Mellan ämne och didaktik
om ämnesteorins roll inom samhällskunskapsdidaktiken
Keywords:
PEDAGOGICAL CONTENT KNOWLEDGE, CONTENT KNOWLEDGE, CIVICS, THEORETICALLY INFORMED RESEARCH PROBLEMS, THEORETICALLY INFORMED ANALTYICAL FRAMEWORKSAbstract
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.
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Published
2015-05-23
How to Cite
Bergström, G., & Ekström, L. (2015). Mellan ämne och didaktik: om ämnesteorins roll inom samhällskunskapsdidaktiken. Nordidactica. Journal of Humanities and Social Science Education, 5(2015:1), 93–119. Retrieved from https://journals.lub.lu.se/nordidactica/article/view/18992
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