Mellan kategorisering och kontextualisering : En undervisningsintervention om historiebrukslärande på yrkesförberedande program

Sammanfattning

The purpose of this thesis is to highlight students' learning regarding the use of history through an educational intervention, while examining didactic obstacles and opportunities for learning within a short instructional sequence. The intervention was conducted with students in vocational programs within the Swedish upper secondary school system. The empirical data consists of a case study involving 18 students in total, divided into two classes. Data was collected over a total of four teaching sessions, two sessions per class. The material was analysed thematically and through a progression model for use of history-learning, followed by an overarching didactic analysis. The results indicate that the students were able to achieve a high degree of learning regarding the use of history within the framework of the intervention. However, the findings also highlight difficulties for students in contextualizing the use of history, as well as a tendency to become confined to a presentist perspective. Furthermore, the results suggest that employing Klas-Göran Karlsson’s typology of the use of history risks restricting students to an instrumental approach. The conclusion is that teaching the use of history in vocational programs would benefit from a didactic design that supports students' ability to contextualize and avoid presentist interpretations.