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I läroplanen för grundskolan och fritidshemmet är det framskrivet att elever i F-3 ska arbeta med den historiska tidslinjen men även utveckla deras historiemedvetande. Syftet med studien är att undersöka hur F-3 lärare resonerar kring deras arbetsätt när de arbetar med den historiska tidslijen samt hur de resonerar kring att utveckla elevers historiemedvetande. Den metod som använts inom studien är en semistrukturerad intervju som genomförts digitalt. För att kunna analysera det insamlade materialet har vi använt tematisk analys vid bearbetningen. Resultatet visade att de intervjuade lärarna hade olika sätt resonera kring begreppen inom arbetet med historiska tidslinjen. Begreppet historiemedvetande var ett begrepp som vissa av lärarna kände till och andra inte. Men det som märktes vid analysen var att lärarna på ett eller annat sätt arbetade med historiemedvetande utan att benämna begreppet i undervisningen. Efter bearbetningen av intervjuerna framkom det flera olika arbetssätt som används av F-3 lärare när de arbetar med den historiska tidslinjen. Det framkom även att informanterna inte alltid kände till ordet historiemedvetande däremot beskrev dem olika faktorer som visade att de arbetade med att utveckla ett historiemedvetande.

The purpose of the study is to investigate teachers' experiences of developing cooperation and participation with students in history teaching in order to strengthen students' learning. The goal is particularly interested in understanding what collaboration and participation are in history teaching according to teachers'experiences and which methods are used to achieve this. In addition, it examines what conditions are needed for this to be achieved. Finally, it is also examined whether challenges can arise in order to create cooperation and participation in history teaching. The study is based on a semi-structured qualitative interview method with three teachers. The teachers are from two upper secondary schools and one secondary school in Sweden. The result shows that cooperation and participation can be achieved in different ways, but that the concepts relate to each other. What perhaps appeared surprising was that the relationship with the students was emphasized more than the methods themselves, which were quite basic. Another decisive factor that stood out was the teacher's ability to find inputs for the student and make personal connections to the history subject. When the teacher found the entrance, participation and cooperation also increased. The teacher's passion for the profession was also something that influenced the students' participation.

Abstract In our research, we sought to identify effective methodologies for teaching sensitive or challenginghistorical subjects within educational contexts. This endeavor was driven by our belief that a nuancedunderstanding of these pedagogical strategies is essential for enhancing future classroom interactions. Weaimed to delve into the scholarly discourse surrounding the instruction of difficult historical topics,enriching our approach to handling sensitive content.Our investigation revealed enlightening perspectives from studies across diverse historical andgeographical contexts. We aimed to uncover common themes and assess their applicability withinSwedish educational settings. The studies varied in methodology, approach, and structure, selectedthrough targeted searches on platforms like Google Scholar using terms related to teaching sensitivehistory. This process involved reviewing titles and abstracts to ensure the studies' relevance andcontribution to our objectives.Despite the diversity of the articles, we extracted several insights shared across the studies. Theseinclude the importance of ongoing learning to build a solid knowledge base, enhancing teacherconfidence. Such confidence is crucial for educators aiming to introduce multiple historical viewpoints,encouraging critical engagement and challenging prevailing perspectives. The research also highlightedvarying teaching styles, reflecting educators' interpretations of history's educational value.Furthermore, engaging students in empirical research on historical sources was identified as aneffective strategy for addressing challenging topics, even in contexts where students have personal ties tothe subject matter. This approach has shown therapeutic effects, notably in Northern Ireland's context.Additionally, a study by Stephen Klein emphasized "everyday empathy" by younger teachers, advocatingfor a humble stance, acknowledging knowledge gaps, and highlighting the complexity of historicalnarratives. This method encourages collaborative exploration with students, allowing for the coexistenceand critical examination of multiple perspectives.Our review not only provided insights into effective teaching strategies for sensitive historical topicsbut also underscored the potential of these methodologies to foster a more inclusive and reflectivehistorical discourse in educational settings.