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Historiemedvetande. Elevers tidsförståelse i en skolkontext

Hartsmar, Nanny LU (2001) In Studia Psychologica et Paedagogica
Abstract
The main aim of the study is to explain how pupils´ consciousness of history in comprehensive school is formed and created by teaching. A second aim is to emphasize and to problematise the prerequisites for developing the consciousness of history through teaching. The empirical data consists of three parts: 1. Pupil's associations to the concepts of "time", "past" and "future". 2. Essays (national test and evaluation given to fifteen-year olds) concerning the past, present and future. 3. Semi-structured interviews: a) concerning history as a school subject (related to pupils and teachers); b) testing the pupils' abilities of placing historical events and persons along a time-line (studied in each class); c) pupils' reflections on the... (More)
The main aim of the study is to explain how pupils´ consciousness of history in comprehensive school is formed and created by teaching. A second aim is to emphasize and to problematise the prerequisites for developing the consciousness of history through teaching. The empirical data consists of three parts: 1. Pupil's associations to the concepts of "time", "past" and "future". 2. Essays (national test and evaluation given to fifteen-year olds) concerning the past, present and future. 3. Semi-structured interviews: a) concerning history as a school subject (related to pupils and teachers); b) testing the pupils' abilities of placing historical events and persons along a time-line (studied in each class); c) pupils' reflections on the conditions of human life within a time perspective.



By using qualitatively different methods such as associations, essays and interviews my aim is to illustrate "time" as an essential content of knowledge. Using the terminology of Gadamer (1960) I hope to bring about a "coalescence of horizons". By studying different age groups and heterogeneous school contexts the "coalescence of horizons" becomes valid within as well as between the different studies, when related to each other. My horizon of understanding concerning ways in which pupils in comprehensive school understand "time" meets and is challenged by the pupils' own horizons of understanding. Findings from associations, interviews and the results of the national test and evaluation (essays) given to fifteen-year-olds show that the teaching of history for these pupils and teachers means teaching related to the past, disregarding other time dimensions. This past is synonymous with chronology and consists of objects, isolated events and persons with no links to either the present or the future. The concept of "time" as such (in all seven classes and four schools) is mentioned but seldom subjected to any discussion or deeper analysis depending on in which context it is used. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Professor Halldén, Ola
organization
alternative title
Consciousness of history. Pupils´understanding of time in a school context.
publishing date
type
Thesis
publication status
published
subject
keywords
didaktik, Pedagogik, Pedagogy and didactics, contextual, Consciousness of history, heterogeneous school contexts, history, history instruction, socio-cultural, understanding of time, time, Psychology, Psykologi
in
Studia Psychologica et Paedagogica
pages
264 pages
publisher
Department of Educational and Psychological Research, School of Education, Lund University at Malmö
defense location
N/A
defense date
2001-02-09 10:15
external identifiers
  • other:ISRN: LUSADG (SAPP-1080) 1-264 (2001)
ISSN
0346-5926
ISBN
91-88810-18-6
language
Swedish
LU publication?
yes
id
e9a837f6-348d-4fd8-ae42-29473d02cabd (old id 27761)
date added to LUP
2007-06-08 09:45:11
date last changed
2018-05-29 11:00:14
@phdthesis{e9a837f6-348d-4fd8-ae42-29473d02cabd,
  abstract     = {The main aim of the study is to explain how pupils´ consciousness of history in comprehensive school is formed and created by teaching. A second aim is to emphasize and to problematise the prerequisites for developing the consciousness of history through teaching. The empirical data consists of three parts: 1. Pupil's associations to the concepts of "time", "past" and "future". 2. Essays (national test and evaluation given to fifteen-year olds) concerning the past, present and future. 3. Semi-structured interviews: a) concerning history as a school subject (related to pupils and teachers); b) testing the pupils' abilities of placing historical events and persons along a time-line (studied in each class); c) pupils' reflections on the conditions of human life within a time perspective.<br/><br>
<br/><br>
By using qualitatively different methods such as associations, essays and interviews my aim is to illustrate "time" as an essential content of knowledge. Using the terminology of Gadamer (1960) I hope to bring about a "coalescence of horizons". By studying different age groups and heterogeneous school contexts the "coalescence of horizons" becomes valid within as well as between the different studies, when related to each other. My horizon of understanding concerning ways in which pupils in comprehensive school understand "time" meets and is challenged by the pupils' own horizons of understanding. Findings from associations, interviews and the results of the national test and evaluation (essays) given to fifteen-year-olds show that the teaching of history for these pupils and teachers means teaching related to the past, disregarding other time dimensions. This past is synonymous with chronology and consists of objects, isolated events and persons with no links to either the present or the future. The concept of "time" as such (in all seven classes and four schools) is mentioned but seldom subjected to any discussion or deeper analysis depending on in which context it is used.},
  author       = {Hartsmar, Nanny},
  isbn         = {91-88810-18-6},
  issn         = {0346-5926},
  keyword      = {didaktik,Pedagogik,Pedagogy and didactics,contextual,Consciousness of history,heterogeneous school contexts,history,history instruction,socio-cultural,understanding of time,time,Psychology,Psykologi},
  language     = {swe},
  pages        = {264},
  publisher    = {Department of Educational and Psychological Research, School of Education, Lund University at Malmö},
  school       = {Lund University},
  series       = {Studia Psychologica et Paedagogica},
  title        = {Historiemedvetande. Elevers tidsförståelse i en skolkontext},
  year         = {2001},
}