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  • 1.
    Nygren, Thomas
    et al.
    Umeå universitet, Sweden.
    Sandberg, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Vikström, Lotta
    Umeå universitet, Sweden.
    Digitala primärkällor i historieundervisningen: en utmaning för elevers historiska tänkande och historiska empati2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 208-245Article in journal (Refereed)
    Abstract [en]

    In this study, 110 Swedish upper secondary students use a historical database designed for research. We analyze how they perceive the use of this digital tool in teaching and if they are able to use historical thinking and historical empathy in their historical writing and presentations. Using case-study methodology including questionnaires, observations, interviews and text analysis we find this to be a complex task for students. Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material.

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  • 2.
    Sandberg, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att lära av det förflutna: Yngre elevers förståelse för och motivering till skolämnet historia2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    To learn from the past- younger pupils´ understanding of and motivation for history as a school subject

    When pupils take part in schools´ history teaching they encounter a school historical culture, which is a part of society’s historical culture. Historical culture is here defined as the specific and particular way in which a society relates to its past. How pupils understand and motivate history as a school subject is a part of how they perceive society’s historical culture. This study examines younger pupils' historical culture based on Jörn Rüsen's defined dimensions of historical culture, which are: cognitive, political, moral, religious and aesthetical. The aim of this study is to examine younger pupils’ historical culture and how they perceive the historical culture they encounter in history as a school subject. In the study, the pupils´ historical culture is defined as the pupils' definition, perception and understanding of history, and primarily, of history as a school subject.

    The results show that all of Rüsen's five dimensions of historical culture become visible in the pupils’ expressed historical culture, albeit to a different extent. Both the cognitive and moral dimensions become visible in the pupils' main motivation for and understanding of history as a school subject: that they should learn from the past. The pupils say that they can learn from the major events and of peoples’ mistakes and achievements in the past. The pupils also believe that they can learn from the past on a practical level. They also emphasis that they need to learn from the past in order to understand the society they live in since it builds on the past. The pupils also express that school history has an entertaining aspect. They mainly emphasise the exciting and dramatic events in the past. The pupil’s historical culture appears to be homogeneous and mainly based on the teaching they received in history as a school subject, but also with an imprint from a social history culture with an interest in, primarily, World War II.

    The pupils primarily identify with the historical culture they meet through education at school, and mean that the history conveyed to them at school is the same as they encounter in society. The different historical cultural identities the pupils acknowledged that they belonged to seem to overlap and complement one another. The pupils trust the representations of history they encounter both inside and outside school.

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  • 3.
    Sandberg, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Education for the Future? Reproduction of Gender and Gender Roles in Pupils' Perception of History as a School Subject2020In: Social hållbarhet i utbildning: ett begrepp under formation / [ed] Anna Ehrlin Ulrika Jepson Wigg, Västerås: Mälardalen university , 2020Chapter in book (Refereed)
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  • 4.
    Sandberg, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Manligt och kvinnligt i skolämnet historia: Vad har det för konsekvenser för elevernas historiekultur?2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 56-77Article in journal (Refereed)
    Abstract [sv]

    Utifrån intervjuer med elever i årskurs fem skildras i denna artikel elevernas historiekultur. Texten har två infallsvinklar, den första är elevernas uppfattning om manliga respektive kvinnliga aspekter av det förflutna. Den visade att eleverna främst ser manliga aktörer och manliga aktiviteter som riktig historia. Den andra infallsvinkeln är skillnader mellan pojkar och flickors inställningar till skolämnet historia och till historien som fenomen samt elevernas historiekultur. Den genomgången visade att flickor uppvisar ett större intresse än pojkarna för historia, både som skolämne och för att ta del av historia på fritiden. I artikeln påvisas att elevernas historiekultur förefaller vara inriktad på vad de beskriver som de stora händelserna i det förflutna. Pojkarna visar inget intresse för andra delar av det förflutna medan flickor också visar intresse för den vardagliga historien. Flickor framför att de behöver läsa historia för att få bra betyg medan både pojkar och flickor vill läsa historia för att bli allmänbildade och bli en del av samhället. Slutligen förs en diskussion av dessa aspekters relevans för skolämnet historia och dess under­visning

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  • 5.
    Sandberg, Karin
    Umeå universitet, Institutionen för idé- och samhällsstudier.
    Möte med det förflutna: digitaliserade primärkällor i historieundervisningen2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In recent years, the Swedish educational system has undergone considerable change. A new curriculum and swift digitization via the implementation of the "one-to-one" system have increased the call for new teaching methods in schools. Previous research indicates that working with primary sources can enhance students’ historical thinking and historical empathy. The present licentiate dissertation aims to investigate Swedish upper secondary school students’ use of critical thinking and historical empathy when utilizing digitized primary sources, such as the parish registers stored in the Demographic Data Base at Umeå University.

            Five classes in grades 1-3, comprising 110 students, in the ages 16 to 19, and three teachers participated in the study. The students were assigned with compiling a report based on the digitised primary source material and presenting their findings in a written paper or oral presentation. The study was evaluated through (1) interviews with students and teachers, (2) classroom observation of the students while working with the material, (3) questionnaires on the students´ view of history, and (4) the completed assignments.

              The study shows that all the students achieved some result based on the information found in the digitised primary sources. While they applied historical empathy and historical thinking, it was mixed with presentism. The majority did not make use of corroboration, but those who did displayed more examples of historical thinking and historical empathy, primarily evident in grades 2 and 3 and in the free discussions held after the presentations. The students’ perception of primary sources shifted as a result of this exercise: Their preference for using primary sources had increased, although their trust in primary sources had simultaneously decreased. Teachers and students alike were generally satisfied with the assignment but argued that the database needed improvement in order to enhance its usefulness. Over the course of the assignment, students frequently expressed that the individuals in the digitized material came to life for them, generating feelings of empathy.

            The study’s contribution to history didactics is twofold. First, it clearly demonstrates how upper secondary students can make use of historical thinking and historical empathy when studying digitised parish records, even though they have difficulty contextualizing their results. Secondly, it provides insight into how Swedish students learn history and the kind of history that interests them. The results are predominantly in agreement with those from previous studies but this study is pioneering in basing its findings on primary sources that are digitised.

  • 6.
    Sandberg, Karin
    Umeå universitet, Institutionen för idé- och samhällsstudier.
    The Computerised Classroom: Didactic Tool or Distraction?2014In: Engaging with Educational Space: Visualizing Spaces of Teaching and Learning / [ed] Catherine Burke, Ian Grosvenor & Björn Norlin, Umeå: Institutionen för idé- och samhällsstudier , 2014, p. 130-139Chapter in book (Other academic)
1 - 6 of 6
CiteExportLink to result list
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  • nn-NO
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