Historien längs tuvor och slingriga vägar
En jämförande studie av tematisk och kronologisk undervisning i historia för gymnasieskolan
HistoryHistory in secondary schoolChronological teachingThematical teachingVygotskijScaffoldingThe zone of proximal developmentPerspectives on causalityProcesses of change in historyHistoriaHistoria på gymnasietHistoria 1bKronologisk undervisningTematisk undervisningFörändringsprocesserTidsuppfattningHistoriskt tidsmedvetandeVygotskijDen Närmaste UtvecklingszonenScaffoldingBetyg i historia
In the following study the author compares two methods of teaching history, the thematic approach and a more traditional chronological approach. Aiming at distinguishing the perceived notions of strength and weaknesses of each method, from the perspective of teaching, the author uses semi-structural interviews with four teachers in order to shed light on the reasons why each method is chosen. The perceptions of the thematical and chronological method in teaching history are further compared with the result in students? grades. The result shows that the thematic method is perceived as being better at teaching the student about causality and different understandings of changes in history, which would have positive impact on higher grades. However it was also looked upon as being more demanding of previous knowledge for the student. Therefore teachers would choose the chronological approach if they saw that the necessary previous knowledge was lacking in the class. The grades of different classes showed however that the perceived relation between method and learning can?t be confirmed, but that great difference in grades where found among classes of the same method. Even if the classes of the thematic method shows slightly higher grades then the classes of the chronological method it might be the result of difference in previous knowledge among classes which motivates the choice of method, more than it is the result of the method itself.