It has been written several papers on the use of comics as source material in history teaching. In this study, I focus on a selected title, comic book Kämpa för rättvisa. It claims itself that it can teach "about labor history". In a qualitative analysis, with metods from both narrative and semiotic fields, I analyze the comic books content and form. Based on the requirements of the history curriculum in sweden secondary school, which is materialized in a didactic history theory framework, I study the historical knowledge it conveys, how it looks in comparison with a traditional textbook and discuss the potential use of the selected comic book for history teaching in secondary schools.   In the result of my studies, it appeared that the comic book primarily conveys historical factual knowledge of industrialization and democratization in Sweden in 1900, Swedish labor history and development of the Swedish welfare during the 1900s. I also found signs that the substance abilities in the subject of history, such as the development of students' historical awareness, activation of their historical emapti and the ability to discuss (and see) the use of history can be worked with in teaching based on the comic books content. In comparison to a traditional textbook appeared comic book as more subjective in its communication of historical knowledge.

Abstract The aim with this study is to examine how practicing history teachers in upper secondary school deal with historical thinking concepts. The three main questions are: which concepts do teachers use in their courses and when do they use them? How can teachers’ use of different historical thinking concepts be described in terms of reconstruction and construction? What factors influence teachers when they work with historical thinking concepts?   To answer these questions, the material, for example tests, lesson plans and notes of seven teachers has been analyzed. These analysis were followed by interviews with the teachers.   The empirical data have been handled in two steps. The first step is a survey of what historical thinking concepts teachers use and when they use them. The survey was done as a detailed reading of the teachers’ material. In this survey two historical thinking concepts, evidence and cause and consequence, have been selected for further analysis, which is the second step.   The results show that when teachers deal with the historical thinking concept of evidence they show their students models and ways to handle evidence. This is not the case when teachers handle the historical thinking concept of cause and consequence. Models are shown here as well but not to the same extent. The result also shows that the teachers’ handling of evidence in a greater extent leads to construction compared with their handling of cause and consequence.   The explanations provided in the study also point to the different character between the two concepts and what form of test the teachers’ use and what words are used to communicate for example cause and consequence. Furthermore, the explanations also indicate that the teachers’ view of what historical knowledge contains of, together with what kind of students and what other subject they teach play some part in their dealing with historical thinking concepts. / Vilka tankeredskap hanterar historielärare i sin undervisning och när framkommer dessa i de kurser lärare undervisar i? Hur hanterar lärare tankeredskap i termer av rekonstruktion och konstruktion? Dessa frågor ställs i denna studie som bygger på en analys av sju lärares undervisningsmaterial och på uppföljande intervjuer med lärarna. I den första delen kartläggs de tankeredskap som lärare hanterar i hela kurser som de undervisar i. Ett resultat av denna del är att orsak och konsekvens är det dominerande tankeredskapet som lärare hanterar. Ett annat resultat är att tankeredskapens förekomst i lärarnas kurser uppvisar stora variationer. I den andra delen sker en fördjupad analys av två tankeredskap, källor och källkritik samt orsak och konsekvens. I denna analys framkommer att lärarnas hanterande av källor och källkritik i större utsträckning kan beskrivas i termer av konstruktion, jämfört med lärarnas hanterande av orsak och konsekvens. I analysen framkommer också att lärare kan hantera tankeredskap i två steg; det som i studien kallas tankeredskap som modell respektive tankeredskap som process. / <p>Ingår i CSD-serien.</p> / Ingår i CSD-serien

The purpose of this study is to deepen the understanding of the identity, place and meaning of history in history teaching and the society in general. This is done through interviews with eight students at the Swedish Upper Secondary School. Students has an essential role in how history teaching becomes meaningful and how the history culture of our society today and in the future is shaped. The following research questions are answered in this study: I. What perceptions of history, related to the didactic questions about the content, method, and purpose of history, do students at the Upper Secondary School have? II. What historical knowledge, that is, as content-related knowledge in history, skill-related knowledge about history and meaning-making-related knowledge of history, do these perceptions of history express? To answer the research questions, qualitative semi-structured interviews are conducted. The interviews are then analyzed with the support of general didactic theories about the what, how and why of history, and history didactic theories of historical knowledge in, about and of history. Thus, the didactic questions (what/how/why) and the aspects of historical knowledge (in/about/of) have answered the research questions of this study by mapping students’ perceptions of history and distinguishing historical knowledge in their perceptions of history. The study shows that students perceive history in different ways, emphasizing different aspects of the content (what), method (how) and purpose (why) of history. The study also shows that students develop different forms of historical knowledge, which are considered necessary in the Swedish school and historical science, but they do it in a slightly different way than what may be intended. The result indicate that students’ thoughts of history are often rooted in a perception of history as the past, which has consequences for how they view aspects of history and what historical knowledge they express. To develop historical knowledge, one must know what has happened thus being aware of people and events of the past. Therefore, history is told, not necessarily interpreted. Accordingly, students see history as a life lesson. With history – knowing what has happened in the past – one can avoid making mistakes in the present and therefore develop the future one strives for. In addition, students regard source criticism as something motivated by their time – a time characterized by fake news and social media – rather than a basic historical method in the subject of history.