Hvordan kan undervisningsforløb med afsæt i scenariedidaktik fremme det manglende fortidsperspektiv i historieundervisningen i folkeskolen? En undersøgelse af, hvordan undervisningsforløb kan udarbejdes med henblik på at fremme et fortidsperspektiv i folkeskolen.: En undersøgelse af, hvordan undervisningsforløb kan udarbejdes med henblik på at fremme et fortidsperspektiv i folkeskolen.
Oversat titel
How can teaching programs based on scenario didactics promote the lack of a perspective on the past in history teaching in primary schools? A study of how teaching programs can be designed with a view to promoting a perspective on the past in primary schools.: A study of how teaching programs can be designed with a view to promoting a perspective on the past in primary schools.
Forfatter
Semester
4. semester
Uddannelse
Udgivelsesår
2025
Afleveret
2025-12-08
Antal sider
199
Abstract
Jeg har haft til hensigt at belyse, trods der er sket en ændring i historiefagets undervisningsmaterialer gennem tiden i Danmark, ses der stadig mangler heri, herunder et manglende fortidsperpsektiv, som måske påvirker elevers tilegnelse af historiebevidsthed gennem historiefaget i folkeskolen. Jeg har bestræbt mig på at påvise, hvordan fortidsperspektivet, ved brug af undervisningsforløb som bygger på scenariedidaktik, kan imødekommes gennem historiefaget, med en fortsat respekt for fagformålet og hensigten om at styrke elevers historiske bevidsthed. Der er inddraget relevant empiri, herunder surveyundersøgelser, undervisningsmaterialer og interviews for at validere mine anskuelser af fordelene ved brug af scenariedidaktik i historiefaget.
More than understanding the past, reliving it With this thesis, I´ve aimed to illustrate that despite changes in history and its teaching materials over time, there are still shortcomings. It turns out that the subject does not present students with the desired perspective, which can enhance students' understanding of the past based on past premises. The past perspective is described as underrepresented in the subject and its teaching materials, but it is nonetheless connected to students' opportunities to acquire historical awareness, which is why it should be promoted. Its absence is considered a problem because one of the objectives of the subject is to encourage students' development of their historical awareness. In accordance with the objectives of the history subject, the teaching and therefore also its teaching materials should contribute to strengthening students' historical awareness and identity as a prerequisite for living in the Danish democratic society, making the presence of the past perspective almost existentially necessary. Therefore, I have endeavored to demonstrate how the past perspective can be promoted in the history subject by using teaching courses based on scenario didactics. I have tried to demonstrate this with respect for the subject objectives and with the aim of increasing students' competencies in historical awareness.
Emneord