History Education as Content, Methods or Orientation? A sudy of curriculum prescriptions, teacher-made tasks and student strategies

Abstrakt

Historiskt innehåll, historisk metod och temporal orientering är tre aspekter som i olika utsträckning kan ingå i historieundervisningen. Denna studie av historieundervisning på gymnasiet undersöker i vilken utsträckning dessa tre delar finns med i formella kursplaner och i lärares bedömningsmaterial. Resultaten visar att det i kursplanerna från 1994 0ch 2011 ingår historiskt innehåll, historisk metod och temporal orientering. Historielärarna i undersökningen fokuserar nästan uteslutande på det historiska innehållet. I ett andra steg, undersöks de strategier som eleverna använder när de i en uppgift arbetar med historiskt innehåll, historisk metod och temporal orientering.

History Education as Content, Methods or Orientation? A sudy of curriculum prescriptions, teacher-made tasks and student strategies

Historical content, historical methods and historical orientation are three aspects that may be included in history education. This study first examines the emphases which are included in formal curricula texts and then those which are included in teacher-made tasks. The results show that the curricula of history education includes historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation.