Denna kandidatuppsats berör hur Pompeji är framställd i vetenskapliga och populärkulturella källor genom böcker och artiklar. Skillnaden är även något som kritiskt diskurs analyseras. Mängder av populärkulturell- och vetenskaplig information finns om Pompeji och dess invånare. Är vetenskapliga och populärkulturella böcker från vitt skilda världar? Skriver vetenskapliga och populärkulturella författare olika? Svaret är att skillnaden inte är så stor men att den finns. Gränsen mellan populärkultur och vetenskap kan bli otydlig. / The bachelor thesis concerns how Pompeii is written about in scientific and popular culture sources through books and articles. The differences between them is also something that is critical discourse analyzed. A great deal of popular culture- and scientific information is written about Pompeii and it's citizens. Are scientific and popular culture books from different worlds? Does scientific and popular culture writers write differently? The answer is that the difference is not big but it's present. The line between popular culture and science can be ambiguous.

The purpose of this basic independent project is to create a research summary of previous research made within the field of how historical perspectives included in regular history teaching affect the development of historical consciousness and historical thinking. The questions aimed to be answered in this text are: how can one work with different perspectives and historical thinking in history education?; how can different historical perspectives affect the learners’ historical consciousness and historical thinking?; and, what possibilities and/or dilemmas can occur when working with different perspectives in developing historical consciousness and historical thinking? To answer these questions extensive research has been made to find previous studies that deal with these issues, mainly through digital databases such as SwePub and ERIC, and also through the physical university library. The research resulted in ten research articles and dissertations, that deal with developing historical consciousness and historical thinking. The studies conducted in these texts conclude that working with various perspectives within the teaching of history is complex, and must be well thought out and be given time to be successful. However, if performed correctly, working with various historical perspectives can be influential in the development of historical consciousness and historical thinking.

Syftet med denna undersökning är att undersöka vilka problem och möjligheter man kan möta med användandet av historisk spelfilm i historieundervisningen. Spelfilmens roll som historieförmedlare har ökat under de senaste åren. Idag fungerar spelfilm med historiska motiv som historieförmedlare för många människor, inte minst ungdomar. I många fall används spelfilmen i underhållningssyfte. En stor anledning till att jag gör denna undersökning är för att se närmare på hur läraren kan arbeta med spelfilmen i historieundervisningen utöver ett rent underhållningssyfte. Dessutom anser jag det viktigt att läraren har kunskap om spelfilm eftersom det är en referensram för många unga. Undersökningen bygger på litteraturstudier av tidigare forskares resultat av relationen mellan historia och film. I undersökningen diskuteras och analyseras spelfilmen utifrån följande perspektiv: pedagogiska teorier, kommunikationsteori, reception, autenticitet, dramaturgin, identitet och identifikation, Samtida avtryck i den historiska spelfilmen, historiebruk, historiemedvetande, kritiskt förhållningsätt samt källkritik. Utifrån dessa perspektiv är tanken att i slutdiskussionen presentera en matris för vad läraren bör tänka på när hon/han visar en spelfilm i historieundervisningen. Resultatet av undersökningen har visat att användning av spelfilm i historieundervisningen är långt mer komplicerad än att bara trycka på ”play”. Men planerar pedagogen bara filmanvändningen noga, utifrån olika aspekter, är det relativt enkelt att identifiera problemen och se fördelarna. / The purpose of this study is to examine problems and possibilities you may encounter when using historical motion-picture when teaching history. Motion-picture as an intermediary of history has increased in recent years. Today, motion-picture with historical motives works as an intermediary to many people, especially youths. Motion-picture is in many cases used for entertainment purposes. One of the big reasons to why I do this study is to look at how teachers can work with motion-picture in history teaching apart from the entertainment purposes. Furthermore, I believe it is important that the teacher has knowledge of motion-picture since it is a frame of reference for many youths.The study is based on literature studies of previous researchers' results of the relationship between history and picture. In the study, motion-picture is discussed and analyzed from the following perspectives: pedagogical theories, communication theory, reception, authenticity, dramaturgy, identity and identification, contemporary impressions in the historical motion-picture, uses of history, historical consciousness, a critical approach and source criticism. The idea is that from these perspectives a matrix/compilation of what the teacher should think about when she/he uses a motion-picture in history teaching will be presented.The results of the study have shown that the use of motion-picture in history teaching is far more complicated than just pressing "play". But if the teacher only plans the use of picture carefully, from various aspects, is it relatively easy to identify the problems and see the benefits.

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.

Syftet med arbetet är att presentera en handlingsplan för lärare som vill använda sig av studieteknik i historieundervisningen. Genom att sammanväva teorier om inlärning, utveckling, studieteknik, historiemedvetande, identitet, lärobokstexter, minnet och hjärnan presenteras dels en förberedande handlingsplan dels en utförande handlingsplan. I den förberedande handlingsplanen är målet att eleverna skall bli effektiva i sitt användande av studieteknik. Detta för att eleverna sedan genom den utförande handlingsplanen skall kunna utnyttja studieteknik för att öka sin inlärning och förståelse i ämnet historia. / The purpose for this essay is to present a plan for the teacher who wishes to utilize study techniques in the education of history. By combining theories of learning, development, study techniques, historical consciousness, identity, class book-texts, memory and mind we present both a preparative and a performing plan. The preparative plan aims to increase the efficiency in the students’ use of study techniques. Through the performing plan, the students shall be able to increase their learning and understanding of history with the usage of study techniques.

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.

No description available.

This thesis concerns the mediation of history in a public arena in society, namely in historical exhibitions in museums. The foci of the thesis are exhibitions on migration history, cultural encounters, “Us” and “the Others”, and in particular how relations based on the principles of class, gender and ethnicity are mediated. The research concerns two exhibitions – "Afrikafararna" (The Travellers to Africa) and "Kongospår" (Traces of Congo). In this thesis museums are viewed as arenas for public education and meaning-making. It explores how the historical contents as well as the forms of mediation in the exhibitions correspond to the task of promoting democracy that has been assigned to Swedish museums. This task is expressed in the intentions of the respective museums, in the general policies on culture and also in the policy documents for schools. Therefore the thesis also explores how pupils and teachers understand the mediation of history and use the museum as a source for learning. Exhibitions are regarded in this thesis as mediation processes of history. Three distinct phases can be seen in this process – the phase of production, the phase of mediation and the phase of reception. People connected to the different phases, such as curators, producers, museum educators, and pupils, have been interviewed. These interviews show how conditions, convictions and scope for action influence how the stories of migration and cultural encounters are told and understood. The contents of the exhibitions are analysed from a perspective of class, gender and ethnicity. Furthermore, the limitations and possibilities for the visitors to intensify their historical consciousness are discussed. The study shows how economic conditions and access to historical source material influence the way history is mediated, but also, and to a very large extent, convictions on pedagogy and concepts of history among museum staff. The latter two are determining factors when it is made clear that the way the historical source material is used results in the fact that history is mediated in a way that does not correspond to the intentions and goals to promote democratic values, such as equality, and active democratic readiness for action. The study shows that the exhibitions in question mediate patterns of subordination and asymmetrical relations between women and men and between Swedes/Scandinavians and Africans in their mediation of history. There are sometimes very distinct lines between “Us” and “the Others”. One of the exhibitions offers more space for individual meaning-making and reflection than the other, however, because of its problematization of the occurrence of African artefacts in Scandinavia and because there are more stories and more voices in the exhibition. The interviews with teachers and pupils show that the visits to the exhibitions are often isolated events that are rarely incorporated into the students’ education in a prolonged theme or perspective. Several students uncritically accepted the mediation in the exhibition, others were provoked and challenged, but the students had little opportunity to discuss these experiences in either the museum or in school. In summing up, several of the results of the analysis show that the mediation of history in the exhibitions cannot be described as corresponding to the demands of a democratic conception of education.

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.

As concepções empiristas de aprendizagem no ensino de História centram-se, via de regra, na transmissão de fatos e conceitos por meio da exposição do conteúdo e dos exercícios de fixação. No ensino da língua escrita, privilegiam o domínio do código e da ortografia, centrando-se mais nas estruturas do que nos usos. Opondo-se a isso, o presente estudo parte de uma revisão conceitual sobre a História e o ensino de História, a escrita e o processo de aprendizagem desse sistema de representação, instituindo-os como um paradigma educativo voltado para a formação do sujeito pensante. Com base nesse pressuposto, o presente trabalho pretende contribuir para a compreensão dos processos cognitivos movidos na complexidade das relações interdisciplinares, mais especificamente, tomando o imbricamento entre o desenvolvimento da consciência histórica e da competência narrativa. Calcada nas reflexões de Vygotsky e Bakhtin sobre a relação palavra e consciência, e de Rüsen sobre a consciência histórica enquanto aprendizagem, a pesquisa teve como objetivo mapear, nas produções escritas, as operações lingüísticas dos alunos, das quais emergem e se transformam fragmentos da consciência histórica. O corpus da investigação foi constituído por 134 produções textuais de 67 estudantes (29 da 5ª série e 38 da 8ª série do Ensino Fundamental) de uma escola municipal de São Paulo. Com o fim de avaliar o processo de transformação da língua e da consciência histórica, a coleta incidiu na escrita e reescrita de um texto: na primeira produção, os alunos foram convidados a se pronunciar sobre um fato cotidiano, explicando a sua ocorrência no presente; na segunda, foram desafiados a reconsiderar a sua produção a partir de uma vivência que pretendeu ampliar os recursos lingüísticos e a complexidade da situação em pauta. A análise comparativa de ambas as produções foi feita com base no paradigma indiciário formulado por Guinzburg. Os resultados apontam para a pluralidade dos processos cognitivos e das estratégias de linguagem, evidenciando a natureza das relações entre a aprendizagem de História e da escrita. Nessa perspectiva, as conclusões fortalecem, indiscutivelmente, as bases para a constituição de uma educação transformadora. / The empiricist conceptions of learning in the teaching of History are centered, mostly, in the transmission of facts and concepts through the exhibition of the content and fixation exercises. In the teaching of the written language, they privilege the domain of the code and of the spelling, being centered more in the structures than in the usage. Opposed to that, the present study, which is part of a conceptual revision on the History and the teaching of History, the writing and the learning process of that representation system, instituting them as an educational paradigm turning back to the thinking subject\'s formation. Based on that presupposition, it is intended, with this research, to contribute for the understanding of the cognitive processes moved in the complexity of the interdisciplinary relationships, more specifically, taking the imbricament among the development of the historical consciousness and the narrative competence. Looking into the reflections of Vygotsky and Bakhtin on the relationship word and consciousness of Rüsen on the historical consciousness as learning, the research had as its objective, mapping the written productions, the students\' linguistic operations, of which emerge and change fragments of the historical consciousness. The corpus of the investigation was constituted by 134 textual productions of 67 students (29 of the 5th grade and 38 of the 8th grade of the secondary school) of a municipal school of São Paulo. In order to evaluate the transformation process of the language and the historical consciousness, the collection happened in the writing and in the rewriting of a text: in the first production, the students were invited to pronounce themselves on a daily fact, explaining their occurrence in the present; in the second, they were challenged to reconsider their composition starting from an existence that intended to enlarge the linguistic resources and the complexity of the situation in the agenda. The comparative analysis of both productions were made upon indicia paradigm formulated by Ginzburg. The results appear for the plurality of the cognitive processes and of the language strategies, evidencing the nature of the relationships among the History learning and writing. Under this prospect, the conclusions unquestionably strengthen the bases for the constitution of a transformed education.