lnu.sePublications
Change search
Refine search result
12 51 - 62 of 62
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 51.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Edling, Silvia
    University of Gävle, Sweden.
    Löfström, Jan
    Sharp, Heather
    University of Newcastle, Australia.
    History and moral encounters: exploring theoretical and empirical intersections of historical and moral consciousness from a History didaktik perspective2019In: HEIRNET 2019 (History Educators International Research Network): 2nd to 4th September, The University of Vienna, Austria. 16th annual international conference. Public History, Historical Culture, Identity and Pedagogy, University of Vienna , 2019Conference paper (Refereed)
  • 52.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Eliasson, Per
    Malmö University, Sweden.
    Externa historieprov: En studie av validitetsfrågor2019Book (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.

  • 53.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Eliasson, Per
    Malmö University.
    Prov på prov: En studie av validitetsaspekter i externa historieprov2017In: Nationella nätverket för historiedidaktisk forskning, konferens Halmstad, 3-4 maj 2017, 2017, p. 1-31Conference paper (Other academic)
  • 54.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Gustafsson, Birgitta E.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    To Make and to Experience Meaning: How Time Travels are Perceived among Participants2017In: The Archaeology of Time Travel: Experiencing the Past in the 21st Century / [ed] Bodil Petersson, Cornelius Holtorf, Oxford: Archaeopress, 2017, p. 113-128Chapter in book (Other academic)
    Abstract [en]

    Time travels provide the opportunity for participants to make an imaginary trip back in time to learn about places, times and events, and to learn about themselves. To travel in time can be described as an encounter between the past and the present. Such an experience encourages participants to relate the present to the past and to reflect upon their own lives as they interact with another time. In that way one can replace an ‘us and them’ attitude with an approach that unites people and highlights what they have in common. This type of encounter carries the potential for meaning- making. Merging the ‘now and then’ with ‘similar and different’ can make it possible to understand one’s own place in – and relation to – history. But how do participants perceive time travels, what do they learn, what is their view of the past, the present, the future, themselves and the other? In the participator’s reflections we have identified how they perceive different narratives with potential for meaning-making. 

  • 55.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Hallgren, RolandLinnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    I farmors kök blev jag människa: historiedidaktiska texter av K G Jan Gustafson2013Collection (editor) (Other academic)
    Abstract [sv]

    K   G Jan Gustafson, 1933–2011, var historiker, historielärare och lärarutbildare. Han undervisade i gymnasieskolan, på fångvårdsanstalt och under de sista 30 åren av sin lärargärning inom lärarutbildningen vid Lärarhögskolan, sedermera Högskolan i Kalmar. Gustafsons undervisning kännetecknades av den starka berättelsen och de levandegjorda, men systematiskt granskade, källorna. Han betonade vikten av att vårda relationen mellan människa och historia och att inte för ett ögonblick vackla i försvaret av dess betydelse. Gustafson var en av den svenska historiedidaktikens pionjärer med sin forskning om barns och ungdomars relation till historien. Särskilt uppmärksammade är hans longitudinella studier av såväl ungdomars, som deras föräldrars, historiemedvetande och hur det kan förändras över tid. Denna bok återger Gustafsons historiedidaktiska texter. Han tar läsaren med på en vitter, poetisk, oväntad, hisnande och frispråkig resa. Boken vänder sig till lärare, lärarstuderande och forskare med intresse för historiedidaktik och livsfrågor samt andra intresserade.

  • 56.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Kakoulidou, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Rapport från XIII:e konferensen med Nationella nätverket för historiedidaktisk forskning, 8-10 maj 2019, Linnéuniversitetet2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 209-211p. 209-211Article in journal (Other (popular science, discussion, etc.))
  • 57.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Löfström, Jan
    Sharp, Heather
    Edling, Silvia
    Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study2019In: NOFA7 Abstracts: Stockholm University, 13 - 15 May 2019, Stockholm: Stockholm University, 2019, p. 20-20Conference paper (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

  • 58.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Rosén, UllaLinnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.Svensson, JonasLinnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Blickar: kulturvetenskapliga perspektiv på utbildning2014Collection (editor) (Other academic)
  • 59.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Rosén, Ulla
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Svensson, Jonas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Inledning2014In: Blickar: kulturvetenskapliga perspektiv på utbildning / [ed] Niklas Ammert, Ulla Rosén & Jonas Svensson, Växjö: Linnaeus University Press, 2014, 1, p. 5-11Chapter in book (Other academic)
  • 60.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Sharp, Heather
    Working with the Cold War: Types of Knowledge in Swedish and Australian History textbook Activities2016In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 8, no 2, p. 58-82Article in journal (Refereed)
    Abstract [en]

    This article presents a comparative analysis of pupils’ activities dealing with the Cold War in Swedish and Australian history textbooks. By focusing on text- book activities to which pupils respond in relation to their learning of a particular topic, this study identifies knowledge types included in a selection of history text- books. The study also focuses on the question whether, and if so how, social values are evident in activities concerning the Cold War. The authors develop a matrix that makes it possible to examine knowledge types and social values conveyed by ac- tivities. By analyzing textbook activities, this article exposes the hidden curriculum present in the textbooks on the basis of underlying and unstated values present in the activities, and at the same time identifies the way in which the selected text- books incorporate these values. 

  • 61.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Torhell, Catta
    Linnaeus University, The University Library.
    Universitetsbiblioteket som arena för universitetsövergripande verksamhet - exemplet högskolepedagogik2018In: Mötesplats Profession – Forskning: Linnéuniversitetet i Växjö 22–23 oktober 2018, Stockholm: Svensk biblioteksförening , 2018Conference paper (Other academic)
  • 62.
    Sharp, Heather
    et al.
    University of Newcastle, Australia.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Primary Sources in Swedish and Australian History Textbooks: A Comparative Analysis of Representations of Vietnam's Kim Phuc2017In: International Journal of Historical Learning, Teaching and Research, ISSN 1472-9466, E-ISSN 1472-9474, Vol. 14, no 2, p. 55-70Article in journal (Refereed)
    Abstract [en]

    This article compares primary sources used in Swedish and Australian school History textbooks on the topic of the Vietnam War. The focus is on analysing representations of Kim Phuc, the young girl who was infamously chemically burnt with napalm. Applying an approach that incorporates Habermas’ three knowledge types, this article focuses on student questions and activities in relation to how sources are treated in textbooks. The article uses a case study approach to conduct a comparison between how, and if, Swedish and Australian textbooks engage students through questions and activities directly connected with the use of primary sources. Findings suggest that current textbook approaches could incorporate a greater variety of questions with differing knowledge types, to use images more consistently beyond illustrative purposes, and to structure activities that require students to compare and contrast two or more primary sources. 

12 51 - 62 of 62
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf