Malmö University Publications
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  • 1.
    Blennow, Katarina
    et al.
    Lunds universitet.
    Brunnström, PålMalmö University, Faculty of Culture and Society (KS), Department of Urban Studies (US). Malmö University, Faculty of Culture and Society (KS), Institute for Studies in Malmö's history (IMH).Örbring, DavidMalmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    En historiker korsar sitt spår: En vänbok till Roger Johansson om att lära sig av historien och lära ut historia2019Collection (editor) (Other academic)
    Abstract [en]

    This is an homage volume to Roger Johansson, professor of history with didactic focus at Malmö University and professor of educational sciences at Lund University. The book's chapter covers a wide range of topics and approaches to history and history didactics, which illustrates Johansson's multifaceted work as a researcher, teacher and popular educator.

    Download full text (pdf)
    FULLTEXT01
  • 2.
    Jankell, Lotta Dessen
    et al.
    Stockholm University.
    Sandahl, Johan
    Stockholm University.
    Örbring, David
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Lund University.
    Organising concepts in geography education: a model2021In: Geography, ISSN 0016-7487, E-ISSN 2043-6564, Vol. 106, p. 66-75Article in journal (Refereed)
    Abstract [en]

    This article presents a model for organising geographical concepts that aims to support teachers' choices of what to teach and how to organise a cohesive and appropriate teaching plan for school geography. The model is a result of a collaborative research process between researchers and Swedish teachers. The purpose was to explore how the core concepts of geography, which are implicit in the Swedish syllabus (orbring, 2017), can be used in teaching as powerful tools for learning (Brooks, 2018) and to develop epistemic teaching practices for school geography to counterbalance the traditional focus on content (Eriksson and Lindberg, 2016; Knorr-Cetina, 1999). During professional development seminars, teachers' experiences were linked to procedural concepts in geography (i.e. concepts that mediate specific geographical ways of thinking and doing (Lambert, 2011)), used at an organisational level in line with models introduced by Taylor (2008). This article describes a model that integrates geographical concepts and suggests how they could be used as tools in relation to each other as well as to specific content. Here, we present the considerations behind the structure and functions of the model, and teachers' reflections on producing and using it in class as a way to develop students' geographical knowing.

  • 3.
    Schubert, Per
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Larsson, Karin
    Örbring, David
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Undervisning med geografiska informationssystem i årskurserna 7-92020In: Geografididaktik för lärare 4-9 / [ed] Lotta Dessen Jankell, David Örbring, Malmö: Gleerups Utbildning AB, 2020, 1, p. 197-217Chapter in book (Refereed)
  • 4. Örbring, David
    Geografiska perspektiv i humanistisk och teologisk utbildning2016In: Högskolepedagogik i humanistisk och teologisk utbildning: Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2014 / [ed] Maurits, Alexander; Mårtensson, Katarina, Humanistiska och teologiska fakulteterna, Lunds universitet , 2016, p. 61-70Chapter in book (Other academic)
  • 5. Örbring, David
    Geografiska perspektiv i utbildning av lärare i samhällskunskap2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 2014, no 1, p. 41-52Article in journal (Refereed)
    Abstract [en]

    Teachers in Social Studies can benefit from geographical perspectives in their teaching of Social Studies in elementary and high school. The aim is to connect geographical perspectives to various social processes and to integrate it in teaching of Social Studies. But how can the relevance of geographical perspectives in an education for teachers in Social Studies be motivated and to what benefits can it be internalized? I will try to answer that question in this article. This relevance is mainly, with basis in a literature study, focused on democracy, sustainable development and digital literacy. It is also relevant by giving teachers a broader teaching skill and thus they are able to help pupils achieve higher-order skills.

  • 6. Örbring, David
    Geographical and Spatial Thinking in the Swedish Curriculum2017In: The Power of Geographical Thinking / [ed] Brooks, Clare; Butt, Graham; Fargher, Mary, Springer, 2017Chapter in book (Refereed)
    Abstract [en]

    This chapter concerns the views of knowledge adopted in the Swedish curriculum for state schools in an international context. It addresses how geographical and spatial thinking are expressed with regard to the subject specific abilities expected of students who learn geography. The introductory section highlights the current view of knowledge in the Swedish curriculum, explains how subject specific abilities for geography have been defined and used in the Swedish context, and describes their application in state schools. Importantly, these subject abilities are considered in relation to thinking both geographically and spatially. The research that underpins this chapter was conducted using a variety of qualitative methods: specifically, interviews with key people involved in the process of drafting education policy documents and analysis of such documents used in the making of the state curriculum. Interviews have been conducted with one of the authors of the curriculum, and with others responsible for curriculum development at the National Agency for Education. Policy documents from the Swedish Ministry of Education, from the National Agency for Education, and from curriculum developers have also been analysed. This chapter includes research findings based on the analysis of such material and reflections about how these sources of evidence can increase our knowledge of thinking geographically and spatially.

  • 7.
    Örbring, David
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Kunskap, betyg och bedömning i skolgeografi2020In: Geografididaktik för lärare 4-9 / [ed] Lotta Dessen Janker, David Örbring, Gleerups Utbildning AB, 2020, p. 35-54Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Örbring, David
    Lunds universitet.
    Skolan som plats2019In: En historiker korsar sitt spår: En vänbok till Roger Johansson om att lära sig av historien och lära ut historia / [ed] Blennow, Katarina; Brunnström, Pål; Örbring, David, Malmö universitet, 2019, p. 193-204Chapter in book (Other academic)
    Download full text (pdf)
    Skolan som plats
  • 9. Örbring, David
    et al.
    Bladh, Gabriel
    Geocapabilities: en plattform för ämnes- och professionell utveckling i skolgeografin2016In: Geografiska Notiser, ISSN 0016-724X, no 4, p. 155-160Article in journal (Other academic)
  • 10.
    Örbring, David
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Dessen Jankell, Lotta
    Geografididaktik för lärare 4-92020Collection (editor) (Other (popular science, discussion, etc.))
  • 11.
    Örbring, David
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Dessen Jankell, Lotta
    Einarsson, Elisabeth
    Tidsmedvetenhet: långa tidsperspektiv och naturgeografiska processer2020In: Geografididaktik för lärare 4-9 / [ed] Lotta Dessen Janker, David Örbring, Gleerups Utbildning AB, 2020, p. 219-244Chapter in book (Other (popular science, discussion, etc.))
  • 12.
    Örbring, David
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Dessen Jankell, Lotta
    Sandahl, Johan
    Tankeredskap som stöd för geografiundervisning2020In: Geografididaktik för lärare 4-9 / [ed] Lotta Dessen Jankell, David Örbring, Gleerups Utbildning AB, 2020, p. 55-98Chapter in book (Other (popular science, discussion, etc.))
  • 13. Örbring, David
    et al.
    Grahn, Magnus
    Betyg och bedömning2018In: Blivande lärare och deras lärare: Introduktion till lärarutbildningen / [ed] Persson, Anders, Liber, 2018, p. 132-147Chapter in book (Other academic)
  • 14. Örbring, David
    et al.
    Molin, Lena
    Sweden: Past Didactic Influence and Present Efforts to Create Learning Progressions2016In: Learning Progressions in Geography Education / [ed] Muñiz Solari, Osvaldo; Solem, Michael; Boehm, Richard, Springer, 2016Chapter in book (Refereed)
    Abstract [en]

    The Swedish school system comprises three school types: preschool, compulsory school (9 years) and secondary school (3 years). The latest curriculum reform was completed in 2011, updating policy documents and restructuring syllabuses, clarifying subject specific abilities and knowledge requirements. In 2012, national tests in geography were instituted for years 6 and 9, yielding support for equal and fair assessment, and concretizing curriculum and syllabus. National tests have proved to be the single most important factor for accomplishing a change of teachers’ teaching. The purpose of this article is to discuss teaching, progression and assessing pupils’ knowledge in the geography subject. Three didactic issues in teaching and knowledge assessment, purpose, content, and method, are furthermore highlighted.

  • 15.
    Örbring, David
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Science Studies (“naturkunskap”) as a school subject – implications for teaching2021Conference paper (Other academic)
    Abstract [en]

    A subject in school is a construction and way to organize knowledge in the curriculum (Örbring 2021). The curriculum can, in turn, be viewed at different levels (Doyle 1992) or in different arenas (Wahlström 2014). At the programmatic level, school subjects are constructed in writing through various actors and decisions. In this process, the actors make choices and evaluate the knowledge that each subject must contain. Science Studies (“naturkunskap”) is a subject in the Swedish upper secondary school which is a complex construction that draws content from several different academic disciplines. The purpose of this study is to investigate how science studies were constructed on a programmatic level in the 2011 curriculum, and what values ​​of knowledge were made by different actors (or stakeholders) in this process. The theoretical starting point is curriculum theory in terms of levels (Doyle 1992), arenas (Wahlström 2014) and pedagogical device (1990) and vertical and horizontal knowledge (Bernstein 1990; 1999). Also relevant are theories regarding knowledge in school subjects, such as those by Deng and Luke (2008) and Carlgren (2020). Furthermore, Klafki’s Didaktik analytical questions will be applied (e.g. Sjöström & Eilks 2020). The method is qualitative and draws inspiration from an earlier study of geography education (Örbring 2020). This study consists of analyses of documents from the process of making the steering documents for the curriculum, such as minutes, drafts, comments, meeting notes and working materials. A content analysis will be made of these documents, found in the archives of the National Agency for Education. Expected findings are about describing how the Science Studies subject was constructed, what knowledge is included, as well as whether there were/are different values, traditions and conflicts in the subject. Our hypothesis and preliminary analysis – based on reading of the syllabus as well as own experience – is that in Science Studies there is a subject identity tension between being a natural science subject (based on biology, chemistry, physics and earth science) and a societal- and environmental-oriented social science subject (based on themes such as sustainable development, energy and health issues). Related to this tension is the question of what role the Science Studies subject has in the Swedish education system. Science Studies can be seen as a continuation of the science subjects in compulsory school, or alternatively, a value-oriented interdisciplinary subject. In the presentation we will especially focus on the implications of the curriculum and Didaktik analysis for teachers and teaching.

1 - 15 of 15
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  • ieee
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  • Other locale
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