Peer Reviewed Journals by Thomas Nygren
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H-Soz-Kult, Oct 23, 2014
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Human IT, 12:3, 2014, 78–116., 2014
This study shows that upper secondary students’ historical writing may be influenced by their use... more This study shows that upper secondary students’ historical writing may be influenced by their use of sources from traditional archives versus their use of digital sources in databases. A qualitative approach, theoretical perspectives, and historical empathy seem to be stimulated primarily by
using traditional archives and print sources, while digital archives and sources, in contrast, stimulate the use of quantitative data and a more social scientific approach. The results indicate a historiographical shift in students’ historical thinking, which researchers of history education need to consider in a digital era. The results of this study call for reflections in history teaching to make it possible for students to learn and experience
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Historisk Tidskrift, 133: 2, 2013, 174-182., 2013
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This quantitative and qualitative analysis of syllabuses indicates difficulties in the relation b... more This quantitative and qualitative analysis of syllabuses indicates difficulties in the relation between history teaching in upper secondary schools and in higher education. Using analytical tools stemming from research of education and history didactics we highlight problematic differences between universities. It is evident that history education in many ways lacks a progression from upper secondary school to higher education. Judging from the formulations in the syllabuses, the grading demands on the students in upper secondary schools are in some cases even higher than in the universities. The results from this study suggest a need for further analysis of the teaching of history, and other subjects, in higher education in relation to teaching in upper secondary schools.
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Papers by Thomas Nygren
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International studies as well as a small study in Sweden have shown a range of strategies in hist... more International studies as well as a small study in Sweden have shown a range of strategies in history teaching. The transformation of the academic subject is influenced by many factors and this needs to be more closely examined so that we can benefit from the "wisdom of practice". The articulation and analysing of different types of strategies give a greater understanding of the subject's development and different shapes, as well as a guide for teacher reflection about different ways to teach history.
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Teaching history demands a great deal from the teacher both in terms of subject knowledge and ped... more Teaching history demands a great deal from the teacher both in terms of subject knowledge and pedagogical skills. The present study examines how highly experienced teachers’ comprehend the challenges of history teaching in Sweden, today and in the past. Interviews with veteran teachers give an insider perspective on the teaching in Sweden previously noted by research mainly through written sources and external conditions. The veteran teachers in this study show in their conception of history teaching not a single “old traditional teaching style”. The results rather indicate that a lifelong experience from history teaching can give both clarity and richness in the conceptions of “why”, “what” and “how” we should teach history.
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The gap between theory and practice in teaching needs to be closed. This is a plan for how a comb... more The gap between theory and practice in teaching needs to be closed. This is a plan for how a combination of theories of education, history and pedagogical content knowledge can be used in the study of history teaching. By using this theory and method of inquiry the strategies for history teaching will be made visible, which will enable us better to see, understand and appreciate knowledge gained through practice. The strategies will show how teaching has filled the "missing paradigm" and how teachers have experienced and used their professional freedom. Many theories as well as teacher training have been criticised for being too far from reality. By conducting this kind of research theory and practice can meet with mutual benefit for science and for the reflective practitioner. Inledning Klyftan mellan skolforskningen och praktiken måste överbryggas. En studie av undervisningsstrategier med avstamp i befintliga teorier och tidigare forskning kan fungera som en viktig länk ...
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In this study, 110 Swedish upper secondary students use a historical database designed for resear... more In this study, 110 Swedish upper secondary students use a historical database designed for research. We analyze how they perceive the use of this digital tool in teaching and if they are able to use historical thinking and historical empathy in their historical writing and presentations. Using case-study methodology including questionnaires, observations, interviews and text analysis we find this to be a complex task for students. Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material.
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Journal of Educational Media, Memory, and Society, 2012
ABSTRACT In 2010, a proposal for a new history syllabus was criticized in the Swed-ish media for ... more ABSTRACT In 2010, a proposal for a new history syllabus was criticized in the Swed-ish media for emphasizing contemporary history at the expense of ancient history. This study shows how contemporary history has increasingly been the focus of the guidelines developed by UNESCO and the Council of Europe, the national curri-cula, and students' work since the 1950s, while graduating students had generally rather chosen to focus on the early modern era up until the 1930s. Although history and civics were given status as separate school subjects in 1961, students' work in history continued to focus on contemporary subject matter. This study shows that the dominance of contemporary history in students' history is by no means a new phenomenon.
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Education Inquiry, 2011
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Education Sciences, 2013
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umu.diva-portal.org
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Proceedings of the TEEM’13 Track on Knowledge Society Related Projects (Salamanca, Spain, November 14-15, 2013), Nov 16, 2013
EHISTO (European history crossroads as pathways to intercultural and media education) is concerne... more EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation’s understanding of history.
Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and inservice teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains media-critical competences but furthermore enables a multi-perspective and comparative access to history.
The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.
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Peer Reviewed Journals by Thomas Nygren
using traditional archives and print sources, while digital archives and sources, in contrast, stimulate the use of quantitative data and a more social scientific approach. The results indicate a historiographical shift in students’ historical thinking, which researchers of history education need to consider in a digital era. The results of this study call for reflections in history teaching to make it possible for students to learn and experience
Papers by Thomas Nygren
Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and inservice teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains media-critical competences but furthermore enables a multi-perspective and comparative access to history.
The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.
using traditional archives and print sources, while digital archives and sources, in contrast, stimulate the use of quantitative data and a more social scientific approach. The results indicate a historiographical shift in students’ historical thinking, which researchers of history education need to consider in a digital era. The results of this study call for reflections in history teaching to make it possible for students to learn and experience
Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and inservice teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains media-critical competences but furthermore enables a multi-perspective and comparative access to history.
The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.