Vis enkel innførsel

dc.contributor.authorJohanson, Lisbeth Bergum
dc.date.accessioned2016-03-07T09:50:38Z
dc.date.available2016-03-07T09:50:38Z
dc.date.issued2015
dc.description.abstractThe didactics of history and the content of the curriculum and syllabi have changed over the years in order to make history more relevant for the students of today. It is important to provide students with “knowing what” knowledge in addition to “knowing how” knowledge in order to support and develop critical thinking and historical understanding. One way of promoting historical understanding is through introducing the concepts of historical thinking. However, studies show that history classes often promote teaching that is still quite traditional, using history books uncritically and without problematizing their truthfulness, which do not make students see how history is formed, nor how it can be important for the present and the future. The present article explores whether the concepts of historical thinking are encouraged and used in three different lower secondary schools in Norway today. The main sources of data are current history textbooks, teaching plans, tests and assignments. The findings of the study show that the concepts of historical thinking are not made clear and explicit enough in neither history books, plans nor tests. Furthermore, it seems like reproduction rather than reflection is focused on in many classrooms, making it difficult to develop a historical understanding. It is therefore suggested that both teachers and students learn and work thoroughly with the concepts of historical thinking.schools in Norway today. History books in use, plans, tests and assignments were considered important empirical information for the research question. The findings of the study show that the concepts of historical thinking are not clear enough neither in history books, plans nor tests. Furthermore, it seems like reproduction rather than reflections are practiced in many classrooms, making it difficult to get a historical understanding. To accomplish historical understanding it is suggested that both teachers and students learn and work thoroughly with the concepts of historical thinking.en_US
dc.descriptionPublished version. Source at <a href=https://journals.uio.no/index.php/adno/article/view/1301>https://journals.uio.no/index.php/adno/article/view/1301</a>.en_US
dc.identifier.citationActa Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge 2015, 9(1)en_US
dc.identifier.issn1504-9922
dc.identifier.otherFRIDAID 1230809
dc.identifier.urihttp://hdl.handle.net/10037/8716
dc.identifier.urnURN:NBN:no-uit_munin_8287
dc.language.isoengen_US
dc.publisherUniversitetet i Osloen_US
dc.rights.accessRightsopenAccess
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.subjectVDP::Social science: 200::Education: 280::Subject didactics: 283en_US
dc.subjectHistoriedidaktikken_US
dc.subjecthistorieforståelseen_US
dc.subjecthistorisk tenkningen_US
dc.titleThe Norwegian curriculum in history and historical thinking : a case study of three lower secondary schoolsen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


Tilhørende fil(er)

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel