Olika historiska perspektiv i historieundervisning och deras påverkan på historiemedvetande

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Olika historiska perspektiv i historieundervisning och deras påverkan på historiemedvetande

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Publication Student essay 15hp
Title Olika historiska perspektiv i historieundervisning och deras påverkan på historiemedvetande
Author Granlund, Elin
Date 2019
English abstract
The purpose of this basic independent project is to create a research summary of previous research made within the field of how historical perspectives included in regular history teaching affect the development of historical consciousness and historical thinking. The questions aimed to be answered in this text are: how can one work with different perspectives and historical thinking in history education?; how can different historical perspectives affect the learners’ historical consciousness and historical thinking?; and, what possibilities and/or dilemmas can occur when working with different perspectives in developing historical consciousness and historical thinking? To answer these questions extensive research has been made to find previous studies that deal with these issues, mainly through digital databases such as SwePub and ERIC, and also through the physical university library. The research resulted in ten research articles and dissertations, that deal with developing historical consciousness and historical thinking. The studies conducted in these texts conclude that working with various perspectives within the teaching of history is complex, and must be well thought out and be given time to be successful. However, if performed correctly, working with various historical perspectives can be influential in the development of historical consciousness and historical thinking.
Publisher Malmö universitet/Lärande och samhälle
Pages 21
Language swe (iso)
Subject Critical historical thinking
Forskningsöversikt
Grundskolan
Gymnasieskolan
Historical thinking
Historiemedvetande
Historical consciousness
Historiedidaktik
Historieundervisning
Historiskt tänkande
Lärande
Handle http://hdl.handle.net/2043/27965 Permalink to this page
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