A central aspect of Swedish history teaching is to develop one's ability to use history and to develop historical awareness. As a support for the teacher, there are several different textbooks, but the content may differ in terms of both factual knowledge and methods. With this as a starting point and with focus on using history, the purpose of this essay is to investigate how source management can be applied to different historical events and people, as well as how historical awareness can be developed with the help of different thinking tools. The questions that will be answered are which people and events the books cover withthe source management chapters that exist, how source management methods can be applied to this course of events and how historical awareness can be developed through these books.The method that will be used is a qualitative content analysis to analyze and interpret theteaching books. To examine these issues, Peter Seixa's thinking tool guide and Niklas Ammert's learning material theory will be used as the theoretical framework. With the help ofthese, the content must be assimilated to investigate how the development of historical thinking. Based on previous research, there are abilities and knowledge students must develop through history teaching, but how textbooks can be used is not presented to the same extent.

This project is about commercial history use with educational purpose, focused on film and whether it contributes to students' knowledge or can only be seen as an entertaining break in the regular education. This project focused on two types of films, featured films and documentaries. The work process started with an idea of the theme film and got more focused by searching on different keywords to find academic texts. The purpose of this academic text is mainly to investigate the different sides of film as a pedagogical tool, with focus on history education. What does the research say about what challenges exist in using feature films and documentaries in the classroom, as well as what solutions exist to the challenges? And What does the research say about the areas in which feature films and documentaries can be used to strengthen history teaching? are the two questions this overview answers. The method used for this project was a systematic search of different keywords and the project is based on previous research. The results shows that there are challenging aspects that need to be considered when using film in the classroom, for example watching a film can be time consuming. However there are solutions to the majority of the challenges. Other than that there are advantages with using film as a pedagogical tool in the history classroom since films can be used to develop source criticism, historical consciousness and historical empathy. Even the motivation and engagement increases when the students watch films. This text concludes that films can be beneficial if used in the best possible way.

This study examines students' perceptions and ability to think critically within the framework of social studies education. With increasing concern for the survival of democracy and the rapidly changing media landscape, it is increasingly important to understand and promote students' critical thinking skills. The study aims to contribute to an increased understanding of students' critical thinking in social studies teaching and points to the need to develop more differentiated and challenging teaching methods to promote students' ability to think critically in different contexts. It also emphasizes the importance of integrating critical thinking discussions into a broader context of media and information literacy to equip students to navigate the media landscape and contribute to healthy democratic societal development.   Through a combination of quantitative and qualitative methods in a survey, the student's knowledge of critical thinking in different contexts and their ability to apply it in practice were explored. The results showed that students generally had a basic understanding of critical thinking, but had difficulty reaching more advanced levels of critical thinking. When it comes to being able to explain critical thinking in theory, a majority have a basic understanding, mainly related to source criticism. The result of applying it in practice was that a majority could reach a more multifaceted understanding of critical thinking. Specifically, it emerged that the students found it more difficult to apply critical thinking in complex situations and that their ability was to some extent situational depending on the subject. In addition, the results showed challenges students articulated related to navigating through the large flow of information and sifting relevant information from irrelevant or misleading sources.

Läromedel i alla ämnen måste alltid vara anpassade efter den nuvarande kursplanen. I ämnet historia är läroböcker fortfarande materialet som huvudsakligen används i undervisning. Därför är det viktigt att dessa böcker blir granskade och analyserade efter det centrala innehållet av den aktuella kurs- eller ämnesplanen. Syftet med den här uppsatsen är att granska 6 aktuella läroböcker i kursen historia 1b och jämföra dem med den nuvarande kursplanens centrala innehåll. Resultatet visade att alla 6 läroböcker uppfyller de kraven för det centrala innehållet, mer eller mindre utförligt, speciellt med hänsyn till de historieteoretiska begrepp som framförs i historia1b ämnesplanen. Resultatet visar dessutom att författarna av de olika läroböckerna har olika åsikter om vad elever skall lära sig. / Learning materials in all subjects must always be adapted to the current curriculum. In the subject of history, textbooks are still the material mainly used in teaching. Therefore, it is important that these books are reviewed and analyzed according to the central content of the current course or subject plan. The purpose of this essay is to review 6 current textbooks in the history 1b course and compare them with the core content of the current curriculum. The result showed that all 6 textbooks meet the requirements of the central content, more or less extensively, especially with regard to the theoretical concepts of history presented in the history 1b subject plan. The result also shows that the authors of the different textbooks have different opinions about what students should learn.

The Arabic primary sources from the early medieval period have long existed in the modern consciousness of the scholarship, however, differing interpretations, mistranslations, and omissions have contributed to the state of already existing confusion permeating the matter of the Rus origin, influence, and interactions in their theatre of action in East Europe, Eurasia and beyond. hence a methodology based on source criticism could lead a revisit of these sources to new understandings and an up-to-date interpretation that considers the latest contributions by the scholarship in the field. Furthermore, the paper aims to provide a new and updated translation of the three chosen accounts regarding the Rus people, with these accounts chosen on a criterion of temporal distance, reliability and officiality, thus delivering a take on the pre-state Rus that is conceivably comprehensive, as these accounts discuss and record the social, commercial and religious aspects amongst others. Moreover, a thorough discussion and analysis follows the translation while concurrently highlighting the scholarships understandings, positively and negatively. Finally, the paper aims to argue the need for a comprehensive re-evaluation of the over fifty Arabic primary sources regarding the Rus, based on the points and evidence generated through the translations and analysis conducted in the paper. / De arabiska primärkällorna från tidig medeltid har länge funnits i den moderna forskningens medvetande.t.  Ogrundade tolkningar, felöversättningar och utelämnanden har bidragit till ett förvirringstillstånd kring frågan om rusernas ursprung, inflytande, och interaktioner i Östeuropa och Eurasien. Ett återbesök av dessa källor skulle kunna resultera i nya förståelser och uppdaterade tolkningar som tar hänsyn till de senaste bidragen från forskningen inom området. Vidare syftar uppsatsen till att tillhandahålla en ny och uppdaterad översättning av de tre utvalda redogörelserna om ruserna.  Dessa redogörelser har valts ut baserat på kriterierna tidsavstånd, tillförlitlighet och officiell karaktär.  Således levereras en syn på proto-statliga ruser som är tänkbart omfattande, då dessa redogörelser diskuterar och dokumenterar de sociala, kommersiella och religiösa aspekterna bland annat. Dessutom följer en grundlig diskussion och analys av översättningen samtidigt som den nuvarande förståelsen inom forskningen lyfts fram. Slutligen syftar uppsatsen till att argumentera för behovet av en omfattande omvärdering av de över femtio arabiska primärkällorna rörande ruserna, baserat på den kunskap som genereras genom de översättningar och analyser som genomförts i uppsatsen.

A lot has been written on the development of the Shona novel and the influence of orature on it. This research while acknowledging the importance of such an observation makes yet another one. This other view is that there is also another element that has had a significant impact on the development and growth of the Shona novel. This research has endeavoured to highlight that the Shona novel is a product of the society where it is found which is influenced by The Bible. The novelists Chakaipa, Chidzero, Makari, Musengezi, Tsodzo, Zvarevashe and Ngugi wa Thiong'o's A Grain of Wheat which has been translated into Shona as Tsanga Yembeu have used The Bible as the backbone of their novels. Although these novelists have all used The Bible they have not used it in the same way and for the same purpose. They have used The Bible to justify the themes embedded in their works. This research at the end shows that it is difficult to label a literary product as either a success or a failure. / African Languages / M.A. (African Languages)

The aim of the study is to investigate teachers' perceptions of teaching source criticism in upper secondary school's social education course 1b in order to understand how the curriculum is translated into practice. The areas of interest in the teachers’ statements on source criticism concern the content they associate it with, what kind of difficulties they face in their teaching, and what strategies for critical thinking that can be made visible in their statements. The study exhibits diversity in the teaching practices, although a relatively cohesive picture stands. As a result, it can be said that the teachers’ flexibility and scope for interpretation in school stands out, but there also appears to be a mutual agreement of a silent discourse in the teaching of source criticism. Through this study it can be proved that the teachers’ free space in the interpretation of the steering documents may have different implications for the structure of the teaching. Furthermore, source criticism is emphasized as an important part of teaching in social sciences.

Source criticism and information search is a major part of digital competence according to Skolverket (2018). The purpose of this study is to reach a deeper understanding in how education about source criticism and information search look like in grade F-3. By interviewing six teachers (F-3), an increased understanding has been reached about how these teachers treat source criticism and information search in education. This study has been made through a qualitative research method, and through a pragmatic perspective. The study shows that the teachers think that processing knowledge in source criticism and information search is part of daily education, and that these concepts should be highlighted at an early age. The study also shows that neither source criticism nor information search are bound to specific subjects, instead they are occurring in different learning activities. The teachers wish for competence development in source criticism and digital media to promote good teaching.

Källkritik och informationssökning är en viktig del av en digital kompetens och därav även en stor del av revideringen av LGR11 (Skolverket, 2018a) som fokuserat på att digitalisera skolan. Tidigare forskning tyder på att minst undervisning inom området ges i grundskolans tidiga år. Syftet med denna studie är således att få en ökad insikt i hur undervisning i och om området ser ut i årskurserna F-3. Vi valde att främst se till lärarnas egna resonemang och tolkningar, därav har våra metoder utgått från en kvalitativ ansats och ett pragmatiskt perspektiv. Genom surveyundersökning och semistrukturerade intervjuer har vi kunnat se över 38 F-3 lärares tankar om undervisning i källkritik och informationssökning. Lärarna i studien ser området som en självklar del av det vardagliga arbetet i skolan och en viktig kunskap i det digitaliserade samhället som bör arbetas med från förskolan och i alla skolans ämnen, däremot uteblir undervisningen ofta trots att lärarna ser sina egna kunskaper i området som tillräckliga. Lärarna uttrycker ett behov av kompetensutveckling inom området då de upplever osäkerheter kring den didaktiska aspekten. Faktatexter och diskussioner i helklass blir därför de vanligast förekommande arbetsmetoderna oavsett årskurs och skolbiblioteket ses inte som en resurs i undervisningen vid källkritik och informationssökning. Området har en tendens att prioriteras bort med anledning av brist på tid, både vad gäller planering och undervisningstid, och digitala verktyg. / Source criticism and information literacy is a major part of the knowledge and skills needed in a digital era and therefore an important component in the revise of the Swedish curriculum of the compulsory school (Skolverket, 2018a) that targets the digitalization of the Swedish school system. Thus’, previous studies show that less education is provided for pupils in compulsory school in the subject of source criticism and information literacy, than in any other grade. The purpose of this study is to get additional insight in the education of source criticism and information literacy in compulsory school. We chose to study the teachers’ interpretations of the subject and how they implement the subject into their own classroom. Therefore, we have chosen a qualitative approach with a pragmatic perspective. Through a survey and multiple semi-structured interviews, we have been able to inquire about the reasonings of 38 compulsory school teachers. The teachers in this study view source criticism and information literacy as a natural part of their daily teaching and as an important societal based knowledge or ability in a digital society. A subject that is both important to introduce in pre-school and should be included in every school subject. Yet the teachers express a need for competence development as a result of an uncertainty with the didactic features of the pupils’ education. Factual texts and discussions held with the whole class, in the classroom, is therefore the most common approach regardless of grade. The school library is not seen as a resource for learning about source criticism and information literacy. The subject tends to get lower priority compared to other subjects due to the lack of time in both planning and teaching-hours and also due to the lack of digital tools available.

A lot has been written on the development of the Shona novel and the influence of orature on it. This research while acknowledging the importance of such an observation makes yet another one. This other view is that there is also another element that has had a significant impact on the development and growth of the Shona novel. This research has endeavoured to highlight that the Shona novel is a product of the society where it is found which is influenced by The Bible. The novelists Chakaipa, Chidzero, Makari, Musengezi, Tsodzo, Zvarevashe and Ngugi wa Thiong'o's A Grain of Wheat which has been translated into Shona as Tsanga Yembeu have used The Bible as the backbone of their novels. Although these novelists have all used The Bible they have not used it in the same way and for the same purpose. They have used The Bible to justify the themes embedded in their works. This research at the end shows that it is difficult to label a literary product as either a success or a failure. / African Languages / M.A. (African Languages)