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Örbring, David
Publications (10 of 12) Show all publications
Örbring, D. (2017). Explicit and Implicit Geography in Relation to Powerful Knowledge in the Swedish Curriculum. In: NOFA 6 - Nordic conference on school subjects: University of Southern Denmark, Odense, 29th - 31st of May 2017. Paper presented at NOFA 6 - Nordic conference on school subjects, University of Southern Denmark, Odense, 29th - 31st of May 2017.
Open this publication in new window or tab >>Explicit and Implicit Geography in Relation to Powerful Knowledge in the Swedish Curriculum
2017 (English)In: NOFA 6 - Nordic conference on school subjects: University of Southern Denmark, Odense, 29th - 31st of May 2017, 2017Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-65649 (URN)
Conference
NOFA 6 - Nordic conference on school subjects, University of Southern Denmark, Odense, 29th - 31st of May 2017
Available from: 2017-06-20 Created: 2017-06-20 Last updated: 2018-03-19Bibliographically approved
Örbring, D. (2017). Geographical and Spatial Thinking in the Swedish Curriculum. In: Clare Brooks, Graham Butt, Mary Fargher (Ed.), The Power of Geographical Thinking: (pp. 137-150). Springer
Open this publication in new window or tab >>Geographical and Spatial Thinking in the Swedish Curriculum
2017 (English)In: The Power of Geographical Thinking / [ed] Clare Brooks, Graham Butt, Mary Fargher, Springer, 2017, p. 137-150Chapter in book (Refereed)
Abstract [en]

This chapter concerns the views of knowledge adopted in the Swedish curriculum for state schools in an international context. It addresses how geographical and spatial thinking are expressed with regard to the subject specific abilities expected of students who learn geography. The introductory section highlights the current view of knowledge in the Swedish curriculum, explains how subject specific abilities for geography have been defined and used in the Swedish context, and describes their application in state schools. Importantly, these subject abilities are considered in relation to thinking both geographically and spatially. The research that underpins this chapter was conducted using a variety of qualitative methods: specifically, interviews with key people involved in the process of drafting education policy documents and analysis of such documents used in the making of the state curriculum. Interviews have been conducted with one of the authors of the curriculum, and with others responsible for curriculum development at the National Agency for Education. Policy documents from the Swedish Ministry of Education, from the National Agency for Education, and from curriculum developers have also been analysed. This chapter includes research findings based on the analysis of such material and reflections about how these sources of evidence can increase our knowledge of thinking geographically and spatially.

Place, publisher, year, edition, pages
Springer, 2017
Series
International Perspectives on Geographical Education, ISSN 2367-2773
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61272 (URN)10.1007/978-3-319-49986-4_10 (DOI)978-3-319-49985-7 (ISBN)978-3-319-49986-4 (ISBN)
Available from: 2017-03-10 Created: 2017-03-10 Last updated: 2017-04-20Bibliographically approved
Grahn, M. & Örbring, D. (2017). Läromedel i geografi, grundskolan 7-9. Nationalencyklopedin
Open this publication in new window or tab >>Läromedel i geografi, grundskolan 7-9
2017 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Nationalencyklopedin, 2017
National Category
Social and Economic Geography Physical Geography
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61654 (URN)
Available from: 2017-03-23 Created: 2017-03-23 Last updated: 2018-01-13Bibliographically approved
Örbring, D. (2017). Thinking geographically in the Swedish curriculum for compulsory school. In: Nordic Geographers Meeting June 18th–21st 2017: . Paper presented at Nordic Geographers Meeting June 18th–21st 2017. Stockholm University
Open this publication in new window or tab >>Thinking geographically in the Swedish curriculum for compulsory school
2017 (English)In: Nordic Geographers Meeting June 18th–21st 2017, Stockholm University, 2017Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Stockholm University, 2017
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-65650 (URN)
Conference
Nordic Geographers Meeting June 18th–21st 2017
Available from: 2017-06-20 Created: 2017-06-20 Last updated: 2018-05-07Bibliographically approved
Gabriel, B. & Örbring, D. (2016). Geocapabilities: en plattform för ämnes- och professionell utveckling i skolgeografin. Geografiska Notiser (4), 155-160
Open this publication in new window or tab >>Geocapabilities: en plattform för ämnes- och professionell utveckling i skolgeografin
2016 (Swedish)In: Geografiska Notiser, ISSN 0016-724X, no 4, p. 155-160Article in journal (Other academic) Published
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-59039 (URN)
Available from: 2016-12-15 Created: 2016-12-15 Last updated: 2017-11-29Bibliographically approved
Örbring, D. (2016). Geografiska perspektiv i humanistisk och teologisk utbildning. In: Alexander Maurits, Katarina Mårtensson (Ed.), Högskolepedagogik i humanistisk och teologisk utbildning: Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2014 (pp. 61-70). Lund: Humanistiska och teologiska fakulteterna, Lunds universitet
Open this publication in new window or tab >>Geografiska perspektiv i humanistisk och teologisk utbildning
2016 (Swedish)In: Högskolepedagogik i humanistisk och teologisk utbildning: Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2014 / [ed] Alexander Maurits, Katarina Mårtensson, Lund: Humanistiska och teologiska fakulteterna, Lunds universitet , 2016, p. 61-70Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Humanistiska och teologiska fakulteterna, Lunds universitet, 2016
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-57645 (URN)978-91-88473-16-5 (ISBN)978-91-88473-15-8 (ISBN)
Available from: 2016-10-27 Created: 2016-10-27 Last updated: 2017-02-20Bibliographically approved
Örbring, D. (2016). Glossary in Swedish: GeoCapabilities.
Open this publication in new window or tab >>Glossary in Swedish: GeoCapabilities
2016 (Swedish)Other (Other academic)
Publisher
p. 4
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-58155 (URN)
Available from: 2016-11-16 Created: 2016-11-16 Last updated: 2016-11-17Bibliographically approved
Örbring, D. & Miao, X. (2016). Re-contextualising development in teaching school geography: Teachers' story in Sweden and China. In: Eurogeo conference 2016, Malaga: . Paper presented at Eurogeo conference 2016, Malaga.
Open this publication in new window or tab >>Re-contextualising development in teaching school geography: Teachers' story in Sweden and China
2016 (English)In: Eurogeo conference 2016, Malaga, 2016Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Geography as a school subject varies in different nations. This comparative study is based on legitimation code analysis of the two countries’ Geography National Curriculum in compulsory secondary education (Year7-9) respectively. It follows with a school case study on Chinese and Swedish teachers' interpretation about development topic in their teaching, which is the process of re-contextualisation in practical classroom when transforming the idea on the paper to action in teaching. The main outcomes show how knowledge is described in the curriculum standards, and the teachers' case study gives insight in how and in what ways we could transform the hypothesis to practice, thus enhance the view of knowledge in the curriculum.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-57006 (URN)
Conference
Eurogeo conference 2016, Malaga
Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-03-02Bibliographically approved
Molin, L. & Örbring, D. (2016). Sweden: Past Didactic Influence and Present Efforts to Create Learning Progressions. In: Osvaldo Muñiz Solari, Michael Solem, Richard Boehm (Ed.), Learning Progressions in Geography Education: International Perspectives (pp. 55-74). Springer
Open this publication in new window or tab >>Sweden: Past Didactic Influence and Present Efforts to Create Learning Progressions
2016 (English)In: Learning Progressions in Geography Education: International Perspectives / [ed] Osvaldo Muñiz Solari, Michael Solem, Richard Boehm, Springer, 2016, p. 55-74Chapter in book (Refereed)
Abstract [en]

The Swedish school system comprises three school types: preschool, compulsory school (9 years) and secondary school (3 years). The latest curriculum reform was completed in 2011, updating policy documents and restructuring syllabuses, clarifying subject specific abilities and knowledge requirements. In 2012, national tests in geography were instituted for years 6 and 9, yielding support for equal and fair assessment, and concretizing curriculum and syllabus. National tests have proved to be the single most important factor for accomplishing a change of teachers’ teaching. The purpose of this article is to discuss teaching, progression and assessing pupils’ knowledge in the geography subject. Three didactic issues in teaching and knowledge assessment, purpose, content, and method, are furthermore highlighted.

Place, publisher, year, edition, pages
Springer, 2016
Series
International Perspectives on Geographical Education, ISSN 2367-2773
Keywords
Geography, Education, National test, Assessment
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-56546 (URN)10.1007/978-3-319-44717-9_4 (DOI)978-3-319-44716-2 (ISBN)978-3-319-44717-9 (ISBN)
Available from: 2016-09-16 Created: 2016-09-16 Last updated: 2016-10-06Bibliographically approved
Örbring, D. (2016). Ämnesspecifika förmågor i geografi: att formulera mål i skolan. In: Geografdagarna 2016: "Mind the gap". Paper presented at Geografdagarna 2016 : "Mind the gap".
Open this publication in new window or tab >>Ämnesspecifika förmågor i geografi: att formulera mål i skolan
2016 (Swedish)In: Geografdagarna 2016: "Mind the gap", 2016Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-57758 (URN)
Conference
Geografdagarna 2016 : "Mind the gap"
Available from: 2016-11-01 Created: 2016-11-01 Last updated: 2016-11-02Bibliographically approved
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