The purpose of this study is to examine how teachers in the subject of social studies are working with and argue for their assessment of oral student performance. The questions of this study are: How do the social study teachers use assessment of oral student performance? Which work areas consists of assessment of oral student performance? What knowledge is measured during assessment of oral student performance? What arguments have teachers to assess oral student performance? Qualitative methodology was considered appropriate to answer the study's purpose and issues by using semi-structured interviews. A targeted selection was used and the criterion for participation in the study was that the teachers taught in social studies in high school. Differences as gender, age, and schools are also part of the selection process.The results show that all the teacher´s assessments of oral student performance are both summative and formative. They are also both formal and informal. Informal assessments of oral student performance are summative while the formal assessments also occurs formative. The results also show that the most common knowledge is factual knowledge and conceptual knowledge during these assessments of oral student performance. The most common cognitive process is understanding and remembering. All the teachers in the study describe assessments of oral student performance as time consuming. Assessment of oral student performance is more common in non-academic high school programs.The final part of this study shows that the assessment of oral student performance is summative, formative, formal and informal. There are no working areas that fits better for oral assessments, but when the teachers in this study describes how they are using assessments of oral student performance some working areas recur. The teachers in this study describe several arguments for the use of oral assessments. The most common argument is that assessments of oral student performance are part of the variety of examinations. Other arguments are that it will make it easier for students, especially students in non-academic programs or to reveal those students who cheat on essays or big writing assignments.

Research shows that students occasionally face linguistic challenges related to the subject-concepts of social studies. One example concern that individuals can interpret subject-concepts in various ways. Therefore, the area of this study is how social studies teachers work with subject-concepts in social studies. The study aims to investigate how these teachers describe the subject-concepts in relation to an everyday language. Furthermore, the aim is to investigate how these teachers work with subject-concepts in their instruction. The research questions concern partly how teachers characterize the subject-concepts as well as in what way they differ from the everyday language. Moreover, the study aims to answer the question of how teachers through their instruction enable that students are given the opportunity to develop an understanding of these. The data consists of ten individual, qualitative and semi-structured interviews with social studies teachers currently teaching in Swedish year 7-9. Moreover, it constitutes of national and international research of different kinds. The theory of hermeneutics has been used as both the theoretical and methodological framework. Results show that subject-concepts can be characterized as consistent and be described as including differences. A reoccurring difference is that the meaning of subject-concepts depends on the context. The teachers describe that there is a distance between the subject-concepts and the students, which explains how the concepts differ from everyday language. The distance can be explained by the fact that students in general do not interact with the subject-concepts in everyday life, as well as not using them in everyday dialog. A second difference between subject-concepts and everyday language is found to be the structure of subject-concepts. How teachers work with subject-concepts varies, but results show reoccurring themes. It is common to use group teaching and varying methods of instruction. Moreover, results imply that teachers often give supportive efforts when working with subject-concepts. Prominent supportive actions are visualization, help with study technique, and accessibility to teacher support. The conclusion is that the horizon of understanding around this subject is unlimited, but present study has been broadened it. / Forskning visar att elever tidvis möter språkliga utmaningar som relaterar till de ämnesbegrepp som finns i samhällskunskapsämnet. Ett exempel handlar om att ämnesbegrepp kan ges olika tolkningar av olika individer. Ämnesområdet för den här studien är, med utgångspunkt ur ovanstående, samhällskunskapslärares arbete med ämnesbegrepp i samhällskunskapsämnet. Syftet är att undersöka hur dessa beskriver ämnesbegreppen i relation till vardagsspråk. Likaså är syftet att undersöka hur lärarna arbetar med ämnesbegreppen i sin undervisning. Frågeställningarna berör dels lärarnas karaktärisering av ämnesbegreppen samt deras beskrivning av hur dessa skiljer sig från ett vardagligt språk. Dels hur lärarna genom sin undervisning möjliggör att eleverna ges möjlighet att utveckla förståelse för ämnesbegreppen. Materialet består av dels tio enskilda, kvalitativa och semistrukturerade intervjuer med samhällskunskapslärare som undervisar på högstadiet. Dels nationell och internationell forskning av olika slag. Hermeneutiken har använts som både teoretiskt och metodiskt ramverk. Resultatet visar att ämnesbegreppen kan karaktäriseras som sammanhängande samt beskrivas inrymma olikheter. En återkommande olikhet var att ämnesbegreppen kan ha olika betydelser beroende på i vilken kontext de diskuteras. Lärarna förklarar att ämnesbegreppen har ett avstånd till eleverna, något som beskriver hur de skiljer sig från ett vardagsspråk. Avståndet handlar om att eleverna generellt sett inte möter ämnesbegreppen till vardags samt att de inte använder dem i vardaglig dialog. En annan skiljelinje mellan ämnesbegreppen och vardagsspråk benämns vara att ämnesbegreppen har en annan uppbyggnad. Lärarnas arbete med ämnesbegreppen är i viss mån varierad, men resultatet visar några återkommande aspekter. Bland dessa nämns att inlärningsmomenten sker tillsammans, att undervisningsmetoderna varieras samt att stödjande insatser ges. De stöd som framträder är bildstöd, studieteknik och lärarens tillgänglighet för eleverna. Slutsatsen är att förståelsehorisonten kring ämnesområdet är obegränsad, samtidigt som föreliggande uppsats varit en del i att vidga den.

The problem of this study was to investigate the effect of an in-service program utilizing Benjamin S. Bloom (Ed.) and others' Taxonomy of Educational Objectives, Handbook I: Cognitive Domain (Bloom's Taxonomy) on (1) the self-concept of experienced secondary English teachers and social studies teachers, (2) the cognitive level of test items on teacher-made examinations, and (3) the attitude changes toward school subjects as rated b students.

<p>Den här uppsatsen behandlar undervisningen i Lag och rätt på högstadiet. Syftet med min uppsats är att undersöka några samhällskunskapslärares syn på sin undervisning i Lag och rätt. Ställda forskningsfrågor är i korthet vad de väljer att undervisa om, hur dem väljer att undervisa om det och deras förhållande till läroboken. I uppsatsen undersöks även om det är någon skillnad mellan mer respektive mindre erfarna lärares syn på lag och rätt undervisningen.</p><p>Jag har gjort en kvalitativ studie med fyra stycken semistrukturerade intervjuer. Två intervjuer med två mindre erfarna samhällskunskapslärare och två intervjuer med två mer erfarna samhällskunskapslärare. Jag har även gjort en mindre jämförande analys mellan vad samhällskunskapslärarna undervisar om i förhållande till läroboken de använder sig av.</p><p>Mitt resultat pekar på att de fyra samhällskunskapslärarna har en rätt så likartad bild över vad som är viktigt att undervisa om i Lag och rätt och sättet att undervisa på. Dock tycker jag mig kunna tyda att de två mer erfarna samhällskunskapslärarna har en vidare syn på området lag och rätt. Samtliga väljer att ha läroboken som en grund att stå på och gemensamt för dem är att de förhåller sig till läroboken avsnitten då läroboken behandlar processen från att ett brott begås till åtal väcks, hur en rättegång går till och olika sorters straff.</p> / <p>This paper deals with the teaching of Justice system in high school. The purpose of my essay is to explore some social studies teachers' views on their teaching of the law. My research questions are about what they choose to teach, how they choose to teach about it and their relationship to the textbook. The essay also examines whether there is any difference between more and less experienced teachers' views on the justice system.</p><p>I have made a qualitative study of four semi-structured interviews: two interviews with two less experienced social studies teachers and two interviews with two more experienced social studies teachers. I have also made a small comparative analysis between what social studies teachers teach according to the textbook they use.</p><p>My results indicate that the four social studies teachers I interviewed have a fairly similar picture of what is important to teach about the Law and Order and the way they teach. However, I seems like that the two more experienced social studies teachers have a broader view of the law area. The four teachers chose to have the textbook as a foundation and common to all is that they relate to the textbook in parts when the textbook deals with the process from when an offense have been committed to the prosecution, the trial, and different kinds of punishment.</p>

Den här uppsatsen behandlar undervisningen i Lag och rätt på högstadiet. Syftet med min uppsats är att undersöka några samhällskunskapslärares syn på sin undervisning i Lag och rätt. Ställda forskningsfrågor är i korthet vad de väljer att undervisa om, hur dem väljer att undervisa om det och deras förhållande till läroboken. I uppsatsen undersöks även om det är någon skillnad mellan mer respektive mindre erfarna lärares syn på lag och rätt undervisningen. Jag har gjort en kvalitativ studie med fyra stycken semistrukturerade intervjuer. Två intervjuer med två mindre erfarna samhällskunskapslärare och två intervjuer med två mer erfarna samhällskunskapslärare. Jag har även gjort en mindre jämförande analys mellan vad samhällskunskapslärarna undervisar om i förhållande till läroboken de använder sig av. Mitt resultat pekar på att de fyra samhällskunskapslärarna har en rätt så likartad bild över vad som är viktigt att undervisa om i Lag och rätt och sättet att undervisa på. Dock tycker jag mig kunna tyda att de två mer erfarna samhällskunskapslärarna har en vidare syn på området lag och rätt. Samtliga väljer att ha läroboken som en grund att stå på och gemensamt för dem är att de förhåller sig till läroboken avsnitten då läroboken behandlar processen från att ett brott begås till åtal väcks, hur en rättegång går till och olika sorters straff. / This paper deals with the teaching of Justice system in high school. The purpose of my essay is to explore some social studies teachers' views on their teaching of the law. My research questions are about what they choose to teach, how they choose to teach about it and their relationship to the textbook. The essay also examines whether there is any difference between more and less experienced teachers' views on the justice system. I have made a qualitative study of four semi-structured interviews: two interviews with two less experienced social studies teachers and two interviews with two more experienced social studies teachers. I have also made a small comparative analysis between what social studies teachers teach according to the textbook they use. My results indicate that the four social studies teachers I interviewed have a fairly similar picture of what is important to teach about the Law and Order and the way they teach. However, I seems like that the two more experienced social studies teachers have a broader view of the law area. The four teachers chose to have the textbook as a foundation and common to all is that they relate to the textbook in parts when the textbook deals with the process from when an offense have been committed to the prosecution, the trial, and different kinds of punishment.

Doctor of Philosophy / Curriculum and Instruction / F. Todd Goodson / In the past, literacy was viewed solely as the basic, functional skills of reading and writing. However, with the New London Group’s (1996) proposal of multiliteracies and the more recent push for a plurality of literacies (NCTE, 2011), teachers have been urged to expand their definitions of literacy. This qualitative study explores how secondary-level social studies and science teachers perceive literacies and identifies their instructional literacies practices. Data were collected through a pre- and post-questionnaire, three focus group sessions, classroom observations, field notes, and artifacts. This study solicited nearly one hundred secondary social studies and science teachers from three Midwestern school districts. Eight educators (four social studies and four science) participated in the study that took place in the spring of 2015. Furthermore, a generous grant from a local chapter of Phi Delta Kappa partially funded this research. After applying initial and holistic codes to the data, nine themes emerged: conventional, progressive, hesitant/emerging, collaborate, calibrate, perform, practice, interdisciplinary, and intradisciplinary. The nine themes were further classified by how they appeared in the data: dispositional themes, behavioral themes, and bridge themes. Throughout the data analysis, contemporary genre theory guided the study (Devitt, 2004). Descriptive codes, derived from contemporary genre theory, further revealed that the situational, social, historical, and individual aspects of genre influence teachers’ pedagogical practices related to multiple literacies across disciplines. Therefore, the ways in which teachers perceived multiple literacies and implemented them into classroom instruction are multifaceted and vary depending on grade level, content area, and teaching location. However, teachers’ dispositions regarding literacy move beyond a traditional mindset of functional reading and writing as they engage in professional learning opportunities and collaborate within and across disciplines and grade levels. This study provides secondary educators insight into the prominence of multiple literacies present across content areas while also revealing the teaching methods and instructional strategies that foster multiple literacies.

Abstrakt  Invandringen till Sverige har medfört ett högt tryck på skolorna, vilket leder till att elever som inte har svenska som modersmål ofta har svårt att nå kunskapsmålen i SO. Detta skriver vi mer om i inledningen. Frågeställningen behandlar SO-lärares upplevelser i årskurserna 4–6 gällande elever som inte har svenska som modersmål. Syftet är att förbättra undervisningen för eleverna och öka medvetenheten inom detta område för aktuella och blivande SO-lärare. Under rubrikerna teoretiska perspektiv och tidigare forskning har vi sammanställt vilka perspektiv vi har haft i åtanke under studiens gång, samt vilka teorier och begrepp andra forskare har ansett vara av vikt för andraspråkselevers framgång. Vidare har kvalitativa metoder beskrivits för vår studie, där urval och etiska principer ingår. Semistrukturerade intervjuer har varit det val som vi ansåg vara mest förnuftigt. Material och tillvägagångssätt redovisas där, med bland annat intervjufrågorna som hade förberetts. Resultatet från intervjuerna analyseras och tolkas med hjälp av de teoretiska perspektiven vi har använt oss av, innan vi besvarar frågeställningen och diskuterar resultatet.

The purpose of this study is to qualitatively investigate how social studies teachers in a high school, use group development strategies when approaching potentially controversial topics in the classroom. The study used five semi-structured interviews with social studies teachers. Bruce Tuckman's model of group development was used to organize and analyze the teachers' experiences in a way that could be linked to the phases described in the model. The results of the study have shown the importance of using group development as a method to prepare students to handle controversial conversations in a constructive way and promote their growth together. The teachers' overall goal with group development is for the students to learn to cooperate, develop their communication skills and show respect for each other's opinions. The teacher's democratic mission also appears as part of group development. Positive group development also contributes to a cohesive social environment that creates an inclusive conversation climate. The skills acquired through group development were considered applicable when students faced controversial discussions. For example, they were seen using communication skills to actively listen and strive to understand each other's perspectives instead of trying to dominate each other. Therefore, classes may need to go through different stages of development to manage controversial conversations effectively.

This study aimed to visualize how and when teachers in civics can use digital techniques and tools. A discussion concerning digital literacy took place to clarify the concept. Questions that were investigated include:  -          How and when can teachers work with digital tools in teaching? -          How can civics teachers prepare students for digital citizenship?  -          How is digital literacy perceived among students?  -          How is digital literacy perceived among teachers?    Through interviews, data was collected. The results show that civic teachers should prepare students to become responsible citizens who can make reasonable decisions in the future, whether online or in real life. To do so, knowledge is needed about the student's digital literacy. The teachers must constantly update themselves with new technology to vary the workload. Society and the school subject of civics are constantly renewed, and digital tools are becoming more common in Swedish schools. A mixture of analogue and digital tools is in favor of learning outcomes.    Further, there is a mixed vision of the perceived digital literacy amongst the students. The study revealed that female teachers estimated digital literacy among the students to be higher than men's perception. The result can be related to the teachers' digital interests, whereas men declare their digital interests as good, while women declare their digital interests as limited and necessary. Digital tools can be used in every teaching phase and in different ways to create a variation of lesson planning. AI tools are a relatively new area and need more research. / <p>Godkänd 2024-01-19</p>

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