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Ammert, N. & Eliasson, P. (2019). Externa historieprov: En studie av validitetsfrågor. Malmö: Fakulteten för lärande och samhälle, Malmö universitet
Open this publication in new window or tab >>Externa historieprov: En studie av validitetsfrågor
2019 (Swedish)Book (Other academic)
Abstract [sv]

Dåvarande Malmö högskola fick 2011 Skolverkets uppdrag att utarbeta och utforma det nationella ämnesprovet i historia för årskurs 9 i grundskolan. Malmö universitet har även utarbetat kursprov i historia för gymnasieskolans kurser 1a1 och 1b. Ett syfte med denna studie är att analysera externa prov i historia i ett longitudinellt perspektiv. Det ger möjligheter att se och problematisera såväl förändringar som kontinuitet när det gäller proven, hur de har uppfattats samt deras resultat.

Place, publisher, year, edition, pages
Malmö: Fakulteten för lärande och samhälle, Malmö universitet, 2019. p. 87
Series
Skrifter med historiska perspektiv, ISSN 1652-2761 ; 19
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-82567 (URN)10.24834/978-91-7104-986-5 (DOI)978-91-7104-985-8 (ISBN)978-91-7104-986-5 (ISBN)
Available from: 2019-05-15 Created: 2019-05-15 Last updated: 2019-05-20Bibliographically approved
Ammert, N. (2019). Identifying aspects of temporal orientation in students' moral reflections. In: 8e Svenska historikermötet 2019, Växjö 8-10 maj: Rättigheter. Paper presented at 8e Svenska historikermötet 2019, Växjö 8-10 maj. Rättigheter.
Open this publication in new window or tab >>Identifying aspects of temporal orientation in students' moral reflections
2019 (English)In: 8e Svenska historikermötet 2019, Växjö 8-10 maj: Rättigheter, 2019Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The concept of historical consciousness has been the epicentre of history didactics in continental and northern Europe since the 1980s. However the concept is contested and, by some, regarded as vague or meta-physical. A main objection has been that it is not obvious how a historical consciousness can be definitively identified, analysed or categorized.

In this paper historical consciousness is the theoretical frame when we present a matrix for analysing students’ expressions of temporal orientation by studying their reasoning on inter-relations between intrepretations of the past, understandings of the present and perspectives on a possible future. The matrix has been constructed by inter-linking two prominent theoretical models to analyse forms of historical consciousness, including Rüsen’s types of narratives and Chinnery’s strands of historical consciousness.

Through the matrix, we analyse a selection of Finnish and Swedish lower secondary school students’ answers to a questionnaire about historical and moral reflections after reading an excerpt from Christopher Browning’s book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (orig. 1992). The students have answered and discussed open-ended questions regarding if and how the narrative in the excerpt has a relevant message for themselves and for people today and also if a similar situation could appear in Europe today or in the future. The matrix provides tools for categorizing the students’ answers. The theoretical basis of the matrix and preliminary results are discussed in the paper.

National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-82494 (URN)
Conference
8e Svenska historikermötet 2019, Växjö 8-10 maj. Rättigheter
Available from: 2019-05-10 Created: 2019-05-10 Last updated: 2019-08-06Bibliographically approved
Ammert, N., Löfström, J., Sharp, H. & Edling, S. (2019). Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study. In: NOFA7 Abstracts: Stockholm University, 13 - 15 May 2019. Paper presented at NOFA7 Nordic Conference on Teaching and Learning in Curriculum Subjects, Stockholm University, 13-15, 2019 (pp. 20-20). Stockholm: Stockholm University
Open this publication in new window or tab >>Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study
2019 (English)In: NOFA7 Abstracts: Stockholm University, 13 - 15 May 2019, Stockholm: Stockholm University, 2019, p. 20-20Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

One the general learning objectives in school education is often development of students’ abilities of empathy, as part of their ability to deal with moral questions in ethically commendable ways. In history teaching one of the main learning objectives is development ofstudents’ historical empathy, i.e. their ability of social perspective taking that involves putting oneself in the position of historical actors and understanding the cultural, social and psychological factors that probably were present in the historical situation. Our paper discusses the relation between development of historical empathy and development of moral sensitivity as learning objectives, and it presents the matrix that we have used in the preliminary analysis of the complexity of students’ responses in a questionnaire which involved historical dilemmas. The question discussed in the paper is part of a wider research project on intersections of historical and moral consciousness.

The empirical material discussed in the paper derives from a questionnaire study of c. 200 Swedish and Finnish lower secondary school students (9th grade). Students were asked to put themselves in the situation of particular historical actors and to answer questions that involved dealing with moral dilemmas. The students were asked to read an excerpt from Christopher Browning’s book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (orig. 1992) that describes the actions of men in the Police Battalion in the Holocaust during World War II. After reading the text the students were asked to answer open questions relating to the events in the excerpt. The material was analysed using a theory-driven qualitative analysis and the students’ answers were interpreted as expressions of their ability of social perspective taking and moral sensitivity. The analytic frame was built on theories of levels of historical empathy (Lee & Ashby 2001), social perspective taking (Hartmann & Hasselhorn 2008), and moral sensitivity (Rest 1986). The paper analyses the patterns that are visible in the students’ responses, the focus being on potential connections between levels of

Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2019
Keywords
social (historical) perspective taking, history, moral dilemmas, moral sensitivity, questionnaire
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-82553 (URN)
Conference
NOFA7 Nordic Conference on Teaching and Learning in Curriculum Subjects, Stockholm University, 13-15, 2019
Projects
History and Moral Encounters
Available from: 2019-05-14 Created: 2019-05-14 Last updated: 2019-08-06Bibliographically approved
Ammert, N. (2019). Subject-specific language and pupils’ use of concepts in history as curriculum subject: Ämnesspråk och begreppsanvändning i historieämnet. In: NOFA7 Abstracts: Stockholm University, 13 - 15 May 2019. Paper presented at NOFA7 Nordic Conference on Teaching and Learning in Curriculum Subjects, Stockholm University, 13-15, 2019 (pp. 19-19). Stockholm: Stockholm University
Open this publication in new window or tab >>Subject-specific language and pupils’ use of concepts in history as curriculum subject: Ämnesspråk och begreppsanvändning i historieämnet
2019 (Swedish)In: NOFA7 Abstracts: Stockholm University, 13 - 15 May 2019, Stockholm: Stockholm University, 2019, p. 19-19Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In recent decades, the importance of language in various subjects has gained more attention in research, however mainly in linguistic research. When it comes to studying the language as a tool for learning and communicating history, the research field is still fairly unexplored.

For history as a scientific discipline and for history as an educational subject, the language is central in several aspects, as an object and as a tool. The language is what you actually study in the form of source material and the tools you use to decode, interpret and describe.

The subject-specific language consists largely of concepts for the specific methodological aspects, concepts of specific epochs and different theoretical concepts for interpretation and analysis. In addition, there are a number of terms that are typical for the historical time you study. In order to analyze and understand the historical context, you must also master these time-related concepts.

In this article I investigate how a group of 9-grade pupils use subject-specific language in the form of the subject- specific concepts of change and continuity when describing historical development in the national test in history.

The study shows that the pupils use the concepts, but with different functions. The concepts structure to a certain extent the student's answers, but they rarely have an explanatory or contextualizing function. Some pupils present their answers to show that they use the prescribed concepts. They do not use the concept in order to describe or explain the historical context.

Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2019
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-82512 (URN)
Conference
NOFA7 Nordic Conference on Teaching and Learning in Curriculum Subjects, Stockholm University, 13-15, 2019
Available from: 2019-05-13 Created: 2019-05-13 Last updated: 2019-08-07Bibliographically approved
Ammert, N. (2018). In Search of a Living Past. In: Ebbe Westergren, Gustav Wollentz (Ed.), The Time Travel Method: in the Service of Society and its Development (pp. 78-83). Kalmar: Kalmar läns museum
Open this publication in new window or tab >>In Search of a Living Past
2018 (English)In: The Time Travel Method: in the Service of Society and its Development / [ed] Ebbe Westergren, Gustav Wollentz, Kalmar: Kalmar läns museum , 2018, p. 78-83Chapter in book (Other academic)
Place, publisher, year, edition, pages
Kalmar: Kalmar läns museum, 2018
National Category
History and Archaeology
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-77525 (URN)9789185926855 (ISBN)
Available from: 2018-09-02 Created: 2018-09-02 Last updated: 2019-02-27Bibliographically approved
Ammert, N. & Torhell, C. (2018). Universitetsbiblioteket som arena för universitetsövergripande verksamhet - exemplet högskolepedagogik. In: Mötesplats Profession – Forskning: Linnéuniversitetet i Växjö 22–23 oktober 2018. Paper presented at Mötesplats Profession – Forskning : Linnéuniversitetet i Växjö 22–23 oktober 2018. Stockholm: Svensk biblioteksförening
Open this publication in new window or tab >>Universitetsbiblioteket som arena för universitetsövergripande verksamhet - exemplet högskolepedagogik
2018 (Swedish)In: Mötesplats Profession – Forskning: Linnéuniversitetet i Växjö 22–23 oktober 2018, Stockholm: Svensk biblioteksförening , 2018Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Stockholm: Svensk biblioteksförening, 2018
National Category
Other Social Sciences
Research subject
Social Sciences
Identifiers
urn:nbn:se:lnu:diva-78457 (URN)
Conference
Mötesplats Profession – Forskning : Linnéuniversitetet i Växjö 22–23 oktober 2018
Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2019-02-27Bibliographically approved
Ammert, N. (2017). Att öva historia. Radar: Historiedidaktisk tidskrift
Open this publication in new window or tab >>Att öva historia
2017 (Swedish)In: Radar: Historiedidaktisk tidskrift, E-ISSN 2446-4309Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [da]

Kender du kvaliteten af dine læremidler, og hvilke former for viden de kan give? Der findes et væld af undervisningsmaterialer at vælge imellem samt ofte utilstrækkelige boganmeldelser i forhold til elevøvelser og opgaver, som ellers kan være centrale. Læs her om at kvalificere dit materialevalg ved at identificere og analysere forskellige typer af viden, som findes i opgaver og øvelser i historiebøgerne.

Abstract [sv]

I artikeln presenteras en modell för analys av uppgifter och övningar (exercises) i läromedel. Modellen är utprovad i en komparativ studie av historieläromedel från Australien och Sverige. Den är användbar för lärare och lärarstudenter vid planering av undervisning och vid studier (analyser) av läromedel i samband med till exempel uppsatser.

Place, publisher, year, edition, pages
Jelling, Danmark: HistorieLab, 2017
Keywords
Didaktik, Historie som skolefag
National Category
History
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-67133 (URN)
Available from: 2017-07-31 Created: 2017-07-31 Last updated: 2018-05-28Bibliographically approved
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2017). Bridging historical consciousness and moral consciousness: Promises and challenges. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 4(1), 1-13
Open this publication in new window or tab >>Bridging historical consciousness and moral consciousness: Promises and challenges
2017 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, no 1, p. 1-13Article in journal, Editorial material (Refereed) Published
Abstract [en]

This special issue is the result of the workshop, Towards an integrated theory of historical and moral consciousness, supported by Riksbankens Jubileumsfond (The Swedish Foundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historian seura (The Finnish Society for the History of Education) and held at the University of Helsinki, in 2015. History teaching and social studies education are increasingly expected to develop, among other things, students’ historical consciousness. This goal is highly relevant for students’ ability to deal constructively with controversial issues of history which is an important civic competence in the situation where in many societies’ political arguments concerning, for example, citizenship rights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narratives of historical change and continuity. However, there is a blank spot in the existing research on historical consciousness in that intersections between historical and moral consciousness remain very much unexplored. This special issue seeks to identify promising theoretical and conceptual points of convergence for future interdisciplinary studies of historical and moral consciousness. Contributors are from the fields of history, educational research, social psychology, and philosophy. 

Place, publisher, year, edition, pages
Newcastle: HERMES History Education Research Network, 2017
National Category
History
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-59893 (URN)000393211600001 ()2-s2.0-85028762978 (Scopus ID)
Funder
Riksbankens Jubileumsfond
Available from: 2017-01-17 Created: 2017-01-17 Last updated: 2019-06-03Bibliographically approved
Ammert, N. (2017). Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken. In: NHM-2017, 29: Nordiska historikermøde. Paper presented at NHM-2017 : 29. Nordiska historikermøde. Aalborg, Danmark.
Open this publication in new window or tab >>Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken
2017 (Swedish)In: NHM-2017, 29: Nordiska historikermøde, 2017Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Elever möter historia i en rad olika sammanhang; i media, i spel, i reklam, i filmer och i historiska faktaprogram på TV för att nämna några. Elevernas uppfattningar och kunskaper har därför sannolikt formats redan innan de möter skolans undervisning och därefter formas de som en parallell process. I skolans historieundervisning spelar läromedlen fortfarande en viktig roll. De används i olika utsträckning och på olika sätt, men de finns ändå där som en konstant. En intressant spänning kan därför uppstå mellan elevernas förkunskaper, deras förväntningar och den bild av det förflutna de möter i skolan. I denna presentation tar jag det inom historiedidaktiken tidigare svagt beforskade begreppet förväntning eller förväntan som utgångspunkt. Jag studerar vilka förväntningar eleverna har på, och vad de menar är viktigt och vad de vill lära sig om, en historisk epok som de ännu inte har studerat i skolan – kalla kriget. Elevernas förväntningar jämförs med läromedlens urval och beskrivning av epoken. Studien bygger på gruppintervjuer med svenska elever i årskurs 8 och en analys av historieläroböcker för årskurs 9. Resultaten diskuteras i ljuset av syften och innehållsbeskrivningen i den kursplan i historia som infördes i Sverige från 2011.

National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-67258 (URN)
Conference
NHM-2017 : 29. Nordiska historikermøde. Aalborg, Danmark
Available from: 2017-08-15 Created: 2017-08-15 Last updated: 2018-05-28Bibliographically approved
Ammert, N. (2017). Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken. In: Peter Brunbech, Ketil Knutsen, Jens Aage Poulsen (Ed.), Peter Brunbech, Ketil Knutsen, Jens Aage Poulsen (Ed.), Historie – didaktik, dannelse og bevidsthed: Rapporter til det 29. Nordiske Historikermøde, Aalborg, 15.-18. august 2017, Bind 1. Paper presented at The 29th Congress of Nordic Historians, Aalborg, 15-18 August 2017 (pp. 40-70). Aalborg: Aalborg Universitetsforlag
Open this publication in new window or tab >>Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken
2017 (Swedish)In: Historie – didaktik, dannelse og bevidsthed: Rapporter til det 29. Nordiske Historikermøde, Aalborg, 15.-18. august 2017, Bind 1 / [ed] Peter Brunbech, Ketil Knutsen, Jens Aage Poulsen, Aalborg: Aalborg Universitetsforlag, 2017, p. 40-70Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Aalborg: Aalborg Universitetsforlag, 2017
National Category
History
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-67155 (URN)978-87-7112-642-6 (ISBN)
Conference
The 29th Congress of Nordic Historians, Aalborg, 15-18 August 2017
Available from: 2017-08-02 Created: 2017-08-02 Last updated: 2018-05-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8096-7291

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