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  • 1.
    Gabriel, Bladh
    et al.
    Karlstad University.
    Örbring, David
    Lund University.
    Geocapabilities: en plattform för ämnes- och professionell utveckling i skolgeografin2016In: Geografiska Notiser, ISSN 0016-724X, no 4, p. 155-160Article in journal (Other academic)
  • 2.
    Grahn, Magnus
    et al.
    Lund University.
    Örbring, David
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Läromedel i geografi, grundskolan 7-92017Other (Other (popular science, discussion, etc.))
  • 3.
    Molin, Lena
    et al.
    Uppsala University.
    Örbring, David
    Uppsala University.
    Sweden: Past Didactic Influence and Present Efforts to Create Learning Progressions2016In: 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.

  • 4.
    Örbring, David
    Lund University.
    Explicit and Implicit Geography in Relation to Powerful Knowledge in the Swedish Curriculum2017In: NOFA 6 - Nordic conference on school subjects: University of Southern Denmark, Odense, 29th - 31st of May 2017, 2017Conference paper (Other academic)
  • 5.
    Örbring, David
    Lund University.
    Ge: Geografi 4-62015 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 6.
    Örbring, David
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Lund University.
    Geografiska perspektiv i humanistisk och teologisk utbildning2016In: 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)
  • 7.
    Örbring, David
    Lund University.
    Geografiska perspektiv i utbildning av lärare i samhällskunskap2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 1, p. 41-52Article in journal (Refereed)
    Abstract [en]

    Teachers in Social Studies can benefit from geographical perspectives in their teaching of Social Studies in elementary and high school. The aim is to connect geographical perspectives to various social processes and to integrate it in teaching of Social Studies. But how can the relevance of geographical perspectives in an education for teachers in Social Studies be motivated and to what benefits can it be internalized? I will try to answer that question in this article. This relevance is mainly, with basis in a literature study, focused on democracy, sustainable development and digital literacy. It is also relevant by giving teachers a broader teaching skill and thus they are able to help pupils achieve higher-order skills.

  • 8.
    Örbring, David
    Lund University.
    Geographical and Spatial Thinking in the Swedish Curriculum2017In: 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.

  • 9.
    Örbring, David
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Örbring, David (Translator)
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Glossary in Swedish: GeoCapabilities2016Other (Other academic)
  • 10.
    Örbring, David
    Lund University.
    Thinking geographically in the Swedish curriculum for compulsory school2017In: Nordic Geographers Meeting June 18th–21st 2017, Stockholm University, 2017Conference paper (Other academic)
  • 11.
    Örbring, David
    Lund University.
    Ämnesspecifika förmågor i geografi: att formulera mål i skolan2016In: Geografdagarna 2016: "Mind the gap", 2016Conference paper (Other academic)
  • 12.
    Örbring, David
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Miao, Xin
    East China Normal University, China.
    Re-contextualising development in teaching school geography: Teachers' story in Sweden and China2016In: Eurogeo conference 2016, Malaga, 2016Conference paper (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.

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