Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Educational Sciences 1, Didactics, 5 credits
Utbildningsvetenskaplig kärna 1, Allmändidaktik, 5 hp
975G01
Main field of study
DidacticsCourse level
First cycleCourse type
Programme courseExaminer
Jonas NordmarkCourse coordinator
Jonas NordmarkDirector of studies or equivalent
Henrik Lindqvist, Åsa JärnvallECV = Elective / Compulsory / Voluntary
Main field of study
DidacticsCourse level
First cycleAdvancement level
G1XCourse offered for
- Secondary School Teacher Programme with a specialization in Teaching in Grades 7-9 of the Compulsory School
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School
Examination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.
If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.
Grades
Three-grade scale, U, G, VGOther information
Course revised 2020-04-02; Dnr LiU-2020-01361Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.
About teaching and examination language
The teaching language is presented in the Overview tab for each course. The examination language relates to the teaching language as follows:
- If teaching language is Swedish, the course as a whole or in large parts, is taught in Swedish. Please note that although teaching language is Swedish, parts of the course could be given in English. Examination language is Swedish.
- If teaching language is Swedish/English, the course as a whole will be taught in English if students without prior knowledge of the Swedish language participate. Examination language is Swedish or English (depending on teaching language).
- If teaching language is English, the course as a whole is taught in English. Examination language is English.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| STN1 | Written exam | 5 credits | U, G, VG |
| OBL1 | Mandatory part | 0 credits | D |
Course literature is preliminary.
Hansén, Sven-Erik & Forsman, Liselotte (red) (2017). Allmändidaktik: vetenskap för lärare. Lund: Studentlitteratur.
Kroksmark, Tomas (2013). Invitation till skolan och läraryrket. Ingår i Tomas Kroksmark (2013). De stora frågorna om skolan. Lund: Studentlitteratur. Tillhandahålles av institutionen, delas ut vid seminarium 1.
Lindström, Gunnar & Pennlert, Lars Åke (2016). Undervisning i teori och praktik: En
introduktion i didaktik. Umeå: Fundo Förlag.
Linde, Göran (2012). Det ska ni veta! En introduktion till läroplansteori. Lund: Studentlitteratur.
kap. 1-4, 7.
Schött, K., Hållsten, S., Moberg, B. & Strand H. (2015). Studentens skrivhandbok. Stockholm: Liber.
Elektroniska källor –
SOU 2007:28, Tydliga mål och kunskapskrav i grundskolan: Förslag till nytt mål- och uppföljningssystem. Bilaga 6: Läroplaner och kursplaner i Sverige under 1900-talet – en sammanfattning.
Skolverket (2018). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011: reviderad 2018. Stockholm: Skolverket. Kap 1 och 2.
https://www.skolverket.se/undervisning/grundskolan/laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritidshemmet
Skolverket (2017). Få syn på digitaliseringen på grundskolenivå. Stockholm: Skolverket.
https://www.skolverket.se/getFile?file=3783
Skolverket (2017).Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011: reviderad 2017. Stockholm: Skolverket. Kap 1 och 2.
https://www.skolverket.se/undervisning/gymnasieskolan/laroplan-program-och-amnen-i-gymnasieskolan/laroplan-gy11-for-gymnasieskolan
Skolverket (2017). Få syn på digitaliseringen på gymnasial nivå. Stockholm: Skolverket.
https://www.skolverket.se/getFile?file=3784
Referenslitteratur
NoPlagiat – bibliotekets självstudieguide
Kompendium I
Burman, A. (2014). Pedagogikens idéhistoria. Uppfostringsideal och bildningsideal under 2500 år. Lund: Studentlitteratur.
Comenius, J. A. (1989). Didactica Magna. Göteborg: Daidalos.
Dewey, J (2008). Individ, skola och samhälle. Utbildningsfilosofiska texter. Stockholm: Natur och Kultur.
Herbart, J. F. (1993). Konturer till föreläsningar i pedagogik. Partille: Ordmånen.
Håkansson, J., & Sundberg, D. (2012). Utmärkt undervisning: framgångsfaktorer i svensk och internationell belysning. Stockholm: Natur & Kultur. Del av kap 7.
Key, E. (1976). Hemmets århundrade. Lund: Aldus.
Kroksmark, T. (2003). Den tidlösa pedagogiken. Lund: Studentlitteratur.
Lundgren, U. P. (2014). Läroplansteori och didaktik. I U. P. Lundgren, R. Säljö, C. Liberg (Red.), Lärande skola bildning. Grundbok för lärare. (s. 140-223). Stockholm: Natur & Kultur.
Rousseau, J. J. (1985). Emile eller om uppfostran, i Idéhistorisk läsebok, band II. Göteborg: Gidlunds.
Selander, S. (2012). Didaktik – undervisning och lärande. I U. P. Lundgren, R. Säljö, C. Liberg (Red.), Lärande skola bildning. Grundbok för lärare. 2:a uppl. Stockholm: Natur & kultur.
Stensmo, C. (2007). Pedagogisk filosofi. Lund: Studentlitteratur.
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page.
There are no files available for this course.