Geografiämnet på gymnasiet : En studie om elevers uppfattningar, selektiva traditioner och didaktiska typologier

• Main Author: lönnborg, louise
• Format: Others
• Language: Swedish
• Published: Karlstads universitet, Institutionen för geografi, medier och kommunikation (from 2013) 2020
• Subjects: Geografiämnet; selektiva traditioner; elevuppfattning; undervisning; typologi.; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-76972

In the following study, students' perceptions of the topic of geography are related to the subject's selective traditions. The theoretical framework of the study consists of selective traditions and different didactic typologies. Based on the theory, the study's empirical material is analyzed and discussed. Empirin consists of a group interview and a survey, where students have given personal opinions and thoughts on the subject of geography and for them current geography teaching. The choice of method was guided by the questions with the goal of meeting the purpose. The study aims to investigate how selective traditions appear in students' perceptions of the geography subject. The research overview consists of national studies and surveys where the focus is mainly on students' perceptions of the school subject geography, the content of the teaching as well as the selective traditions and didactic typologies that are and have been relevant for the school subject geography. Literature and research overview within the development of the geography subject have played a significant role during the work with this arousal. Previous research shows that geography has been characterized by different selective traditions, whit selective traditions, means in this study how the choice of teaching content is influenced by a specific educational culture / tradition, where themes such as namegeography, climate and types of nature have been considered important. The selective traditions are expressed in various didactic typologies, which according to Molin (2006) can be seen as different variations of an educational content that can be used to create overviews of the different aims, content and methods of individual school subjects. The worked and analyzed empirical evidence shows that students' perceptions of the geography subject are mainly positive. Furthermore, empirical evidence shows that topical and value-based geography teaching and interdisciplinary geography teaching are the most prominent typologies in student statements. The following fact suggests that the tradition that has a great influence on students 'perceptions at present is based on a progressivist philosophy of education, which is reflected in students' perceptions of the subject, its content and teaching.