Profiles

Patrik Johansson

Patrik Johansson

Doktorand

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Arbetar vid Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik
E-post patrik.johansson@hsd.su.se
Besöksadress Svante Arrhenius väg 20 A, plan 3,4,5
Rum P 514
Postadress Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik 106 91 Stockholm

Om mig

Hösten 2016 inleder jag fortsatta doktorandstudier efter att tidigare har skrivit en licentiatavhandling. Förutom forskningen undervisar jag på Globala gymnasiet där jag också är gymnasielektor. Mina ämnen är historia, samhällskunskap, filosofi och engelska. Mitt forskningsområde är historiedidaktik och forskningsintresset kretsar runt elevers arbete med historiska källor. Jag har tidigare genomfört Learning study där lärandeobjektet var elevers lärande av historisk källtolkning.

Min forsatta forskning handlar om grundskoleelevers arbete med, och lärande i relation till, historiska källor och föremål. Grundskolans kursplaner i historia syftar till att eleverna ska lära sig vad kunskap i historia är, och förstå hur historiska källmaterial ligger till grund för historiska berättelser. Källornas funktion är genomgående ”att berätta om” aspekter av det förflutna, oftast kopplade till människors levnadsvillkor, men också om kulturmöten. Kursplanen pekar på användandet av olika typer av artefakter i undervisningen; arkeologiska fynd, brev, dagböcker, andra dokument och arkivmaterial. Källorna ska utgöra belägg för elevernas reflektioner över levnadsvillkor. Jag funderar över vad detta lärande innebär och vilka svårigheter det medför? Vad innebär det att källorna ”berättar om” det förflutna? Vilka möjligheter finns i att arbeta med historiska källor med yngre barn? Hur kan föremål och källor skapa nyfikenhet inför, perspektiv på, och kunskap om, det förflutna?

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2017. Anja Thorsten, Patrik Johansson. Undervisningsutvecklande forskning - exemplet Learning study, 31-44
  • 2017. Patrik Johansson, Anja Thorsten. International Journal for Lesson and Learning Studies 6 (1), 45-55

    The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?

    Each question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.

    The first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.

    The paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

  • 2017. Patrik Johansson. Educational action research 25 (1), 167-181

    There is a demand for educational research that addresses questions found in teachers’ practice. This line of research can be referred to as practitioner research, and it is motivated by the realisation that teacher professionalism is one of the most in uential factors in determining student achievement. One question is whether the primary purpose of practitioner research should be to improve teaching practices, or to contribute to theoretical knowledge. Some argue that the primary concern should be contributions to changing practices, whereas others suggest that contributions to theory are equally important. The purpose of the article is to discuss how Learning study, regarded as a clinical research practice, can contribute to developing teaching practices and theory of history didactics in conjunction. Learning study is commonly described as an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning, which in this case was the learning of primary source analysis in history. Examples of how the Learning study contributed to practice and theory are presented. Contributions include the suggestion that knowing primary source analysis involves the ability to distinguish and separate three critical aspects in a temporal, human and contextual dimension, and that the students’ personal perspectives are vital and should be regarded in the design of tasks and teaching. Based on the ndings it is argued that practitioner research could aim at developing educational practices in conjunction with contributions to theory, and that practice and theory are necessarily entwined in the research process.

  • 2014. Patrik Johansson. Nordidactica (2), 180-207

    The article uses a form of content focused conversation analysis to explore processes of learning and attributing meaning when upper secondary students work with two primary source assignments in history. Empirical data was collected through audio recordings of students’ collaborative work on the assignments, which consisted in analysing two primary sources in small groups. The article addresses one primary research question: what is characteristic for the processes of learning and meaning-making when students work with two source analysis assignments? As a first step, the students’ learning processes, understood as a change in participation in the learning activity, are described. As a second step, the article describes how the students’ construct meaning when working with the primary sources. The main results are descriptions of the students’ learning, and meaning-making, processes. Based on the analysis of the students’ conversations it is suggested that the temporal aspect is discerned in a contrastive process between the present and the past in terms of values, ideas and societal conditions. In relation to the human aspect the students experienced a difficult balancing act in contrasting their own perspective with the historical actor’s perspective. However, a successful strategy was to take on the role of hypothetical historical agents. Finally, in relation to the contextual aspect once the students were involved in a process of inquiry and reasoning they managed to discern subtexts of the sources in relation to the historical context. It is suggested that certain aspects of school culture might inhibit the students’ learning of primary source analysis, as they occasionally strive to find the "right answers" rather than engaging in interpretative work. One interesting finding was the vital role of the students’ life-world perspective in creating meaning while working with the primary sources, and it is suggested that this perspective should be regarded in educational design.

  • 2014. Patrik Johansson (et al.).

    This licentiate thesis explores the activity of historical reasoning in terms of primary source analysis among upper secondary school students. The thesis is a compilation of two scientific articles in history didactics. Two Learning studies, a theory-informed and interventionistic research methodology, were organised to explore historical reasoning. Three research questions are ad- dressed: (1) what does it mean to be able to analyse historical primary sources, (2) what is critical to discern when learning primary source analysis, and (3) what is characteristic for the processes of learning and meaning- making when students work with source analysis assignments? The first article uses phenomenography to explore fifteen students’ perceptions of a historical primary source and the difficulties they face when examining the source. Data was collected through a series of group interviews where stu- dents were asked to respond to a historical letter. The analysis resulted in four qualitatively different categories of perceptions of the source and three critical aspects that emerged between the categories. It is suggested that it is critical to (1) discern and separate the historical perspective, (2) to discern and separate the perspective of the historical actor and (3) to discern and separate the subtext of the source in relation to the historical context. The second article uses a form of content focused conversation analysis to ex- plore the processes of learning and attributing meaning when students work with primary sources. Data was collected through audio recordings of stu- dents’ collaborative work on two assignments. The main results are descrip- tions of the students’ learning and meaning making processes. For instance, when students discern and separate the historical perspective and historical actors’ perspectives. An interesting finding was a strategy used by students to take on the roles of hypothetical historical agents. It is suggested that cer- tain aspects of school culture might inhibit students’ learning of primary source analysis and that students’ life-world perspective is vital in creating meaning. Finally, historical reasoning is discussed in relation to the concept of historical consciousness and it is argued that historical reasoning should include the perspectives of deconstruction, subjectivity and interpretation to better comply with history teaching.

  • 2014. Patrik Johansson. Symposium paper presented at ECER 2014 in Porto, Portugal - The Past, the Present and the Future of Educational Research.Part of session 27 SES 07 A, How Can a Clinical Research Approach Contribute to Knowledge Building in The Teaching Profession? Symposium Time:2014-09-0317:15-18:45.Discussant: Jacquelien Bulterman-Bos & Marilyn Cochran-Smith

    The aim of this presentation is to show how results from a Learning study can contribute to knowledge building in the academic field of history didactics, regarding 16-17-year olds’ learning of primary source analysis. The research interest emerged from learning issues identified in practice by history teachers, but the question is topical in history didactics as well. The identified object of learning was the students’ ability to critically analyse and contextualise historical primary sources. A Learning study (Runesson et al, 2012), which is a theory-informed and interventionistic research methodology, was organised to explore the object of learning. A disciplinary approach to history teaching was adopted for assignments and lessons (Seixas et al, 2012). One result was the identification of three critical aspects of primary source analysis, e.g. that it is critical for the students to discern the subtext of the source. Critical aspects can be used for design purposes, but also to explore the students’ learning process, thus generating didactical knowledge. The paper exemplifies two such contributions through one of the critical aspects: firstly, how the critical aspect is discerned in social interaction, and secondly, how meaning is constructed in relation to the critical aspect.

  • 2014. Patrik Johansson. Faglig kunnskap i skole og lærerutdanning, 90-112

    The article uses phenomenography to explore how fifteen upper secondary school students perceive a historical primary source in an interpretative process, and the difficulties the students encounter when examining the source. Empirical data was collected through a series of group interviews where students were asked to respond to a historical letter. Three research questions are addressed: Firstly, how do students experience, or perceive, the historical primary source? Secondly, what is critical for the students to discern when they interpret the historical source? Thirdly, what does knowing how to interpret historical primary sources actually mean? The phenomenographic analysis of the interview material resulted in four qualitatively different categories of experiences of the historical source that the students examined. The first category constitutes a temporal dimension of experiences, the second a human dimension, the third a contextual dimension and the fourth category can be seen as an epistemological dimension. The main results, however, are three critical aspects that emerge between the four categories of experiences. The analysis shows, firstly, that it is critical to discern how temporal perspectives affect the way we interpret historical sources. Secondly, that it is critical for the students to discern the historical perspective on the source. Secondly, that it is critical for them to discern the perspective of historical actors. And thirdly, that it is critical for them to discern the subtext of the source in relation to the historical context. Based on the three critical aspects and their meanings, the meaning of knowing how to interpret historical primary sources is discussed, as well as the possible consequences for the teaching of history.

  • 2017. Patrik Johansson.

    Patrik Johansson och lärarkollegorna upptäckte att eleverna sökte alltför enkla förklaringar till historiska händelser. Eleverna tenderade att fokusera ett fåtal aktörer med tydliga avsikter som agerade inom tvingande strukturer. Risken är att historiska fenomen framträder som oundvikliga. Lärarna bestämde sig för att arbeta med begreppen aktör, struktur och historiesyn för att öva eleverna att formulera komplexa historiska förklaringar.

  • 2016. Patrik Johansson. SO-didaktik (2), 6-9

    Krönikan är en reflektion över hur arkeologiska föremål och artefakter i form av hällbilder kan öppna historieämnet för tolkningar av forntiden som något annat än en statisk, homogen och mytologiserad period. Texten pekar på mobilitet och kulturmöten. De arkeologiska förmålen kan skapa en känsla av kontakt med det förflutna och engagera barn i historiska resonemangoch därmed bidra till historiskt lärande. Det är dock lätt att dra snabba slutsatser och kanske också att fylla forntiden med fantasier. En medveten undervisning med hjälp av arkeologiska föremål kan öppna för mer relevanta och meningsfulla tolkningarav det förflutna - som dessutom är mer historiskt korrekta.

  • 2017. Patrik Johansson.

    The session discusses ongoing research. We present a German project involving students from Winneba (Ghana), Dar es Salaam (Tanzania) and Hamburg, and proposes a concept for a teaching project structure focused on “de-constructing” memory culture(s)., that might facilitate multiperspectival history education. A recently initiated Swedish collaborative research project, “The common space” explores the ways that heritage can be incorporated into history education and used to address processes of migration and cultural encounters. The cultural heritage in Sweden is seen as part of "a common space" that affords rich opportunities to highlight the ways multiculturality has always been inherent to history. Researcher, museum educators and history teachers work together to develop an educational resource to guide intercultural education (school years 4, 5, 6 and newcomers). Finally, we report from an initial study associated with “The common space” project where one researcher and three primary school teachers collaborated in an action research project with inspiration from a History labs framework. The hypothesis was that concrete historical artefacts such as coins could be powerful in initiating and practicing disciplinary inquiry and promote intercultural historical learning with younger children. The presentation exemplifies how teaching can be designed around historical artefacts, and addresses the questions of what aspects of the teaching seem to enable, and impede, intercultural learning and the practice of disciplinary inquiry.

Visa alla publikationer av Patrik Johansson vid Stockholms universitet

Senast uppdaterad: 18 september 2017

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