Abstract
AbstractIn this chapter Samuelsson looks at types of epistemic perspectives of history taught in Swedish elementary schools in 1920–1946. The material used consists of a large collection of 600 teachers’ descriptive accounts of teaching, as collected in 1946. The material provides a unique insight into teaching in the period, in part granting new perspectives on teaching. Even if the teachers had an objectivist perspective on history, Samuelsson argues that they also used a more constructivist perspective: Pupils worked with statistical yearbooks, collected historical artefacts and worked independently on various tasks. Samuelsson then relates these results to, among others, Klafki’s theory on teaching.
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