Syftet med denna undersökning har varit att genom ett fältarbete i två sjundeklasser få kunskap om undervisning med skönlitteratur har gett elever i den ena klassen andra förutsättningar att skriva en essä än i den andra klassen. Essäuppgiftens uppgift var att fungera som avslutning på arbetsområdet ”Egypten för 5000 år” sedan för eleverna. Jag har valt att genom en enkät undersöka skillnaderna i elevernas upplevelse av arbete med skönlitteratur i historieundervisningen. När det gäller enkäten och essäuppgiften i de båda klasserna skilde sig resultatet av dessa inte nämnvärt från varandra vilket jag hade förväntat mig. Anledningen till att det inte förekom några skillnader anser jag ligger i att för att eleverna ska kunna genomföra den dubbla tankeoperation, i vilken de genetiska och genealogiska perspektiven kommer fram i elevernas historiemedvetande, krävs det aktiva samtal. Dessa ger eleverna möjlighet att analysera och reflektera i klassrummet med andra elever och lärare omkring texter som eleverna läser. Detta stämmer överens med Mary Ingemanssons studie av yngre barn. Dessa samtal ingick inte i min undervisning. En viktig iakttagelse som däremot gjordes i min undersökning var att med skönlitteratur i historieundervisningen tenderar eleverna till att framföra tidlösa fantasiberättelser eller faktalistor. / I have in this study worked whit two seventh grade classes. The purpose of this study has been to examine if teaching with the complement of fiction novel has given the pupils in one of the classes better conditions to write an essay than in the other class. The assignment ended the course “Egypt -5000 years ago”. I’ve also created a survey to find out if there were any differences between the classes that worked with creative writing, and the class that didn’t do it. The conclusion of my work is that the differences between the two classes did not come out as big as I expected. The reason to the small difference in skills between the classes may lay in the dual thinking operation, in which the genetic such as the genealogic perspective comes through the pupils in forming a dependent historical perception. This kind of thinking creates an active conversation where the pupils obtain the prospective to analyse and reflect with other pupils and teachers about the text that they had been reading. This kind of thinking agrees with the views of Mary Ingemanssons study on younger children. Conversations of this kind did not occur in my lessons. Another important observation which I noticed in my study was that when using fiction in history teaching, the pupils tended to present timeless fantasy stories or list of facts.

The author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women’s voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women’s history/perspectives into their lessons; how teachers incorporate women’s history/perspectives into their lessons; and, the factors that contribute to teachers including women’s history/perspectives into their classes.

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.

In the past few years society has become more digitized. As a result of this the schools are using more digital tools in education and searching information online has become the norm. The purpose of this essay is to investigate what research has been made on how digital sources and information searches online are used in history education and how this affects the students. It will also investigate how teachers should approach information searches and digital sources in history education. The material that has been used in this essay has been found through the databases SwePub, Education Research Complete (ERC) and ERIC via EBSCO. All the material has been reviewed by the authors of this essay to make sure they were relevant to the questions asked. The results of the essay are that due to the digitization in society the Swedish school system should revise their school documents to have a more extended view on source criticism. The results are also that using information searches and digital sources can have a positive effect on the students but for this to happen the teacher has to support the students during their work. Further research can be conducted on what the teachers' opinions on digitization in history education is and a comparison between the older methods of source criticism and the newer, more digitized source criticism.

This qualitative exploratory case study covers Lebanon’s conflicted history that has left its people with unfulfilling history education. The purpose was to explore potential stakeholders and possible factors to motivate participation in Lebanon’s process towards a formal history education. Previous research has shown a need to combine stakeholders with a top-down approach to resolve conflicts over history education in post-conflict societies such as Lebanon. The study was conducted through a sample of digital articles representing people from Lebanon. The sample was analysed with a Qualitative content analysis. The findings showed that sceptical individuals have the potential to act by both enabling and challenging historical narratives in the social space they have access to. Stakeholders such as teachers and historians are today already organised to move history forward within education. Potential factors that could motivate Lebanese to participate in the process were cognitive- and financial rewards that today are left out. These findings showed an optimistic outlook on the long struggle over history education in Lebanon and could work as a recommendation for further research.

Young people in Sweden today spend a significant amount of time in front of computers playing games, and gaming has gained a negative reputation both in the public domain as well as within the field of education. The aim of this overview is to see whether gamification, the use of video games or parts of video games, can be a valuable tool for educators to increase student motivation, engagement and knowledge of history. Two main areas are in focus in this overview. The first area focuses on whether gamification can be used to increase student motivation, engagement and understanding of history. The second area focuses on how the previously mentioned goals can be achieved through gamification, and what teachers wanting to use gamification have to take into consideration to make the use of it successful.  To conduct this research, the databases Libsearch and SwePub have been used alongside books from Malmö Universities library.  This overview led me to the conclusion that gamification can be a valuable asset, and there are instances where it has been proven to contribute to student motivation, engagement and knowledge of history. However, the technology used when implementing gamification can be considered difficult to use by some. Regarding the use of gamification, this overview shows that multiple factors matter when using gamification. These are factors that teachers must take into consideration for the gamification to be a useful and successful tool.

During the fall 2017 and spring 2018 semesters, I investigated what 3 6th grade social studies teachers knew and believed about disciplinary literacy and how that knowledge and belief shaped their instructional practice. Descriptive case study design allowed me to investigate the 3 participants in order to develop a descriptive understanding and interpretation of the group. I collected the following data sources from each participant: a concept map illustrating ideas of literacy and social studies, 3 interviews, 4 observations, and teacher lesson plans and texts. I chose descriptive coding for the within-case analysis and pattern coding for the cross-case analysis. Through cross-case analysis, five interconnecting themes arose. All 3 teachers 1) believed social studies teachers should be well-versed in the content of social studies and should be passionate about teaching social studies content, 2) believed the role of civics was the main reason for social studies instruction, 3) believed social studies instruction should require students to engage, read, and comprehend varying types of text, 4) believed social studies teachers should be teachers of reading because literacy and social studies were strongly connected within an intertwined relationship, and 5) believed vocabulary development in social studies was necessary. 3 differences emerged among the participants. All 3 teachers 1) gained varying educational experiences which influenced their pedagogical choices in the social studies classroom, 2) demonstrated varying instructional routines when structuring the instruction of social studies, and 3) demonstrated varying levels of efficacy in teaching writing in social studies. Recommendations for teacher education are 1) preservice teachers need exposure to the term disciplinary literacy and practice in using disciplinary literacy; 2) leaders, curriculum specialists, and reading coaches should receive professional development on the incorporation of both content-area literacy pedagogy and disciplinary literacy pedagogy; 3) teachers need to refine disciplinary literacy pedagogy through supportive work in a professional learning community. Recommendations for future research are to 1) describe how teachers implicitly and explicitly teach literacy strategies within the different disciplines, 2) describe how teachers instruct using literacy skills and what specific literacy strategies are used, and 3) explore how teachers teach students to transition from “learning to read” to “reading to learn.”

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This study examines students’ attitude towards and understand of history as a school subject. The study is particularly interested in how the teachers’ role affects the student’s attitude. The results of this study may help to shed some light on the relationship between attitudes towards the subject and the opinion of the teacher. The study is based on qualitative interview method where twelve (12) students have been interviewed through a semi-structured interview with help of an interview guide. The students are from preparatory and vocational programs from different upper secondary schools (gymnasium) in a medium-sized municipality in Sweden.The results show that most of the students have a positive view of history as a subject, with no distinctive differences between the programs. A common idea teacher have is that students from an occupational preparing program show less motivation and engagement towards a theoretical subject as history, this study proves that idea wrong. Moreover, the results show that teachers hold a significant impact on the students’ attitude towards the subject. The relationship between the teacher and the students is critical for the motivation and commitment from the students. According to this study’s results, the teacher must have a commitment towards the profession as well as the students. It is evident if the students feel a commitment from the teacher, their own motivation is empowered.