkommande och autentiska planeringssamtal. Resultatet visar att arbetslaget planerar barns möten med matematik genom att de tar sin utgångspunkt i reflektion över planerade och dokumenterade pedagogiska skeenden. Det finns därmed en koppling mellan intention och reflektion. Resultatet visar att arbetslaget har konstruerat en egen planeringsmodell. Förskollärarna utgår inte från explicit uttryckta målformuleringar som anger vad som ska läras utan resonemang om möjligt lärande kommer in som en del i deras samtal om aktiviteter. Resultatet visar även att arbetslagets planering skapar förutsättningar för möten med en mångfald av matematik. Dock visar resultatdiskussionen att det finns utrymme för att utveckla resonemang kring vilka sätt barn kan få göra övergångar från vardagliga matematiska representationsformer till mer abstrakta. Resultatet visar även att det finns ett behov av att utveckla ett matematikdidaktiskt yrkesspråk i förskolan. / Nyckelord: förskola, planering, didaktik, matematikundervisning  This Licentiate thesis focuses on planning in Swedish preschool. The aim is to describe and analyze pre-school teacher's authentic planning of children's meetings with mathematics. The theoretical framing of the study consists of the reflective school didactic theory emphasizing, regardless of school form, teachers' responsibility for teaching. With the reflective school didactic theory, the planning process is described as important for teaching. The planning process consists of three pedagogical activities: intention – action – reflection. This study focuses on the pedagogical work that takes place away from action, which makes intention and reflection to the central concept of the study. The empirical material of the study has been produced using participatory observation. Field work has been carried out in a preschool on part time for two semesters in the academic year 2012/13 in a regular and authentic planning conversation. The results show that the pre-school teachers do plan children's meetings with mathematics by taking their starting point in reflection on planned and documented pedagogical events. There is thus a link between intention and reflection. The result shows that the team has construct a planning model of their own. The planning is not based on explicit expressed goal formulations about what to learn. The reasoning of possible learning comes in as part of their conversations about activities. The result also shows that planning creates conditions for meetings with a multitude of mathematics. However, the results discussion shows that there is room to develop reasoning about the ways in which children can make transitions from everyday mathematical representations to more abstract. The result also shows that there is a need to develop a mathematics didactic language in preschool. Nyckelord: förskola, planering, didaktik, matematikundervisning  This Licentiate thesis focuses on planning in Swedish preschool. The aim is to describe and analyze pre-school teacher's authentic planning of children's meetings with mathematics. The theoretical framing of the study consists of the reflective school didactic theory emphasizing, regardless of school form, teachers' responsibility for teaching. With the reflective school didactic theory, the planning process is described as important for teaching. The planning process consists of three pedagogical activities: intention – action – reflection. This study focuses on the pedagogical work that takes place away from action, which makes intention and reflection to the central concept of the study. The empirical material of the study has been produced using participatory observation. Field work has been carried out in a preschool on part time for two semesters in the academic year 2012/13 in a regular and authentic planning conversation. The results show that the pre-school teachers do plan children's meetings with mathematics by taking their starting point in reflection on planned and documented pedagogical events. There is thus a link between intention and reflection. The result shows that the team has construct a planning model of their own. The planning is not based on explicit expressed goal formulations about what to learn. The reasoning of possible learning comes in as part of their conversations about activities. The result also shows that planning creates conditions for meetings with a multitude of mathematics. However, the results discussion shows that there is room to develop reasoning about the ways in which children can make transitions from everyday mathematical representations to more abstract. The result also shows that there is a need to develop a mathematics didactic language in preschool.

Denna studie undersöker pedagogernas kroppsliga handlingar i görandet och hur det organiserar för gemenskap och ett förhållningssätt vid måltiden i förskolan. Genom en teoretisk utgångspunkt ur etnometodologin fokuserar denna studie på pedagogers görande. För att kunna undersöka detta används deltagande observation som omvandlas till täta beskrivningar och sedan analyseras. Resultatet av vår studie visar på att pedagogernas kroppsliga handlingar har stor påverkan hur måltiden görs och organiseras. Handlingar stora som små får betydelse och att pedagogerna gör handlingar utan att tänka eller reflektera över vilken betydelse som de kan få. Studiens bidrag för praktiken är att medvetandegöra för pedagogerna vilka kroppsliga handlingar som väljs och blir betydande samt görs i en organisering av måltiden. Övergripande slutsats som kan göras är vikten av hur pedagogernas förhållningssätt uttrycks och hur kroppsliga handlingar kan leda till gemenskap.

This is a study on embodied rhythm and how it can be formulated and made into concepts. The study also focuses on how didactic resources are used in relation to embodied rhythm in jazz dance teaching. The work with this study took its starting point in the strong physical experience of dancing jazz dance and the problems in being able to talk about the rhythmical aspects of that experience in didactic contexts. Through studies of rhythm within many different fields a base of knowledge was created. Some examples of the different fields are music theory, cultural history, psychology, didactics, socio cultural theories as well as in dance theory. The knowledge base was used to develop concept that relates to embodied rhythm and didactic resources used in relation to that. The concepts were applied in observations of jazz dance classes and the usefulness and relevance of the concepts were tested. The study presents the concepts as a tool for discussions on embodied rhythm, for working with rhythm as part of dance teaching, for development of dance didactics and as a way to make the strong physical and rhythmical experience of dancing jazz a bit easier to address verbally.

Skolan har ett viktigt uppdrag när det kommer till extra anpassningar. Både svensk och internationell forskning lägger fokus på samarbete bland alla skolans professioner i utformningen av olika stödåtgärder (Scherp & Scherp, 2007; Hernandez, 2013; m.fl.). Lärare i denna studie utrycker vikten av att ett sådant samarbete. Detta samarbete ska enligt dem inte bara gälla lärare emellan, utan samtlig personal på skolan. I denna studie framkommer det att de intervjuade lärarna hade en mer bred uppfattning av begreppet extra anpassningar, än vad som anges i Skolverkets allmänna råd på området (Skolverket, 2014a). Denna mer breda uppfattning handlade inte bara om elever i svårigheter utan kan snarare kopplas samman med begrepp som allmänna anpassningar, eller individuella anpassningar. De ser anpassningar i allmänna ordalag som extremt viktiga för att alla elevers möjligheter till utveckling och lärande. Exempel på mer allmänna anpassningar var anpassningar för elevernas intresse och anpassningar för studiemotiverade elever. I denna studie framträder även läraryrkets dubbla uppdrag tydligt. Detta dubbla uppdrag handlar om att få eleverna att utvecklas mot kunskapskraven och ett demokratiskt fostrande uppdrag. Det framkommer att lärarna upplever båda dessa uppdrag som drivande i deras anpassningsarbete, vilket blir särskilt tydligt inom ämnet samhällskunskap. / The school has an important assignment when it comes to additional adaptations. Both Swedish and international research focuses on cooperation among all the schools' professions in the making of various support measures (Scherp & Scherp, 2007; Hernandez, 2013; m.fl.). Teachers in this study emphasize the importance of such cooperation. According to them, this cooperation should not only apply to teachers, but to all staff active within the school organisation. In this study, it is found that the interviewed teachers had a broader idea of the concept of additional adaptations then what is stated in Skolverkets Education's general advice on the subject in question (Skolverket, 2014). This broader view was not only about students with difficulties, but could rather be linked to concepts such as general adaptations, or individual adaptations. They see adaptations in general terms as extremely important for all pupils' opportunities for development and learning. Examples of more general adaptations were adaptations for student interests and adaptations for more study motivated students. In this study, the dual mission of the teaching profession becomes apparent. This dual mission is about getting students to evolve toward the knowledge requirements and a democratically fostering mission. It appears that the teachers experience both of these missions as a driving force in their adaptation work, which becomes particularly clear in the field of social sciences.

Abstract this thesis focuses on the draft process of the curriculum in the sphere of management accounting in the subject of accounting business academies in the Czech Republic. The work is divided into two parts, which are theoretical and practical. The first part involves analysis of current findings in the terms of economic and financial thinking and analysis of curriculum documents and educational aspects of teaching. The practical part consists of two parts of the research. Firstly, it investigates the opinions of accounting teachers about didactic aspects of teaching and subsequently it verificates the draft instruction with didactic tests.

This work by Hafiz, A. A & Lagerstedt, J. (2023). Specialdidactic instruments and strategies for inclusive religious education - High school teachers' and upper secondary school teachers' way of working with all students as well as students with extra support and special needs. Instutionen för Samhälle, kultur och identitet, Fakulteten för Lärande och samhälle, Malmö universitet, is part of a master's degree in subject didactics. The concept of special didactics used here in this essay has its background in the continental German tradition. The purpose of this master's thesis is to investigate the special didactic instruments and strategies that teachers of religious studies use in their work for increased inclusion. The aim is to gather valuable knowledge about how experienced teachers of religious education work when they plan their materials and teach in matters relating to students' life issues and identity, as well as how they work with extra adaptations and special support.  The research questions are as follows: What special didactic instruments and strategies do teachers in primary and secondary schools, teaching religious education, use in their subject planning for increased inclusion? What problems and opportunities do teachers experience when planning and working towards increased inclusion?  The theoretical perspective of this thesis is based on a phenomenological theory of knowledge. There are four special education perspectives, all of which were used in the analysis to highlight different definitions of inclusion. Students' identities are explained and theorized as the foundation for inclusion. A religious didactic model is exemplified to illustrate where in the planning process students can be included. Since there is not enough research on special didactics, the various theoretical special education perspectives were used together with subject didactic perspectives to create special didactic analysis methods.  The study's methodology is based on both exploratory researches to gather extensive knowledge and a case study approach to investigate more detailed information on how teachers work with inclusion in their planning. To obtain empirical material and collect the right data, five teachers working in different primary and secondary schools in Sweden were interviewed.  The results show that the teachers agree that it is difficult to include students both physically and socially. Teachers have different opinions about the concept of inclusion and work with inclusion in didactic contexts in different ways, adapted to the situation. Instruments and strategies are adapted to students in different ways, with some teachers placing more emphasis on language and others placing more emphasis on questions about the student's identity. Collaboration between teachers, student health services, and school management for the student's best interest occurs, but a quick assessment of the student's situation is always better than a late assessment discovered later. Regarding the subject of religious studies, teachers work to get closer to students' own life questions, worldviews, and identities, adapted to the classroom environment and the students.

Matematiken är ett av inslagen i förskolans verksamhet och i förskolans läroplan (Skolverket, 2010) betonas att förskolan ska sträva efter att varje barn utvecklar sin förmåga att använda matematik för att undersöka, reflektera över och prova olika lösningar av egna och andras problemställningar. I läroplanen betonas också att förskolan ska sträva efter att varje barn utvecklar sin förmåga att urskilja, uttrycka, undersöka och använda matematiska begrepp och samband mellan begrepp. Syftet med denna studie är att undersöka hur några förskollärare synliggör den matematiska undervisningen i sin verksamhet. I denna studie valdes intervju som metod där sju förskollärare från olika förskolor intervjuades. Studiens resultat visar olika tillvägagångssätt som förskollärarna använder sig av i sin matematiska undervisning. Det framkom att förskollärarna till stor del synliggör matematiska begrepp och antal, medan matematisk problemlösning förekom i mindre skala.

Abstract Title: Is it in line? – Textbook analysis in religious studies liked to a specific core content   The purpose of this study is to find out how the core content "How different life issues, such as the meaning of life, relationships, love, and sexuality is portrayed in popular culture” (Skolverket, 2011) is handled in three different textbooks within the subject of religion. The textbooks examined are PRIO Religion Stadiebok, Religion och liv 7-9 and Utkik Religion 7-9. These textbooks are published by distinguished publishers and they are common in the Swedish school teaching of religion. The selected textbooks are published after 2011, when the new curriculum in Lgr11 was introduced. The study uses a content analysis as a method. In this case, textbooks linked to the core content of the school subject religion are analyzed. The research questions for this study are: How is the central content "How different life issues, such as the meaning of life, relationships, love, and sexuality is portrayed in popular culture" in the school's religious topic, handled in the textbooks PRIO Religion Stadiebok, Religion och liv 7-9 and Utkik Religion 7-9? How do these three textbooks differ. What consequences may the usage of different textbooks have for different schools? What values ​​are conveyed in the parts that deal with the specified key content? Do the values of the books agree with the school values? The conclusion of this study is that textbooks focus more on some parts then others and they also differ in how they treat the central content.

Research shows that students’ interest in physics has been reduced over the last decades, both nationally and internationally. The purpose of this study is to examine students’ relationship with physics and thus investigate how the physics education in upper secondary school could improve. Qualitative interviews were used as research method. The results indicate that students find the physics courses interesting, and that they generally have a positive attitude towards the subject. Nevertheless, they find the education hard and stressful. Furthermore, the study shows that the teachers have a great impact on students’ interests and attitudes. The students have difficulties seeing the relevance of the course and they request more connections to their everyday life, new technology and society. The students appreciate associations to media and enjoy both observing and practicing experiments. The study indicates that stereotypical prejudices, such as social awkwardness, exist about people who are devoted to their studies. However, the informants consider it admirable to be successful within the area of physics. Having a profession related to physics is associated with high status, intelligence and a high income. In conclusion, the education needs to be changed and adapted in order to stimulate students’ interests since students' interests and experiences have changed during the recent decades. Interest has an effect on motivation, and thus affects students' performance and future career choices. / Forskning visar att elevers intresse för fysik har minskat de senaste decennierna, både nationellt och internationellt. Syftet med denna studie är att undersöka elevers relation till fysik och således undersöka hur fysikundervisningen i gymnasiet kan förändras. Kvalitativa intervjuer användes som forskningsmetod. Resultatet indikerar att elever finner fysikkurserna intressanta och att de generellt har en positiv attityd till ämnet, men att de upplever undervisningen som svår och stressig. Ytterligare visar studien att läraren har en stor inverkan på elevernas intresse och attityder. Eleverna har svårigheter att se kursens relevans och de efterlyser mer kopplingar till vardag, ny teknik och samhälle. Eleverna uppskattar experiment, laborationer och kopplingar till media. Informanterna anser att det är beundransvärt att vara framgångsrik inom fysikområdet. Att ha ett fysikrelaterat yrke förknippas med hög status, intelligens och bra lön. I studien framgår det att det finns stereotypa fördomar, så som social tafatthet, kring personer som är hängivna sina studier. Slutsatsen blir att undervisningen behöver förändras och anpassas för att kunna väcka elevers intresse då elevers intressen och erfarenheter har ändrats under de senaste decennierna. Intresset påverkar motivationen, därmed påverkas även elevers resultat och framtida yrkesval.