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Nygren, Thomas
Publications (10 of 15) Show all publications
Nygren, T., Sandberg, K. & Vikström, L. (2014). Digitala primärkällor i historieundervisningen: en utmaning för elevers historiska tänkande och historiska empati. Nordidactica: Journal of Humanities and Social Science Education (2), 208-245
Open this publication in new window or tab >>Digitala primärkällor i historieundervisningen: en utmaning för elevers historiska tänkande och historiska empati
2014 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 208-245Article in journal (Refereed) Published
Abstract [en]

In this study, 110 Swedish upper secondary students use a historical database designed for research. We analyze how they perceive the use of this digital tool in teaching and if they are able to use historical thinking and historical empathy in their historical writing and presentations. Using case-study methodology including questionnaires, observations, interviews and text analysis we find this to be a complex task for students. Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material.

Place, publisher, year, edition, pages
Karlstad: , 2014
Keywords
DIGITAL, HISTORIA, HISTORIEUNDERVISNING, ELEVUPPFATTNINGAR, DATABASER, PRIMÄRKÄLLOR, HISTORISKT TÄNKANDE, HISTORISK EMPATI, IKT.
National Category
History Didactics Media Engineering
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-96735 (URN)
Projects
Media Places
Funder
Knut and Alice Wallenberg Foundation, 1020
Available from: 2014-11-29 Created: 2014-11-29 Last updated: 2018-06-07Bibliographically approved
Nygren, T. (2014). Students Writing History Using Traditional and Digital Archives. Human IT, 12(3), 78-116
Open this publication in new window or tab >>Students Writing History Using Traditional and Digital Archives
2014 (English)In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 12, no 3, p. 78-116Article in journal (Refereed) Published
Abstract [en]

This study shows that upper secondary students’ historical writing maybe influenced by their use of sources from traditional archives versus theiruse of digital sources in databases. A qualitative approach, theoreticalperspectives, and historical empathy seem to be stimulated primarily byusing traditional archives and print sources, while digital archives andsources, in contrast, stimulate the use of quantitative data and a moresocial scientific approach. The results indicate a historiographical shift instudents’ historical thinking, which researchers of history education needto consider in a digital era. The results of this study call for reflections inhistory teaching to make it possible for students to learn and experiencethe double nature of history as part of the humanities and social sciences

Place, publisher, year, edition, pages
Borås: Högskolan i Borås, 2014
Keywords
archives, databases, historical thinking, history teaching, primary sources, digital humanities
National Category
Humanities Educational Sciences History Media Engineering
Research subject
history of education; didactics of history; didactics of computer science
Identifiers
urn:nbn:se:umu:diva-91616 (URN)
Projects
Media Places
Funder
Knut and Alice Wallenberg Foundation
Available from: 2014-08-13 Created: 2014-08-13 Last updated: 2018-06-07Bibliographically approved
Nygren, T., Foka, A. & Buckland, P. I. (2014). The status quo of digital humanities in Sweden: past, present and future of digital history. H-Soz-Kult
Open this publication in new window or tab >>The status quo of digital humanities in Sweden: past, present and future of digital history
2014 (English)In: H-Soz-Kult, ISSN 2196-5307Article in journal (Other academic) Published
Abstract [en]

A current Swedish review of digital history claims that research in digital history in Sweden is almost absent.[1] This statement must naturally be considered in the light of how the field is defined, and in this article we choose a broad definition consisting of the aggregate domain of studies in which digital material and tools are used to study the past. Digital history is without a doubt a more active field in English-speaking academic settings, but there are a number of well-established projects and initiatives in Sweden. The case studies presented in this article are cross-disciplinary and might therefore not define themselves as strictly (or solely) digital history. This may, however, be irrelevant in the post-disciplinary context.

The digitization of historical source material has increasingly compelled Swedish historians to navigate in digital environments. This increased accessibility and the capacity for digitally processing historical material hold great potential for empowering research. While on the one hand, considerable growth can be expected in the coming years as technology becomes more accessible, user-friendly and domain science orientated [2], on the other hand, the expansion of digital archives and the development of digital tools are already posing new challenges for historians. Knowledge and understanding of digital media needs to be augmented considerably in order to fully take advantage of contemporary research opportunities and challenges. This essay will discuss how the creation of data and the use of new digital tools might support a variety of types of historical research, primarily by looking at developments in digital humanities (hereon DH) and digital archaeology. The variegated realm of DH practices, with their background in humanities computing and computing linguistics, will be used as a point of departure. Internationally, DH often uses the concept of labs to describe environments designed for the use of data and tools in interdisciplinary research.[3] Centres of DH have primarily been created in the USA and, more recently, in Europe.

While on-going research in multiple fields, using digital data and tools, is contributing important new knowledge and developing infrastructures which are advancing the study of history; there is, of course, considerable room for improvement, both in terms of the efficiency of the tools and the scope of their application. This article will present two Swedish examples of interdisciplinary and collaborative lab spaces which are currently involved in research on the past. The more disciplinary practices of digital archaeology and digital history will also be examined in order to flag out current historically orientated research which may fall under the umbrella of DH. The essay will conclude by discussing some potential future directions.

Place, publisher, year, edition, pages
Humboldt-Universität zu Berlin: , 2014
Keywords
Digital Humanities, Digital History, Visualizations, Databases, GIS
National Category
Humanities History and Archaeology
Identifiers
urn:nbn:se:umu:diva-88730 (URN)
Projects
Screens as MaterialHistory Education
Note

Published 2014-10-23

Available from: 2014-05-13 Created: 2014-05-13 Last updated: 2018-06-07Bibliographically approved
Nygren, T. (2013). Digitala material och verktyg: möjligheter och problem utifrån exemplet spatial history. Historisk Tidskrift (S), 133(3), 474-482
Open this publication in new window or tab >>Digitala material och verktyg: möjligheter och problem utifrån exemplet spatial history
2013 (Swedish)In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 133, no 3, p. 474-482Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Stockholm: , 2013
Keywords
historisk metod, digital teknik, forskning, IKT, spatial, digital humaniora, digital humanities
National Category
History Human Aspects of ICT
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-81798 (URN)000336234800009 ()
Projects
Media Places
Funder
Knut and Alice Wallenberg Foundation
Available from: 2013-10-22 Created: 2013-10-22 Last updated: 2018-06-08Bibliographically approved
Nygren, T. & Vikström, L. (2013). Treading old paths in new ways: upper secondary students using a digital tool of the professional historian. Education Sciences, 3, 50-73
Open this publication in new window or tab >>Treading old paths in new ways: upper secondary students using a digital tool of the professional historian
2013 (English)In: Education Sciences, ISSN 2227-7102, Vol. 3, p. 50-73Article in journal (Refereed) Published
Abstract [en]

This article presents problems and possibilities associated with incorporating into history teaching a digital demographic database made for professional historians. We detect and discuss the outcome of how students in Swedish upper secondary schools respond to a teaching approach involving digitized registers comprising 19th century individuals and populations. Even though our results demonstrate that students experience the use of this digital database as messy, stressful, complicated, even meaningless and frustrating, they also perceive working with it as most interesting. We discuss this twofold outcome, its reasons and lessons to learn from it. When technology is functioning and the task is specialized and sufficiently guided by the teacher, which is not always the case, our results propose that digital databases can stimulate young people’s interest and historical thinking. Knowledge construction based upon historical thinking is evident in the students’ examination papers in which they present and debate their findings. These papers indicate that students can use a digital database and write history based upon empirical evidence, source criticism and historical empathy, just as professional historians do.

Place, publisher, year, edition, pages
Basel: MDPI, 2013
Keywords
digital databases; history teaching; historical thinking; teachers; students; ICT
National Category
History Educational Sciences Pedagogical Work Didactics
Research subject
history of education; history and history teaching; didactics of history; educational work
Identifiers
urn:nbn:se:umu:diva-67371 (URN)10.3390/educsci3010050 (DOI)
Projects
Media Places
Funder
Knut and Alice Wallenberg Foundation
Available from: 2013-03-18 Created: 2013-03-18 Last updated: 2018-06-08Bibliographically approved
Nygren, T. & Åstrand, B. (2012). En splittrad historia: Sambandet mellan kursplaner i historia för gymnasieskola och högre utbildning. Nordidactica: Journal of Humanities and Social Science Education (2), 1-30
Open this publication in new window or tab >>En splittrad historia: Sambandet mellan kursplaner i historia för gymnasieskola och högre utbildning
2012 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 1-30Article in journal (Refereed) Published
Abstract [en]

This quantitative and qualitative analysis of syllabuses indicates difficulties in the relation between history teaching in upper secondary schools and in higher education. Using analytical tools stemming from research of education and history didactics we highlight problematic differences between universities. It is evident that history education in many ways lacks a progression from upper secondary school to higher education. Judging from the formulations in the syllabuses, the grading demands on the students in upper secondary schools are in some cases even higher than in the universities. The results from this study suggest a need for further analysis of the teaching of history, and other subjects, in higher education in relation to teaching in upper secondary schools.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2012
Keywords
Historia, Historieundervisning, Högskola, Gymnasieskola, Kursplaner
National Category
History Didactics
Research subject
didactics of history
Identifiers
urn:nbn:se:umu:diva-64129 (URN)
Available from: 2013-01-16 Created: 2013-01-16 Last updated: 2018-06-08Bibliographically approved
Nygren, T. (2012). The Contemporary Turn: Debate, Curricula and Swedish Students’ History. Journal of Educational Media, Memory, and Society, 4(1), 40-60
Open this publication in new window or tab >>The Contemporary Turn: Debate, Curricula and Swedish Students’ History
2012 (English)In: Journal of Educational Media, Memory, and Society, ISSN 2041-6938 (e-print 2041-6946), Vol. 4, no 1, p. 40-60Article in journal (Refereed) Published
Abstract [en]

In the Swedish media during 2010 a proposal for a new syllabus for history was criticized for emphasizing contemporary history at the expense of ancient history. The present study shows how UNESCO and the Council of Europe’s guidelines, like the national curriculum and guidelines and students’ work since the 1950s, have increasingly focused on contemporary history. In the 1930s graduating students chose to focus mainly on the early modern era, but from 1950 contemporary history became more and more dominant in students’ work. Even though history and civics were given separate status as school subjects in 1961, students’ work in history continued to focus contemporary subjects. This study shows that the dominance of contemporary history in students’ history is by no means a new phenomenon.

Place, publisher, year, edition, pages
Berghahn Journals, 2012
Keywords
UNESCO, Council of Europe, curriculum, history teaching, debate, teachers, students, contemporary history.
National Category
History Didactics
Research subject
didactics of history; didactics of history
Identifiers
urn:nbn:se:umu:diva-43776 (URN)10.3167/jemms.2012.040104 (DOI)
Projects
History Beyond Borders
Funder
Swedish Research Council, 2007-3419
Available from: 2011-05-10 Created: 2011-05-09 Last updated: 2018-06-08Bibliographically approved
Nygren, T. (2011). History in the Service of Mankind: International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002. (Doctoral dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>History in the Service of Mankind: International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Historia i mänsklighetens tjänst : internationella riktlinjer och svensk gymnasieundervisning i historia, 1927–2002
Abstract [en]

In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers’ perceptions of and students’ work in history, from 1927 to 2002.

Inspired by John I Goodlad’s notions of curricula and implementation, the formulation of history is studied. The ideological curricula are analyzed via the international guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors’ reports. The perceived curricula are studied in teachers’ debates and interviews with experienced teachers. The experiential curricula are examined through looking at students’ choices of topics in final exams, 1,680 titles of students’ individual projects in history and an in-depth analysis of 145 individual projects written between 1969 and 2002.

The study shows that the means and goals of history education have been formulated in both different and similar ways within and between curricular levels.  On all the curricular levels studied the history subject has become more internationally oriented. After World War II national history landed in the background and the world history, favored by UNESCO, became dominant in Sweden from the 1950s onwards. Despite the fact that the Council of Europe’s Euro-centrism became more prominent in the 1994 syllabus in history, students still preferred world history over European history. International and national guidelines also stressed the value of paying heed to marginalized groups, local cultural heritage and contemporary history.  These orientations were also represented in the teachers’ views of history teaching and in the students’ work in history.

The results of the study suggest that the implementation of the international guidelines were more than a top-down process. During the entire period studied, guidelines have been formulated and transacted, but also reinterpreted and in some cases, ignored. Teachers and students seem to have been co-creators in the transformation of history education.

History as a subject, according to the study, encompassed an ever expanding geographical area and more and more perspectives. Not least on the student level, the subject was formulated and dealt with in manifold ways, often oriented towards contemporary world history. Students’ history had great similarities with the international notion of history education in the service of mankind. Students expressed a rejection of war, an understanding of minorities and a wish to safeguard the local cultural heritage. Even if there were exceptions, students’ history appears to have been influenced by international understanding during a century filled with conflicts.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2011. p. 80
Series
Umeå studies in history and education ; 5
Keywords
history teaching, League of Nations, UNESCO, Council of Europe, curriculum
National Category
History Didactics Educational Sciences
Research subject
didactics of history; didactics of history
Identifiers
urn:nbn:se:umu:diva-43817 (URN)978-91-7459-185-9 (ISBN)
Public defence
2011-06-10, Hörsal F, Humanisthuset, Umeå universitet, Umeå, 10:15 (Swedish)
Opponent
Supervisors
Projects
History Beyond Borders: The International History Textbook Revision, 1919–2009
Funder
Swedish Research Council, 2007-3419
Available from: 2011-05-11 Created: 2011-05-10 Last updated: 2018-06-08Bibliographically approved
Nygren, T. (2011). International reformation of Swedish history education 1927–1961: The complexity of implementing international understanding. Journal of world history, 22(2), 329-354
Open this publication in new window or tab >>International reformation of Swedish history education 1927–1961: The complexity of implementing international understanding
2011 (English)In: Journal of world history, ISSN 1045-6007, E-ISSN 1527-8050, Vol. 22, no 2, p. 329-354Article in journal (Refereed) Published
Abstract [en]

This study shows how the international efforts for reforming history teaching, by the League of Nations, UNESCO and the Council of Europe, were both neglected and implemented, prior to and after the Second World War. International intentions towards international understanding and away from nationalism, were transferred, interpreted and also influenced by teachers’ and students’ views of history. International understanding and non-European history–but not intercultural history–became a dominant line in the Swedish curriculum in a complex top-down and bottom-up process.

Keywords
international guidelines, implementation, curriculum, history teaching, world history, UNESCO, Council of Europe, students
National Category
History Didactics
Research subject
history and history teaching; didactics of history
Identifiers
urn:nbn:se:umu:diva-43774 (URN)10.1353/jwh.2011.0041 (DOI)000293874700005 ()
Projects
History Beyond Borders
Funder
Swedish Research Council, 2007-3419
Note

Originally included in thesis in manuscript form

Available from: 2011-05-10 Created: 2011-05-09 Last updated: 2018-06-08Bibliographically approved
Nygren, T. (2011). UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002. Education Inquiry, 2(1), 37-60
Open this publication in new window or tab >>UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002
2011 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 2, no 1, p. 37-60Article in journal (Refereed) Published
Abstract [en]

In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2011
Keywords
history teaching, international guidelines, curriculum, teachers, students, historical consciousness
National Category
Pedagogical Work History Didactics
Research subject
didactics of history; history and history teaching
Identifiers
urn:nbn:se:umu:diva-43766 (URN)
Projects
History Beyond Borders; Historia utan gräns
Funder
Swedish Research Council, 2007-3419
Available from: 2011-05-10 Created: 2011-05-09 Last updated: 2018-06-08Bibliographically approved
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