En komparativ förståelse av ämnesdidaktiska prepositioner

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Mårten Björkgren, Eva Ahlskog-Björkman, Nina Enkvist, Tom Gullberg
Publiceringsår: 2019
Tidskrift: Nordidactica: Journal of Humanities and Social Science Education
Nummer: 2019:3
Artikelns första sida, sidnummer: 45
Artikelns sista sida, sidnummer: 72
eISSN: 2000-9879


Abstrakt

The national curricular guidelines for basic education and upper secondary school require teachers to have a readiness to teach and cooperate in accordance with a holistic multidisciplinary principle. The teacher education programmes in Finland are challenged to develop research-based knowledge about learning processes in holistic multidisciplinary teaching concerning both theory and practice. In this article, focus is put on comparisons between the subject-didactic perspectives of Art, Religion, History, and Social Studies. Referring to Lindström, the prepositions about, in, with and through are used as a point of departure for the aesthetic fields. The comparison is based on the prepositional perspective and particularly focusses on the understanding of the didactic emphases and ambitions. The subject-comparative reflection between similarities and differences is based on a socio-cultural view of learning, and the perspectives qualification, socialisation and subjectification by Giert Biesta. The article contributes to a consciousness about meaningful subject-didactic prerequisites for holistic multidisciplinary cooperation.


Senast uppdaterad 2020-30-03 vid 05:56