The purpose of the study is to investigate teachers' experiences of developing cooperation and participation with students in history teaching in order to strengthen students' learning. The goal is particularly interested in understanding what collaboration and participation are in history teaching according to teachers'experiences and which methods are used to achieve this. In addition, it examines what conditions are needed for this to be achieved. Finally, it is also examined whether challenges can arise in order to create cooperation and participation in history teaching. The study is based on a semi-structured qualitative interview method with three teachers. The teachers are from two upper secondary schools and one secondary school in Sweden. The result shows that cooperation and participation can be achieved in different ways, but that the concepts relate to each other. What perhaps appeared surprising was that the relationship with the students was emphasized more than the methods themselves, which were quite basic. Another decisive factor that stood out was the teacher's ability to find inputs for the student and make personal connections to the history subject. When the teacher found the entrance, participation and cooperation also increased. The teacher's passion for the profession was also something that influenced the students' participation.

Under 2000-talet har det producerats och spridits mängder av betydande forskning som publicerats via databaser. En betydelsefull länk i kunskapsspridningen utgörs av akademin som i dag står för den största andelen av vetenskapliga publikationer. I denna historiografiskt inriktade undersökning kartläggs och undersöks en del av svensk historieforskning och historieskrivning som ägt rum under 2000-talet. Den vetenskapliga disciplin som undersöks inom det humanistiska fältet är historievetenskapen, avgränsat till de resultat av forskning som studenter gjort runtom på de svenska universiteten och högskolorna, i ämnet historia. Källmaterialet består av studentuppsatser som publicerats i databasen Digitala vetenskapliga arkivet, DiVA vilket i dag ses som det nationellt mest använda systemet för publikationsdata, med över 400 tusen publicerade fulltexter varav antal nedladdade uppgår över 53 miljoner gånger. Genom empiriska och teoretiska studier och bruket av både kvantitativa och kvalitativa metoder analyseras metadata, för att ge svar och resultat över frågan om vad studenter i det svenska utbildningssystemet, på universitet och högskolor skriver historia om under 2000-talet. För att få fram svar fungerade bibliometri som kunskapsområde och frågan om vilka nyckelord som dominerar och var de mest frekvent använda i taggningen (definitionerna) av forskningsresultaten ställdes. Delfrågan om hur bruket av nyckelord ser ut över tid användes för att få fram och se trend över resultat. Teoretiskt ramverk i undersökningen och läsning av de kvantitativa resultaten utgick från Kuhns teori om paradigm. Resultat visar att Genus, Historiebruk, Arkeologi, Historiemedvetande, Historiedidaktik, Identitet, Osteologi, Andra världskriget, Diskursanalys, Kalla kriget, Samer, Laborativ arkeologi och Utbildningshistoria utgör några ledande sakområden som studenterna skrivit historia om under 2000-talet. Resultat visar också att det nationella paradigmet är ledande för studenternas historieforskning, även om USA, Sovjetunionen, Jugoslavien, Japan, Finland, Sápmi och Israel förekommer frekvent. Avslutningsvis visade föreliggande undersökning att metadata kan användas som resurs i historieforskning samtidigt som det historiska perspektivet vidgas. / During the 2000s, numerous significant researches have been produced and disseminated through databases. An important link in the dissemination of knowledge consists of the academy, which today accounts for the largest proportion of scientific publications. In this historiographically oriented study, a part of Swedish history research and history writing that took place during the 2000s is mapped and examined. The scientific discipline that is investigated in the humanities field is the science of history, limited to the results of research that students have done around the Swedish universities and colleges, in the subject of history. The source material consists of student essays published in the database Digital Scientific Archive, DiVA, which today is seen as the nationally most used system for publication data, with over 400 thousand published full texts, of which the number downloaded is over 53 million times.  Through empirical and theoretical studies and the use of both quantitative and qualitative methods, metadata is analyzed, to provide answers and results on the question of what students in the Swedish education system, at universities and colleges write history about during the 2000s. To obtain answers, bibliometrics functioned as an area of ​​knowledge and the question of which keywords dominated and were the most frequently used in the tagging (definitions) of the research results was asked. The sub-question about how the use of keywords looks over time was used to bring out and see the trend over results. Theoretical framework in the study and reading of the quantitative results was based on Kuhn's theory of paradigm.  Results indicate that Gender, History Use, Archeology, History Consciousness, History Didactics, Identity, Osteology, World War II, Discourse Analysis, the Cold War, Sami, Laboratory Archeology and Educational History are some leading subject areas that students wrote history about during the 2000s. Results also point out that the national paradigm is leading for students' history research, although the United States, the Soviet Union, Yugoslavia, Japan, Finland, Sápmi and Israel occur frequently. In conclusion, the present study showed that metadata can be used as a resource in history research while broadening the historical perspective.