Syftet med undersökningen är att undersöka hur konflikter omskrivs i läromedel i samhällskunskap på gymnasieskolan. Via en kvalitativ läromedelsanalys av fyra läroböcker i samhällskunskap med inriktning mot gymnasieskolan undersöks hur konflikter definieras och vad som anses vara den föreliggande orsaken till konflikter utifrån en begreppsapparat taget ur fältet conflict resolution. De begrepp och förklaringar som undersöks är inkompatibilitet utifrån antingen territorium eller regeringsmakt samt mellanstatlig konflikt, statsbildningskonflikt och inbördeskrig. Resultatet visar att det existerar en skillnad gällande formuleringarna i de olika läroböckerna. Slutsatsen visar att både mellanstatlig konflikt och statsbildningskonflikt synonymiseras med konflikt medan inbördeskrig behandlas som ett eget begrepp. Vidare visar materialet med tydlighet på när en konflikt är grundad i inkompatibilitet gällande territorium. Konflikter grundade i inkompatibilitet gällande regeringsmakt saknar dock antingen en koppling eller en tydlig koppling till regeringsmakt. Slutsatsen som görs till följd av studien är att det undersökta materialet inte är konsekventa i sin beskrivning av konflikter. / The purpose of this study is to examine how conflicts are described in educational textbooks in social science for the upper secondary school. Via a qualitative textbook analysis of four educational textbooks in social science for the upper secondary school conflicts are examined by how they are defined and what is considered to be the cause for conflicts from a conceptual apparatus taken from the field of Conflict resolution. The concepts and explanations that are being examined are incompatibility of either territory or state and interstate armed conflict, state formation conflict, and intrastate conflict. The result shows a difference between the formulations in the textbooks. The conclusion shows how both interstate armed conflicts and state formation conflicts are being synonymized with conflict while intrastate armed conflicts are being treated as an own concept. Furthermore, the material shows with clarity when a conflict is sprung out of incompatibility of territory. Conflicts of state are however either missing a connection to incompatibility of state or the connection is unclear. The drawn conclusion following the study are that the material is not consistent in its description of conflicts.

<p>Human interactions with white-tailed deer (<em>Odocoileus virginianus</em>) continue to change across the U.S. The growth of deer populations and urbanization of human populations have shifted values for wildlife away from traditional use toward mutual coexistence while simultaneously providing habitat for deer to thrive.<strong> </strong>Still, a mismatch exists between the reality of human-deer interactions and the management of them. Despite a changing social landscape, the human dimensions of deer management remain focused on hunting interests and the mitigation of crop damage to agricultural producers. Amid a national push to broaden wildlife ‘stakeholders’ to encompass all potential beneficiaries of wildlife, state wildlife agencies need to assess the needs and concerns of the broader public they serve to determine whether and how to engage non-traditional groups in wildlife management planning.</p> <p>Recognizing these needs, the Indiana Department of Natural Resources (IN-DNR) partnered with Purdue University in 2018 to initiate the Integrated Deer Management Project (IDMP). As part of the IDMP, this dissertation comprises the first empirical assessment of social perceptions of white-tailed deer across Indiana. My research aimed to: (i) examine the initial context of human-deer interactions in Indiana and identify key social and cognitive factors that shape them; (ii) investigate how emotions, an understudied construct, interact with beliefs and attitudes to influence resident judgements about deer management; (iii) understand existing levels of satisfaction with deer management, potentials for social conflict over management approaches, and their social-ecological drivers; and (iv) develop indices and tools that can help IN-DNR officials better account for social perceptions and concerns in deer management planning. Due to a lack of prior knowledge about human-deer interactions in the state, I used an exploratory mixed-methods research design to address these objectives. I began by conducting 59 semi-structured interviews with residents around Indiana and two focus groups in the city of Bloomington (n=14) to understand their existing perceptions, beliefs, attitudes, and emotions related to deer and deer management. These interviews informed the development of a quantitative survey which I distributed to 6,000 residents across the state. I received 1806 completed surveys for a response rate of 33%.</p> <p>My data show that social perceptions of deer and deer management remain complex, driven by dynamic feedbacks among emotions, personal experiences, livelihood and behavioral contexts, beliefs about deer management, and beliefs about other social groups. I found that mixed emotions, situational contexts, and perceived power imbalances play key roles in shaping and shifting deer-related cognitions, yet models of cognitive processing, and human-wildlife interactions more broadly, neglect these dynamics. Emotions, specifically, have been marginalized by researchers and practitioners, likely due to the perception that they represent irrational reactions rather than calculated judgements. Under different scenarios of encountering deer, however, I found that respondent emotions exert a mediating effect on their judgments about deer management, and that the type of deer encountered matters. Emotions thus work together with cognitions to process various stimuli in a human-wildlife encounter and reach a normative decision. I posit that understanding when and why emotional responses arise will help practitioners develop more effective and socially accepted approaches to wildlife management.</p> <p>I next developed and analyzed indices of public satisfaction with the IN-DNR and potentials for social conflict over deer management approaches. I found that public satisfaction with deer management is nuanced and multidimensional. Cognitive variables like residents’ perceived acceptability of management methods and their deer-related concerns most strongly predicted agency performance and quality measures of satisfaction, whereas demographic characteristics including self-identity, wildlife value orientation, and allowance of hunting on one’s property exerted the strongest influences on trust components of satisfaction. Future studies should advance a multidimensional conception of satisfaction and associate it with key variables that I suspect underly satisfaction but were not captured in this study: perceived control, psychological distance, and norms of knowledge exchange between wildlife agencies and the public. Next, I found that potentials for social conflict over deer management varied with resident self-identities and management methods but showed more predictable variation with political ideologies. Geographically, hotspots of social conflict clustered around urban areas, indicating that cities and their residents should serve as a focus for public engagement efforts and mixed management strategies. Expanding agency conceptions of public satisfaction and social conflict represents a critical step towards broadening support for wildlife management and practicing good wildlife governance.<strong> </strong>I conclude by discussing barriers to integrating social and ecological data and the practicality of incorporating complex social dimensions into wildlife management planning.</p>

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Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This poses a pedagogical challenge for instructors who are unfamiliar with the medium. This qualitative, in-depth interview study with ten social science instructors elucidates the process of transition from face-to-face teaching to online teaching. Through grounded analysis, a few key themes emerged. Respondents explain that teaching in the online classroom is qualitatively different from teaching in-person. The asynchronisity of the online classroom - which means students do not "meet", discuss, or learn at the same time - is a subtle yet significant difference between the two mediums. The asynchronous classroom means instructors relinquish control of when and where students will engage in study and discussion, and this requires students to have especially high self-regulatory skills. Respondents also explained that their online courses were several times larger than their in-person ones, with some courses allowing over twice as many students as an in-person course. Consequently, instructors must find new ways to approach teaching in the online medium. This pitfall of relying on old, obsolete methods in the online medium can be avoided if instructors are provided with the peer and pedagogical support of their professional peers, and access to teaching assistants to manage the greater time commitment of teaching online. In order to have a positive experience, online teachers must be willing to take on an intellectual challenge that may defy how they perceive themselves and their role in higher education. If instructors are open to a new intellectual challenge and possess the proper resources, they will become committed to teaching online and perceive the advantages of the medium to outweigh the disadvantages.

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The thesis studies power and gender in textbooks used to teach Social Science in upper secondary school. The purpose of the study was to investigate how men, women and sexual orientations are portrayed in textbooks. In this investigation, seven Social Science books have been studied. Four of them were published before 2011 and three were published after 2011. The theory used is the gender system formulated by Yvonne Hirdman, Judith Butler's discussion of social and biological gender, and Virginia Sapiro's thoughts on representation. The research method used is discourse analysis, in which an expanded text concept is used; the expanded concept covers images and illustrations in addition to texts.   Among other things, the results show that women are described as taking more responsibility for the home and the children, even though men are said to take more responsibility than before. The textbooks mainly use gender-neutral language, but that is not always the case. The use of gender terms risks creating incorrect perceptions and norms. The study has shown that each book has both strengths and weaknesses regarding gender. However, the study does not recommend any book in particular. Thus, the teachers are urged to critically study the textbooks they use in order to problematize parts of the content.

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.

No description available.

ChatGPT och artificiell intelligens har hastigt tagit plats i utbildningsmiljöer. Verktyget har till skillnad från andra sökmotorer, möjlighet att generera svar som liknar en människas språkbruk och kan föra en interaktiv dialog.  Denna undersökning syftar till att förstå hur ChatGPT påverkat undervisningsmetoder inom ämnet samhällskunskap på gymnasiet och hur lärare anpassat sig till denna teknologiska förändring.   Frågeställningen för undersökningen är ”På vilket sätt anser samhällskunskapslärare att införandet av ChatGPT och artificiell intelligens påverkar deras metoder och arbetsuppgifter? ”.  Undersökningen bygger på kvalitativ metod med semistrukturerade intervjuer. Sex samhällskunskapslärare   som arbetar på gymnasiet har intervjuats. För att förstå det komplexa sambandet mellan teknik, pedagogik och ämneskunskap har TPACK används som teori.Studien visar att ChatGPT ställt krav på förändrade undervisningsmetoder och strategier bland annat genom att lärare behövt förändra sina examinationsformer och examinationsfrågor för att minska risken för plagiat och fusk. Lärarna visar på en god teknisk pedagogisk kunskap, eftersom de förstått hur ChatGPT kan effektivisera deras tid genom att utforma uppgifter, frågor eller planera lektioner.  Inom ämnet samhällskunskap utgör ChatGPT en risk för spridning av falska nyheter och den källkritiska förmågan blir allt viktigare att utveckla. Lärare har fått ett förändrat ansvar genom att finna strategier för att upptäcka plagiat. Den sista slutsatsen för undersökningen är att ChatGPT kan ha kommit att utmana synen på hur elever lär sig.  Resultatet påvisar att lärare bör få bättre kunskap om hur teknik, pedagogik och ämneskunskap samspelar för att kunna utnyttja ChatGPT ’s fulla potential att effektivisera undervisningen. / ChatGPT and artificial intelligence have rapidly found their place in educational environments. Unlike other search engines, this tool has the capability to generate responses resembling human language and engage in interactive dialogue. This study aims to understand how ChatGPT has influenced teaching methods within the subject of social studies in high schools and how teachers have adapted to this technological change. The research question guiding this investigation is, "In what ways do social studies teachers perceive the introduction of ChatGPT and artificial intelligence affecting their methods and tasks?"The study employs a qualitative approach with semi-structured interviews. Six social studies teachers working in high schools were interviewed. To comprehend the intricate relationship between technology, pedagogy, and content knowledge, the Technological Pedagogical Content Knowledge (TPACK) framework is used as a theoretical foundation. The findings reveal that ChatGPT has necessitated changes in teaching methods and strategies. For instance, teachers have had to modify their assessment methods and questions to reduce the risk of plagiarism and cheating. Teachers demonstrate sound technological pedagogical knowledge, as they understand how ChatGPT can streamline their work by creating assignments, questions that could be used for educational purpose, or lesson plans. Within the field of social studies, ChatGPT presents a risk of spreading fake news, highlighting the importance of critical thinking and source evaluation. Teachers have assumed a new responsibility in developing strategies to detect plagiarism. The conclusion of this study is that ChatGPT may have challenged the perception of how students learn. The results suggest that teachers should gain better knowledge of how technology, pedagogy, and subject knowledge interact to harness ChatGPT's full potential for enhancing education.

This inquiry is an autoethnography of my experiences as a Black American male serving as a methods of social studies instructor to preservice teachers. Although some may deem this study as subjective, I have embraced that designation to provide insider information to others that face intersectionality and to inform institutional practices in teacher education programs.