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Didaktiska implikationer i lärares samhällsuppdrag: Uppfattningar om demokrati och biologiskt ämnesstoff hos blivande lärare
Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
2007 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

In today’s school in Sweden the assignment of community encompasses mediated values and education of democracy as well of single subject matters. What does it mean then, that teachers have a certain kind of idea of democracy, and what implications may biology have for the assignment of community? In upper secondary school there are quite many courses in biology with a national curriculum, and findings show that students of teaching perceive or think of biology as helping to promote the dual-purpose of teaching. In this study, the author of the paper has interviewed four future teachers of upper secondary school with biology as one of their main subjects. The purpose has been to identify their perceptions of democracy as well as their conceptions of the relationship between biology and democracy in education. The result is that the interviewees perceive of democracy as consistent with representative, participative and deliberative concepts of democracy. They conceive of the relationship between biology and democracy in education as to a great extent consistent with the deliberative concept of democracy. The implications are that the idea of democracy becomes more radical and consistent with the deliberative concept of democracy when subject matters of biology are part of the education. In this manner, subject matters of biology are of educational importance for the teachers´ conceptions of democracy as well for the assignment of community.

Abstract [sv]

Samhällsuppdraget i skolan innebär förmedlade värden och kunskaper om både demokrati och enskilda ämnesstoff. Vad innebär det då att lärare har en viss sorts demokratiuppfattning, och vad har biologiskt ämnesstoff för betydelse för samhällsuppdraget? Biologi i gymnasieskolan har relativt många kurser med nationell kursplan och rön visar att lärarstudenter uppfattar biologiskt ämnesstoff som didaktiskt främjande för att läraruppdragets dubbla syfte. I den här studien har uppsatsförfattaren intervjuat fyra blivande gymnasielärare med biologi som inriktning för att försöka identifiera deras uppfattningar om demokrati och relationen mellan biologiskt ämnesstoff och demokrati i undervisningens praktik. Resultatet visar att intervjupersonerna uppfattar demokrati i allmänhet som överensstämmande med både representativ, participativ och deliberativ demokrati, och relationen mellan biologiskt ämnesstoff och demokrati i undervisningens praktik som i hög grad överensstämmande med den deliberativa demokratiformen. Implikationerna av detta är att demokratiuppfattningen blir radikalare och alltmer lik en deliberativ demokratiform med biologiskt ämnesstoff i undervisningens praktik. Sålunda har biologiskt ämnesstoff en didaktisk betydelse för såväl lärares demokratiuppfattning som samhällsuppdrag.

Place, publisher, year, edition, pages
2007. , p. 71
Series
LÄRARUTBILDNINGEN
Keywords [en]
education, assignment of community, representative democracy, participative democracy, deliberative democracy, biology, upper secondary school
Keywords [sv]
utbildning, samhällsuppdrag, representativ demokrati, participativ demokrati, deliberativ demokrati, biologi, gymnasieutbildning
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:vxu:diva-1708OAI: oai:DiVA.org:vxu-1708DiVA, id: diva2:205552
Uppsok
samhälle/juridik
Supervisors
Examiners
Available from: 2007-11-15 Created: 2007-11-15 Last updated: 2010-03-10Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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