Mellan ämne och didaktik

om ämnesteorins roll inom samhällskunskapsdidaktiken

Abstract

Pedagogical content knowledge is generally understood as a “bridge” between content and pedagogy, and therefore assumed to be theoretically informed by theories on both the content knowledge in question, and on general pedagogical knowledge. In this article we analyze whether this bridge exists in eleven Swedish civic didactics dissertations. This is done by developing a typology of how theory is used in relation to research problems and analytical frameworks. Our findings suggest that theories on content knowledge are downplayed in favor of pedagogical theories. We argue the need for strengthening the pillar of content knowledge, benefitting both research and teaching.