Aktör och struktur som didaktiska verktyg : En intervjustudie om lärares begreppsanvändning

This study examines how teachers at upper secondary schools in Sweden use the concept of historical agents and structures to convey and foster historical understanding, and what didactic choices they make when working with these historical agents and structures. Five teachers were interviewed about if and how they work these concepts into their lessons and if so, to what purpose. One or two of their lessons were also observed. The theoretical base for the study was the idea of historical thinking. The results showed that some of the teachers use the concepts actively in their lessons while others leave them in the background. The results also point towards the conclusion that working with these concepts could give students the tools to make more in-depth observations of historical events.