I denna studie undersöktes via en enkät ett antal historielärares bruk av sitt skolbibliotek i pedagogiskt syfte. Undersökningen genomfördes med bakgrund av både svensk och utländsk forskning. Syftet med studien var att ta reda på i vilken utsträckning och inom vilka områden historielärare använde biblioteket i undervisningen, men också hur de själva använde biblioteket och vilka för- och nackdelar de såg. Resultaten visar att historielärare själva besöker skolbiblioteket kontinuerligt. Den visar också att de i regel är positivt inställda till den verksamhet som bedrivs där, även om det finns vissa hinder. Dessa hinder är främst bristen på tid samt bristen på kontroll av elevernas arbetsinsats. Det är olika beroende på individ om man samarbetar med bibliotekarien. Studien visar att ingen av de undersökta skolorna hade en gemensam strategi i kontakten med bibliotekspersonalen. Det kan finnas flera anledningar till resultaten. I bakgrunden redovisas olika synsätt kring pedagogik. Ett sådant synsätt är ett traditionellt sätt att tänka och använda läromedel, ett annat är ett nyare baserat på kognitivism och progressivism. I undersökningen finns exempel på att det finns historielärare i bägge läger. Nyckelord: skolbibliotek, historia, historiedidaktik, historielärare, pedagogik / In this study a number of history teachers took part in a questionnaire about the use of school libraries in an educational purposes. The study was carried out in the light of both Swedish and international research on the subject. The purpose of the investigation was to find out to what extent and in what areas history teachers made use of the school libraries but also how they themselves make use of the libraries and which advantages and disadvantages they could notice. The results show that history teachers themselves visit the school library on a regular basis. It also shows that they usually are positive to the activities that are pursued in the libraries, even though there are some obstacles. These obstacles are mainly the lack of time and the lack of control of the students work effort. The results vary from individual to individual if they work together with the libriarian or not. The study shows that none of the examined schools had a common strategy regarding the contacts with the library staff. There can be several reasons for this results. In the background this paper presents different views upon education. One such view is a traditional way of thinking and a traditional use of textbooks and teaching aids, another wiew is a more modern one based upon cognitivism and progressivism. In this research there are examples of history teachers in both camps. Keywords: school libraries, history, history didactics, history teachers, pedagogy.

Uppsatsen är en induktiv studie med kvalitativa intervjuer, som undersöker gymnasielärare och historikers inställning till regeringens förslag om att historia A på gymnasiet ska fokusera på modern historia. Denna inställning ställer vi sedan i relation till begreppet historiemedvetande och får på detta sätt fram spännande resultat. Vi kunde se att åsikterna går isär, men att de alla i grund och botten har en gemensam tanke om vad som vore bäst för eleverna. Den stora skillnaden ligger i hur detta kan uppnås. Är det en fokusering på moderna tider, eller är det en lång tidsvandring som ger möjligheten att dra långa linjer som är det bästa? Vi kom fram till att en kurs på 100 poäng, som till största delen fokuserar på modern historia, och ger möjligheter att dra paralleller bakåt i tiden vore den bästa lösningen på problemet med dagens förslag. En nödvändighet är dock att samarbetet mellan skolstadierna fungerar. / This essay is an inductive study with qualitative interviews, which examines upper secondary school teachers’ and historians’ attitude to the government's proposal that History A in upper secondary school is to focus on modern history. We are discussing these attitudes in relation to the concept of History Awareness, which presented us with exciting results. Our study shows that there is a diversity of opinions on the topic, but that the interviewees in general have a common thought about what is best for the students. The big difference is in how this is supposed to be achieved. Is it a focus on modern history? Or is it long walks through time that gives the possibility to draw long lines that is the best? Our conclusion is that a class of 100 points, which mainly focuses on modern history, and presents possibilities to draw parallels to the past is the best solution to the problem with today's proposal. However, it is necessary that the cooperation between the different school stages is working.

<p>Uppsatsen är en induktiv studie med kvalitativa intervjuer, som undersöker gymnasielärare och historikers inställning till regeringens förslag om att historia A på gymnasiet ska fokusera på modern historia. Denna inställning ställer vi sedan i relation till begreppet historiemedvetande och får på detta sätt fram spännande resultat. Vi kunde se att åsikterna går isär, men att de alla i grund och botten har en gemensam tanke om vad som vore bäst för eleverna. Den stora skillnaden ligger i hur detta kan uppnås. Är det en fokusering på moderna tider, eller är det en lång tidsvandring som ger möjligheten att dra långa linjer som är det bästa? Vi kom fram till att en kurs på 100 poäng, som till största delen fokuserar på modern historia, och ger möjligheter att dra paralleller bakåt i tiden vore den bästa lösningen på problemet med dagens förslag. En nödvändighet är dock att samarbetet mellan skolstadierna fungerar.</p> / <p>This essay is an inductive study with qualitative interviews, which examines upper secondary school teachers’ and historians’ attitude to the government's proposal that History A in upper secondary school is to focus on modern history. We are discussing these attitudes in relation to the concept of History Awareness, which presented us with exciting results. Our study shows that there is a diversity of opinions on the topic, but that the interviewees in general have a common thought about what is best for the students. The big difference is in how this is supposed to be achieved. Is it a focus on modern history? Or is it long walks through time that gives the possibility to draw long lines that is the best? Our conclusion is that a class of 100 points, which mainly focuses on modern history, and presents possibilities to draw parallels to the past is the best solution to the problem with today's proposal. However, it is necessary that the cooperation between the different school stages is working.</p>

This study examines how upper secondary school teachers in Västerbotten and Österbotten plan to teach about the Finnish War 1808-09. The study includes written interviews with nine teachers in Västerbotten and eight teachers in Österbotten, who have answered questions concerning school policy documents, content and didactic methods. The purpose has been to examine whether there is a difference in historical culture in how the war is treated in the two regions. Historical culture is here meant within the prospective history lesson, where the pupils encounter history within certain boundaries.The result of the interview study shows that there are differences in structure concerning the school policy documents, but that these differences on the whole are compensated by the widespread interest in the Finnish War by the teachers in both regions. The differences in historical culture can be found within the construction of the content when it comes to the aftermaths of the war as well as the purpose of the teaching. A distinct common feature is that the perspective on local history has a strong position in education.Concerning the didactic methods there are differences working with source criticism as well as the forms of examination. Everything included, structurally, there are two different historical cultures. However, if we take into account the answers given by the teachers it is more reasonable to look at it as two nuances of one historical culture. Key words: Historical culture, history didactics, the Finnish War 1808-09, upper secondary school, Västerbotten and Österbotten.

The essay examines a study trip to Krakow and the mediation of the Holocaust memory to 15 students. It is partly structured after three places that the students move between, experience arenas, which are the death and concentration camps, Poland and Sweden. The students are also moving according to four different dimensions: first place, but also time, morality and existential. The survey is based on a ritual theoretic view of social memory production and the formation of new witnesses. With inspiration from the Norwegian study Pilgrim, tourist and student: Norwegian school trips to death and concentration camps by Kyrre Kverndokk, has also this study trip been studied as a ritualization process based on which students will obtain a state of catharsis. With a qualitative research method, information has been gathered through participatory observations, group interviews and a poll. The result shows that the students attributed the camps to death, destruction and evil, but that they were struggling to live in the victims’ situation because it was too far from their own lives but also difficult to understand such evil. The students did on the other hand identified the spectator role since Sweden was seen as one of the countries that looked at and let the Holocaust happen. The students positioned themselves as new witnesses and told about their experiences in their free time and on their own initiative. The study indicates, among other things, that the Norwegian approach to the Holocaust differs from Swedish, which influences the meaningful learning process.

Images are used in history education for a variety of reasons, not least to generate interest through a better understanding of historical events and people. The aim of this study was to investigate how historical pictures, either illustrated or documentary/photographic, can be used as a resource for activating and improving pupils' historical empathy, in the way described by Stéphane Lévasque. I conducted a reception study on five different focus groups consisting of pupils from different upper secondary schools in Sweden. The pupils varied with regard to number of credits for admission to upper secondary school. A sixth group of pupils was interviewed as a contrasting control group in order to add perspective to the results. The discussions were based on the pupils' interpretations of 34 selected pictures, all of which were taken from the most common history textbooks. Each pupil was asked to choose the picture he/she felt was the most representative historical image. On the basis of the strategies used by the pupils when interpreting the pictures and discussing them, the material was analysed in accordance with Lévesque's categories: imagination, historical contextualisation and morals. The last category, morals, was further divided into three sub-categories: sense of justice, sympathy and progression. The reflections of the pupils and the degree of contextualisation varied. It appeared that the pupils were less inclined to discuss assumptions about the persons in the pictures; instead they chose to discuss the historical context in question. The pictures in this study did not seem to trigger the pupils to fabricate anachronistic reasoning about history; when they did produce lengthy reasoning, it was contextual, structural and metahistorical. In this context, the pupils who belonged to the group with the highest average of credits showed some signs of reflection on the basis of historical context and some criticism about the historical sources. On no occasion did any of the pupils choose a picture as a concrete expression of injustice. One of the questions this study aimed to explore was whether a lack of historical context affects how pictures trigger emotions and reasoning on the basis of moral aspects. Some of the pupils displayed moral standpoints, primarily the degree of morals concerning injustice. One possible interpretation could be that the feeling of being unfairly treated and subjected to insulting behaviour and social injustice was something the pupils could relate to. The group of pupils who had not yet studied history at upper secondary school, the control group, generally made reflections using this sort of reasoning when they discussed the historical aspects of the pictures.

O objetivo desta pesquisa é avaliar o slogan educacional \"a escola deve formar cidadãos críticos e participativos\" enquanto símbolo de um movimento social prático, conforme sugere Israel Scheffler. Esta é uma pesquisa de campo didático-histórica - geschichtsdidaktische Feldforschung - que tem como objeto de estudo as representações de professores de História sobre a educação para a cidadania no contexto escolar. Para analisar esse objeto, esta pesquisa tem como referenciais a teoria das representações de Henri Lefebvre - théorie des représentations -, o conceito de cultura escolar de André Chervel - culture scolaire - e o conceito de cultura histórica de Bernd Schönemann - Geschichtskultur. Esta pesquisa consistiu na observação intensiva de aulas de História de três professores paulistas - ao longo de todo o ano letivo de 2005 - e de cinco professores franceses - durante um estágio de quatro meses no ano letivo 2006-2007. Os acontecimentos dessas aulas foram registrados sob a forma de pelo menos três tipos de fonte de dados: (1) lembranças - headnotes -, apontamentos - scratchnotes - e notas de campo - fieldnotes; (2) registros de campo coletados do material didático utilizado e criado por professores e alunos ou por outros funcionários da escola - fieldnote record -; (3) gravações das aulas durante a observação - recordings -, efetuadas pelo pesquisador em vídeo - no caso dos professores paulistas - ou em áudio - no caso dos professores franceses. Nas escolas paulistas, os acontecimentos foram registrados ainda sob a forma de outros dois tipos de fonte de dados: (4) gravações das aulas em vídeo efetuadas pelos próprios professores sem a presença do pesquisador - fieldnote record - e (5) vídeos das entrevistas concedidas pelos professores logo depois de assistirem às gravações de suas próprias aulas - autoconfrontation simple. Os quatro primeiros tipos de fontes de dados foram configurados de acordo com a definição de Roger Sanjek e sob a metodologia da observação participante interpretativa de Frederick Erickson - interpretive participational observation research methodology - e o último tipo de fonte de dados foi estabelecido conforme a análise de práticas profissionais por autoconfrontação proposta por Yves Clot e Daniel Faïta - autoconfrontation simple. Esta tese analisa a importância da empatia - uma característica central na cultura histórica - para a formação de cidadãos - ou \"educação para a cidadania\" - e conclui que, nas representações de professores de História, há uma maior dificuldade para desenvolver a empatia diante de pensamentos e sujeitos contemporâneos que divergem da concepção liberal de cidadania, do que diante de pensamentos e sujeitos típicos de outras épocas que também divergem da mesma concepção liberal de cidadania. Nas conclusões desta tese, essa dificuldade estaria relacionada a concepções de \"cidadão crítico\" presentes nas representações de professores de História. Esta tese também analisa as diferenças entre o \"cidadão participativo\" e o \"aluno participativo\", concluindo que, apesar de esses dois conceitos serem rigorosamente diferentes - na medida em que a escola é uma instituição pré-política e os alunos ainda não são cidadãos -, existe com freqüência uma confusão entre \"cidadão participativo\" e \"aluno participativo\" nas representações de professores de História. / The aim of this research is to evaluate the educational slogan \"school must form critical and participative citizens\" as a symbol of a practical social movement, according to Israel Scheffler. It is a History Didactics field research - geschichtsdidaktische Feldforschung - which holds as its object the representations History teachers have about the education to citizenship at the school context. In order to analyze this object, this research takes as references Henri Lefevre\'s theory of representations - théorie des représentations -, André Chervel\'s concept of school culture - culture scolaire - and Bernd Schönemann\'s concept of historical culture - Geschichtskultur. An intensive observation was made of three History teachers in the city of São Paulo during the year of 2005 and four months observation of five History teachers in France between 2006 and 2007. These classes\' events were recorded using at least three types of sources: (1) headnotes, scratchnotes and fieldnotes; (2) fieldnote records collected from school material used and created by teachers and students or even by other school employees; (3) video recording of classes taken during observation periods, in São Paulo, or audio recording, in France. In São Paulo, records of events were taken of another two different types of source: (4) video recording made by the teachers without the researcher\'s presence - fieldnote record - and (5) recorded interviews with the teachers soon after watching their own classes on screen - autoconfrontation simple. Source types from (1) to (4) were set up according to Roger Sanjek\'s definition and Frederick Erickson\'s interpretive participational observation research methodology. The last type of source was established according to professional practice analysis by auto-confrontation, as proposed by Yves Clot and Daniel Faïta - autoconfrontation simple. This thesis analyses the importance of empathy - a central feature in historical culture - to the formation of citizens - or \"education to citizenship\" - and concludes that, in History teachers\' representations, there is a greater difficulty to establish an empathy towards contemporary thoughts and people which disagree of liberal conception of citizenship than towards thoughts and people which disagreed of the same liberal conception in other times. According to these conclusions, this difficulty could be related to conceptions of \"critical citizen\" found on History teachers\' representations. This thesis also analyses the differences between \"participative citizen\" and \"participative student\" and concludes that, despite the fact that these two concepts are strictly different - as school is a pre-political institution and students are not yet citizens - there is frequently confusion between \"participative citizen\" and \"participative student\" concepts in History teachers\' representations.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-11-04T18:29:06Z No. of bitstreams: 2 Dissertação - Fernanda de Moura Leal- 2013.pdf: 4798692 bytes, checksum: 5228471deff1892b3b84653ae5411588 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-11-05T09:21:08Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda de Moura Leal- 2013.pdf: 4798692 bytes, checksum: 5228471deff1892b3b84653ae5411588 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-05T09:21:08Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda de Moura Leal- 2013.pdf: 4798692 bytes, checksum: 5228471deff1892b3b84653ae5411588 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-08-26 / This research seeks to contribute to the empirical reflections of History didactics by the investigation of historical consciousness, in formative visualities, from narratives produced by students, who graduated high school in the context of selective entrance examination vestibular for admission at Goias Federal University in 2011. The research is based on the imaging modality and its evaluative and formative potential, using them as a source to investigate historical awareness and skills in dealing with the images in historical studies. Women history makes itself present in the used cognition exercise, stressing the needs that were pointed out by Bergmann (1990) in reviewing the contents of history canons, reflecting on issues that are relevant to humans at the expense of conventional sources and themes. At first, research concepts that were used in the data analysis are pointed out, namely History didactics in German and Brazilian theory and experience, the concept of historical consciousness proposed by Jörn Rüsen (2001), History's guiding role, substantial and of-second-order concepts prepared by Peter Lee (2001) and the evidence concept. Then a study is made from the investigation of students historical ideas, being the source choice defined and justified, the research methodology presented, the grounded theory (GLASER and STRAUSS, 1967), and a vestibular exercise with images and gender theme used. In a third stage, the analysis of the expected answer and also the candidates' answers to the chosen question is made in order to compare the data with the presented theory in the first chapter. / Esta pesquisa procura contribuir com as reflexões empíricas da Didática da História pela investigação da consciência histórica em visualidades formativas de narrativas produzidas por estudantes que concluíram o Ensino Médio no contexto do processo seletivo do vestibular para ingresso na Universidade Federal de Goiás em 2011. A pesquisa toma por base o exame de imagens e seu potencial avaliativo e formativo, utilizando-os como fonte para investigar a consciência histórica e as habilidades no trato com as imagens nos estudos históricos. A temática da história da mulher está presente no exercício de cognição utilizado, corroborando as necessidades apontadas por Bergmann (1990) de rever os cânones de conteúdos da História, refletindo sobre assuntos que são pertinentes ao ser humano em detrimento de fontes e temas convencionais. No primeiro momento da pesquisa, são apontados os conceitos que foram utilizados na análise dos dados, a saber, a Didática da História na teoria e experiência alemã e brasileira, o conceito de consciência histórica proposto por Jörn Rüsen (2001), a função orientadora da História, os conceitos substantivos e de segunda ordem elaborados por Peter Lee (2001) e o conceito de evidência. Em seguida, é feito um estudo das investigações sobre ideias históricas de estudantes, delimitada e justificada a escolha da fonte, apresentada a metodologia da pesquisa, a grounded theory (GLASER e STRAUSS, 1967), e utilizada uma questão do vestibular com imagens e temática de gênero. No terceiro momento, é realizada a análise da resposta esperada e das respostas dos candidatos à questão selecionada de modo a confrontar os dados com a teoria apresentada no primeiro capítulo.

The focus of this study is planning for the school subject History in the Swedish upper secondary school. In a goal-oriented educational system teachers have – to some extent – the possibility to interpret and decide how the formal curriculum should be realized in practice. The starting point of this study is the claim that planning is a complex process and that more knowledge is needed about its implementation in today´s school. The planning of the History syllabus, as planned and performed by two teachers in upper secondary schools has been studied during one term with special emphasis on the teachers´ planning related to the national documents. Starting from the teachers´ description of their planning, a model that seems to be a relevant tool to help describe and analyse central aspects of planning, has been used. Their planning has also been described by the help of various concepts and perspectives. The study includes, among other things: the teachers´ selection of story and organizing principle, the measure of intention when planning for the goals in the formal curriculum, the selection of various analytical tools, the teaching for resonance, the planning for transparency and progression of the assessment, the selection of assessment tools and the basis for assessment. The study has also included the issue of whether the goals in the formal curriculum have primarily been interpreted in a general manner or related to the special school subject History, and to what extent the goals in the formal curriculum have been integrated in the didactic decisions made in order to plan teaching and evaluation. / Baksidestext Beskrivningen av planeringsuppdraget i ett målstyrt system handlar ofta om hur uppdraget är tänkt att utföras och mer sällan om hur uppdraget genomförs i praktiken. Med tanke på att det är lärare och elever som i sista hand beslutar om hur undervisningen och bedömningen ska utformas så är det praktiska genomförandet intressant att studera och diskutera. Den här studien har som mål att med praktiknära utgångspunkter analysera frågan om vad planeringsarbetet för en kurs i historia kan handla om. I undersökningen har två lärares beskrivning av sin planering av undervisning och bedömning följts under en termin. I studien har det visat sig att planering av en kurs i historia handlar om en mängd olika beslut som kan beskrivas med olika begrepp och perspektiv. Som exempel kan nämnas: val av kursens berättelse och organisationsprincip samt val av olika redskap som eleverna ska få. Med utgångspunkt i lärarnas beskrivning av sin planering har undersökningen lyft fram en planeringsmodell som framstår som ett relevant verktyg för att beskriva och analysera centrala aspekter av planeringsarbetet. Studien har uppmärksammat frågan om i vilken grad som kursplanens mål tolkats generellt eller ämnesspecifikt samt frågan om i vilken grad som kursplanens mål integrerats i de didaktiska beslut som tagits för att utforma undervisning och bedömning. Förhoppningen är att begreppen och perspektiven kan underlätta diskussion och reflektion vid praktiskt planeringsarbete.

Images are used in history education for a variety of reasons, not least to generate interest through a better understanding of historical events and people. The aim of this study was to investigate how historical pictures, either illustrated or documentary/photographic, can be used as a resource for activating and improving pupils' historical empathy, in the way described by Stéphane Lévasque. I conducted a reception study on five different focus groups consisting of pupils from different upper secondary schools in Sweden. The pupils varied with regard to number of credits for admission to upper secondary school. A sixth group of pupils was interviewed as a contrasting control group in order to add perspective to the results. The discussions were based on the pupils' interpretations of 34 selected pictures, all of which were taken from the most common history textbooks. Each pupil was asked to choose the picture he/she felt was the most representative historical image. On the basis of the strategies used by the pupils when interpreting the pictures and discussing them, the material was analysed in accordance with Lévesque's categories: imagination, historical contextualisation and morals. The last category, morals, was further divided into three sub-categories: sense of justice, sympathy and progression. The reflections of the pupils and the degree of contextualisation varied. It appeared that the pupils were less inclined to discuss assumptions about the persons in the pictures; instead they chose to discuss the historical context in question. The pictures in this study did not seem to trigger the pupils to fabricate anachronistic reasoning about history; when they did produce lengthy reasoning, it was contextual, structural and metahistorical. In this context, the pupils who belonged to the group with the highest average of credits showed some signs of reflection on the basis of historical context and some criticism about the historical sources. On no occasion did any of the pupils choose a picture as a concrete expression of injustice. One of the questions this study aimed to explore was whether a lack of historical context affects how pictures trigger emotions and reasoning on the basis of moral aspects. Some of the pupils displayed moral standpoints, primarily the degree of morals concerning injustice. One possible interpretation could be that the feeling of being unfairly treated and subjected to insulting behaviour and social injustice was something the pupils could relate to. The group of pupils who had not yet studied history at upper secondary school, the control group, generally made reflections using this sort of reasoning when they discussed the historical aspects of the pictures.