Denna samhällskunskapsdidaktiska studies syfte är att undersöka vad samhällskunskapslärare själva upplever som de viktigaste påverkansfaktorerna för transformeringen av samhällskunskap som skolämne till samhällskunskap som undervisning utifrån didaktiska frågor som Vad?, Hur? och Varför?, samt hur detta upplevs förändrats över en tidsperiod om cirka tjugo år eller mer. Studien bygger på hermeneutisk-fenomenologisk livsvärldsansats där fenomenologisk beskrivning och hermeneutisk tolkning är centralt. Empirin utgörs av intervjuer med tio samhällskunskapslärare med lång yrkeserfarenhet från högstadium, gymnasium eller vuxenutbildning. Resultatet tematiseras utifrån inspiration från ramfaktorteoretiska utgångspunkteri fyra dimensioner av påverkansfaktorer, vilka är Den personliga dimensionen, Den didaktiska dimensionen, Den styrande dimensionen och Den samhälleliga dimensionen. Var och en av dessa dimensioner delas upp i ett antal variationer. Dimensionerna är konstruerade utifrån principen om det personligt nära till det samhälleligt distanserade. Utöver dessa dimensioner har en aspekt på dessa lagts till. Det är Den elevnära aspekten vars innehåll utgörs av eleverna som påverkansfaktor för hur undervisningen blir. Lärarna i studien pratar aldrig om eleverna som påverkansfaktor utan att koppla detta till någon av de fyra dimensionerna. Slutsatser som dras i studien är att de tio lärarna alla har mycket olika berättelserom vad de uppfattar som viktigaste påverkansfaktorer. Några lägger mest fokus på sin personliga bakgrund eller personliga intressen. Andra fokuserar mer på didaktiska idéer, på styrdokument eller på organisatoriska ramar. Studien visar också att lärarna alla har en eller ett par dominerande dimensioner som dels syns mest i berättelsen, dels också påverkar hur de pratar om de andra dimensionerna. Lärarnas berättelser visar även att de upplever att undervisningen och vad som påverkar denna påtagligt förändras över tid. Studiens viktigaste bidrag är kanske att den exemplifierar teoretiska perspektiv. Inte minst genom att belysa att vad som påverkar undervisningen i ett ämne är så komplext att den ramfaktorteoretiska byggnadsställningen måste anpassas efter den specifika undersökningen med dess frågeställningar och undersökningsmaterial. / The purpose of this research in social studies didactics is to examine what teachers in social studies perceive as the most important influencing factors for the transformation from social studies as school subject to social studies as classroom teaching, based on didactic questions as; What?, How? and Why?, and how this is perceived has changed over a period of about twenty years or more. The study is based on the hermeneutic-phenomenological life-world approach, where phenomenological description and hermeneutic interpretation are central. The empirical data consist of interviews with ten teachers in social studies with extensive professional experience in lower secondary school, upper secondary school or adult education. The result is thematically based on inspiration from frame factor theory in four dimensions of influencing factors, which are; The personal dimension, The didactic dimension, The governing dimension and The societal dimension. Each of these dimensions is divided into a number of variations. The dimensions are designed on the principle of the personally close to the societal distanced. In addition to these dimensions, an aspect of these is added. It is The pupil aspect, whose content pupils as influencing factor. The teachers in the study never talk about pupils and their influence on the teaching without connection to any of the four dimensions. Conclusions drawn in the study is that the ten teachers all have very different stories about what they perceive as the most important influencing factors. Some places the greatest emphasis on their personal background or personal interests. Others focus more on didactic ideas, on policy documents or on the economical and organizational framework. The study also shows that all the teachers have one or two dominant dimensions as most visible, that also affects the way they talk about the other dimensions. The teachers’ stories also show that they perceive that the teaching and what impact this change appreciably over time. The study’s most important contribution is perhaps that it exemplifies theoretical perspectives, for an example highlighting that the frame factor theoretical scaffolding must be adapted to the specific study and its issues and research materials.

A reception analysis on Skellefteå Krafts external communication on CSR and sustainable development and in what ways students decode the message. As an effect of today's climate changes and global issues, one of the most important subjects for companies to communicate to consumers and stakeholders is corporate social responsibility (CSR). The purpose of this paper is to investigate in what ways the concept of responsibility in relation to corporate social responsibility and sustainable development infuse meaning in the external communication by the company Skellefteå Kraft. The paper also examines the way three respondent groups of students relate to this message. The theoretical frame stretches from different views on CSR- communication to green brand strategy and sustainable development. The critic on CSR-communication includes the concept of greenwashing. The study also relies on theories within semiotic analysis, reception analysis and Stuart Halls encoding decoding model. Using the method visual semiotic analysis made it possible to reveal what Stuart Hall calls the preferred reading of the company's external communication. To be able to analyze the way students relate to the message qualitative interviews was used. Tools within reception analyze was applied on the material from the interviews. Both the visual semiotic analysis and the analyze of the interviews showed that the external communication did not include the economic side of CSR as much as the social- and environmental aspect. This was to be expected since the campaigns are focused on customers and other stakeholders. The main result was that the respondents in large made a hegemonic read of both the advertising films and the campaign site. They lay focus primarily on the caption and less on the image itself. The respondents could mainly distinguish the communication of social responsibility. This may be because both campaigns focus primarily on the human being and different life styles. When it comes to environmental responsibility the analysis show that Skellefteå Kraft uses ecological arguments in their external communication about energy and electrician, but they do not demonstrate the extraction which does in fact have some negative effects on nature. If Skellefteå Kraft had been more willing to demonstrate the extraction process they probably would have been described as honest and their ecological arguments would have been more comprehensible. This would also be proof that the company has little to hide when it comes to environmental responsibility. The advertising film as well as the campaign site communicates joyfulness and naturally produced electricity.

This study, with an intercultural perspective, aimed to find out which groups of people and what type of norms was most commonly represented in the examined children’s literature of two preschools and one preschool class. This study also aimed to find out how teachers at these work places work with this literature. We wanted to find out what teachers believe is important to exist within their books, and what the work regarding the subject of children’s literature meant to them. Our methods to gather data have been to conduct qualitative interviews with the teachers and quantitative analysis of their work place’s children’s books. The result showed that the teachers believed that having conversations about the books are particularly important, both for the children’s language development, but also to learn more and to be able to describe their own feelings. The study of the examined children's literature showed, among other things, that boys are more commonly represented in main roles than girls, and that animals make up for a big percentage of the main roles as well. The study also showed that people of foreign ethnicity, people with disabilities, as well as parents in same-sex relationships were for the most part absent in the examined children’s literature.

<p>As the western society gradually turns into a knowledge- and risk society, where science and scientific innovations increasingly both promise to save the world and destroy it, a shift in the relation between the scientific community and the rest of society has emerged. A shift from a top-down one-way transfer view regarding communication, to a dialogue-based interactive co-production model, where the public are part of setting the agenda for research and contribute to the knowledge production. Or at least in theory, in EU documents and in many different country's policy documents. In practical application however, one might have a hard time see the implementation of such model.</p><p>As a more comprehensive and dialogue-based science communication is depending on the possibility for scientist themselves to engage and fell the need to engage, we have focused on their thoughts.</p><p>In this thesis we have examined six scientists view on, and work with, science communication, as well as their perceived social and structural conditions. We have also examined action plans and strategy documents from three Swedish universities that in different ways mention science communication and interaction with the broader society. Finally we have compared the view on science communication that we have found in the documents with that of the scientists.</p><p>We have used qualitative interviews to gather information from the six scientists, who range from 30 to 60 years in age and come from different fields of study. For the documents we used a qualitative analyse, searching for different areas regarding science communication and interaction with society.</p><p>Our finding show that both the view of the scientist and that of the documents, regarding science communication, more resemble that of the older one-way transfer model, although some minor parts remind of a dialogue-based model.</p><p>All the scientists we have interviewed are positive to science communication, especially for its possibility to increase the knowledge in general society and set a ground for better decision making, and also to give legitimacy for both research and the decisions based on it.</p><p>Regarding their practical work with science communication, no one have fixed routines, and the time they spend differ greatly. It is mostly reactive in nature and consist of lectures, popular science articles, participation in interviews in media and conferences etcetera. Three of the scientists use, or are about to use, websites where they communicate their science.</p><p>Socially, most of the scientists both talk extensively with their colleagues about science communication and feel that they think it is important. When it comes to their superior or employer view on science communication most of the scientists don't feel that they act as if it is a subject of concern. Regarding to the academic world at large, they think it is both seen as something positive and sometimes negative. For example some scientists may see it as a positive and important work, while others see the science communication as being part of self promotion and a attempt to raise more funds for specific research. The scientists still feel principle encourage to work with science communication.</p><p>The structural conditions differ between the different scientists, and only one has had training in science communication, although three think they have the possibility to get training. All the scientist have possibility to get some help with their communication however. Two of the scientists felt that their conditions for working with science communication are sufficient, while others feel the need for more resources, time and natural environments for engagement.</p><p>In the action plans and strategy documents we found five interesting areas regarding science communication and engagement with the broader society. First of are their view on science communication and its positive effects. Here all the universities point at the importance of science communication for a sustainable development. They also focus on the benefit for the research in utilizing the knowledge and experience of the broader society. Secondly two of the universities give examples on how they work with science communication. Here they mention open lectures, seminars, study visits, among other. The third area focus on the education of scientist in science communication. Here KTH strongly emphasis the importance education for good leadership and communicative skills for scientists. Fourth, the need for better structural conditions is something that Södertörn stresses, both regarding funding, merits and different departments’ tasks regarding science communication. Last, the importance of business related education as a way of spreading knowledge is something that all the universities focus on.</p>

As the western society gradually turns into a knowledge- and risk society, where science and scientific innovations increasingly both promise to save the world and destroy it, a shift in the relation between the scientific community and the rest of society has emerged. A shift from a top-down one-way transfer view regarding communication, to a dialogue-based interactive co-production model, where the public are part of setting the agenda for research and contribute to the knowledge production. Or at least in theory, in EU documents and in many different country's policy documents. In practical application however, one might have a hard time see the implementation of such model. As a more comprehensive and dialogue-based science communication is depending on the possibility for scientist themselves to engage and fell the need to engage, we have focused on their thoughts. In this thesis we have examined six scientists view on, and work with, science communication, as well as their perceived social and structural conditions. We have also examined action plans and strategy documents from three Swedish universities that in different ways mention science communication and interaction with the broader society. Finally we have compared the view on science communication that we have found in the documents with that of the scientists. We have used qualitative interviews to gather information from the six scientists, who range from 30 to 60 years in age and come from different fields of study. For the documents we used a qualitative analyse, searching for different areas regarding science communication and interaction with society. Our finding show that both the view of the scientist and that of the documents, regarding science communication, more resemble that of the older one-way transfer model, although some minor parts remind of a dialogue-based model. All the scientists we have interviewed are positive to science communication, especially for its possibility to increase the knowledge in general society and set a ground for better decision making, and also to give legitimacy for both research and the decisions based on it. Regarding their practical work with science communication, no one have fixed routines, and the time they spend differ greatly. It is mostly reactive in nature and consist of lectures, popular science articles, participation in interviews in media and conferences etcetera. Three of the scientists use, or are about to use, websites where they communicate their science. Socially, most of the scientists both talk extensively with their colleagues about science communication and feel that they think it is important. When it comes to their superior or employer view on science communication most of the scientists don't feel that they act as if it is a subject of concern. Regarding to the academic world at large, they think it is both seen as something positive and sometimes negative. For example some scientists may see it as a positive and important work, while others see the science communication as being part of self promotion and a attempt to raise more funds for specific research. The scientists still feel principle encourage to work with science communication. The structural conditions differ between the different scientists, and only one has had training in science communication, although three think they have the possibility to get training. All the scientist have possibility to get some help with their communication however. Two of the scientists felt that their conditions for working with science communication are sufficient, while others feel the need for more resources, time and natural environments for engagement. In the action plans and strategy documents we found five interesting areas regarding science communication and engagement with the broader society. First of are their view on science communication and its positive effects. Here all the universities point at the importance of science communication for a sustainable development. They also focus on the benefit for the research in utilizing the knowledge and experience of the broader society. Secondly two of the universities give examples on how they work with science communication. Here they mention open lectures, seminars, study visits, among other. The third area focus on the education of scientist in science communication. Here KTH strongly emphasis the importance education for good leadership and communicative skills for scientists. Fourth, the need for better structural conditions is something that Södertörn stresses, both regarding funding, merits and different departments’ tasks regarding science communication. Last, the importance of business related education as a way of spreading knowledge is something that all the universities focus on.

ICT (Information and communication technology) is a fundamental part of modern society and has been part of the educational systems across the world for a few decades. This essay focuses specifically on the relationship between ICT and the teaching and learning of English as a foreign language. ICT has been found to be pedagogically beneficial, but the transition towards and the handling of ICT is often challenging for schools and teachers. The aim of this study is to present and analyze Junior High School English teachers’ opinions regarding the use of ICT in their profession. The study identifies and discusses some of the advantages and disadvantages of ICT in education generally and in relation to the English subject specifically. The results are analyzed through a sociocultural perspective and the empirical foundation of this study is based on qualitative interviews with six English teachers. The results reveal that the interviewed teachers are optimistic towards the new technologies in their profession and that there is a will to further improve and learn more about the pedagogical benefits of ICT. Although there are obstacles hindering successful ICT integration in school, the possibilities and advantages that come with the new technologies make them indispensable. However, the results also reveal that there is still room for traditional materials in school and teachers seem to view ICT as a complement and do not wish to rely solely on modern technologies. / IKT (Informations- och kommunikationsteknologi) är en grundläggande del av det moderna samhället och har varit en del av världens skolsystem sedan årtionden tillbaka. Denna uppsats är specifikt fokuserad på förhållandet mellan IKT och engelskundervisning i den svenska högstadieskolan. IKT har visat sig vara pedagogiskt fördelaktigt i flera avseenden men övergången mot och hanterandet av IKT är ofta en utmaning för skolor och lärare. Syftet med denna uppsats är att presentera och analysera engelsklärares åsikter gällande användandet av IKT i deras yrke. Uppsatsen identifierar och diskuterar några av de fördelar och nackdelar som finns med IKT i skolan generellt och i förhållande till engelskämnet specifikt. Resultaten analyseras utifrån ett sociokulturellt perspektiv på lärande och den empiriska grunden för uppsatsen är baserad på kvalitativa intervjuer med sex engelsklärare i högstadiet. Resultaten visar att de intervjuade lärarna är optimistiska gentemot de nya teknologierna och att det finns en vilja att vidareutvecklas och lära sig mer om de pedagogiska fördelarna med IKT. Möjligheterna och fördelarna med IKT gör företeelsen oumbärlig, även om det finns hinder i vägen för ett framgångsrikt implementerande i skolan. Dock visar resultaten även att det fortfarande finns utrymme för traditionella läromedel i skolan och lärarna tycks betrakta IKT som ett komplement och önskar inte enbart förlita sig på de moderna teknologierna.

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Kvinnor rapporterar sämre självskattad hälsa än män och utlandsföddas psykiska välmående är sämre än svenskföddas. Delaktighet och inflytande har visats vara starkt sammankopplat med hälsa och det är därför viktigt med ett effektivt integrationsarbete för att skapa delaktighet och inflytande i det svenska samhället. Syftet med denna undersökning var att undersöka upplevelser och erfarenheter av integrationen i Sverige bland utlandsfödda kvinnor utifrån ett folkhälsoperspektiv. För att besvara syftet har en kvalitativ ansats använts och fem semistrukturerade intervjuer med utlandsfödda kvinnor i olika åldrar över 18 år genomfördes. Insamlade intervjudata analyserades genom en manifest innehållsanalys. I resultatet framkom att sociala nätverk, språk och arbete är tre viktiga aspekter för att integreras i det svenska samhället. Rädsla och ovilja inför nya kulturer kan förhindra individers möjligheter till att integreras samt att kulturkrockar kan försvåra integrationen. Det framkom även att det bör finnas ett tvärsektoriellt arbete mellan samhällsaktörer och att lättillgänglig information kan nås, för en lättare förståelse för kulturen i det nya landet. Slutsatsen är att det finns olika aspekter som utlandsfödda kvinnor upplever påverkar deras möjlighet till integration: upplevelser, underlättande faktorer och hinder för integration. Framtida beslutsfattare bör ha dessa i åtanke vid utformning av styrning och policy för integration. / Women self-report worse health than men, and people born in a foreign country report lower psychological well-being than Swedish born people. Participation and influence within society directly correlate with health, therefore it is important to integrate people into society so that they can participate and gain influence. The purpose of this study is, using a public health perspective, to examine foreign born women’s relations and experiences of integration in Sweden. A qualitative approach was used to answer the purpose. Five semi-structured interviews have been conducted in Stockholm, Västerås and Gävle with foreign born women of 18 years and older. The collected interview data was analyzed using manifest content analysis. The results showed that social-networks, language, and occupation are three important aspects that contribute to successful integration. Fear and unwillingness to assimilate to different cultures in a new country can increase the difficulty of integration. To ease integration, the participants believed that a multi-sectoral approach is necessary, stakeholders in integration need to work together. The women further described that more information and transparency in information from stakeholders will increase their ability to successfully integrate into a new country. The conclusions are that there are three main aspects that foreign born women believe influence their possibility to integration: experiences, possibilities and obstacles. Future policy makers should regard these important aspects when presenting policies for integration.

Bakgrund: Samhälls-och hälsoorienteringen till nyanlända är en av de hälsofrämjande insatserna som bedrivs över hela landet och är även lagstadgad. Trots det etableras det inte på samma sätt eller nivå i varje län och forskning visar för att de nyanlända ska kunna finna möjligheterna att etablera sig bör det finnas ett arbete som förhåller sig till den nivån av behov som krävs. Syfte: Syftet med studien är att undersöka hur aktörer arbetar och upplever samhälls-och hälsoinformation för nyanlända och personer med utomnordiskt påbrå samt vilka förutsättningar finns för att genomföra samhälls-och hälsoinformation på modersmål. Metod: En kvalitativ metod användes för att besvara studiens syfte och frågeställning. Kvalitativa semi-strukturerade intervjuer var studiedesignen som valdes för att smala in data. Urvalet bestod av tio intervjupersoner och alla intervjupersoner är aktörer med olika yrken, som är kopplade till integration och nyanlända. Resultat: Studiens resultat påvisade att befintliga samhälls-och hälsoorienteringen upplevs ge både möjligheter och svårigheter när det gäller aktörerna som arbetar med det och deras upplevelse av nyanlända som deltar. En ständig utveckling, ökade resurser och behovsanpassade insatser krävs för en lyckad samhälls-och hälsoorientering som hjälper till att främja hälsan. Slutsats: Resultatet redogjorde att den befintliga samhälls-och hälsoorienterings insatsen har två olika upplevda perspektiv. Det studerade perspektivet som var aktörerna och det andra var mottagarna av insatsen vilket är de nyanlända. Aktörerna upplevdes ha olika behov, upplevelser och uppfattningar av samhälls-och hälsoorienterings insatsen. Studiens fynd redovisade att samhälls-och hälsoorientering på modersmål kommer att gynna och påverka samhället på ett främjande sätt lika mycket som individen själv, samt att förutsättningarna är positiva trots de olika nivåerna av utmaningar som kan påträffa insatsen. / Background: Community and health orientation to immigrants is one of the health promotion efforts conducted across the country and is also statutory. Despite this, they do not hold the same quality in each county, which is required to give immigrants the same opportunities to integrate themselves in the new contest. Aim: The purpose of the study is to examine how sectors experience social and health information for immigrants and people with non-Nordic ancestry and the conditions for implementation of social and health information in the native language. Method: A qualitative method was used to answer the questions of the study. Qualitative semi-structured interviews were used. The sample consisted of ten interviewees and all respondents are sectors with different professions, that work with immigrant integration. Results: The results of the study show that existing social and health orientation is perceived to provide both opportunities and difficulties in terms of both perspectives, the actors working with it and immigrants participating. Continuous development, increased resources and needs-based efforts are needed for a successful community and health orientation that helps to promote health. Conclusion: The existing social and health orientation has two different perceived perspectives. The studied perspective was the sectors working with the orientation. Each perspective has different needs, experiences, and perceptions of the orientation. The study's findings showed that orientation in the native language will benefit and influence society as much as the individual, and that the conditions are positive despite the different levels of challenges that may be encountered.

Trots att kunskapsområdet EU har en större plats i både grundskolans och gymnasieskolans styrdokument idag har brister i EU- undervisningen uppdagats. Eleverna ges inte tillräckliga kunskaper och går ur gymnasiet med bristande förståelse för EU och sin egen roll som EU- medborgare. Detta väcker frågor kring hur undervisningen om EU ser ut på högstadiet och gymnasiet samt om en kunskapsprogression möjliggörs.Syftet med denna studie är att belysa högstadielärares och gymnasielärares tankar och beskrivning av sin undervisning om EU, för att analysera om deras undervisning möjliggör en progression för elevernas EU-kunskaper. För att möjliggöra en sådan studie har undersökningen genomförts genom kvalitativa intervjuer av fyra högstadielärare och fyra gymnasielärare som alla undervisar i ämnet Samhällskunskap.Studien har utgått från antagandet att undervisningen om EU och kunskapsprogressionen inte är tillräcklig, vilket till viss del bekräftas av studiens resultat. Resultatet visade aspekter som tyder på en likartad undervisning på bägge skolstadier och som därför inte anses leda till en progression. Samtidigt uppmärksammas delar i undervisningen på gymnasiet som tyder på en fördjupning av tidigare tillägnade kunskaper och som därför gynnar en kunskapsprogression, och även faktorer som kan vara anledningar till att kunskapsprogressionen försvåras; så som tidsbrist, stoffträngsel och ointresse hos elever och lärare. Studien visar att antagandet om brister i EU- undervisningen och ett visst missgynnande av kunskapsprogression stämmer men att det också finns möjliga förklaringar till detta. / Despite the fact that knowledge regarding EU plays a larger role today in both steering documents for secondary school and high school has imperfections been identified. The students are not given enough knowledge and finish high school with a lack of understanding of EU and their own role as citizens in EU. This raises questions regarding how the education of the subject is managed in secondary and high school and also if a knowledge progression is made possible.The purpose of this study is to put a light on the thoughts of teachers in secondary- and high schools about their EU education to be able to analyze if their teaching makes a progression of the students’ knowledge possible regarding their knowledge of EU. To make such a study possible the survey was conducted through qualitative interviews of four social science teachers in secondary school and four social science teachers in high school have been made.The study was been based on the assumption that education about EU is lacking and that knowledge progression is not adequate which to a part is proved by the result of the study. The result showed a similar education in both stages which therefore doesn’t point to a knowledge progression. At the same time parts of the education in high school indicates a deepened study of different knowledge areas studied in secondary school which therefore favors knowledge progression, but at the same time progression can be reduced by identified factors like lack of time, “overcrowded” subject areas and lack of interest from both students and teachers. The study shows that the assumption that imperfections exists in EU education and that a degree of limited knowledge progression is true, but it also shows that there are possible explanations to why this may be.