Educational Sciences 1, Didactics, 5 credits

Utbildningsvetenskaplig kärna 1, Allmändidaktik, 5 hp

975G01

Main field of study

Didactics

Course level

First cycle

Course type

Programme course

Examiner

Jonas Nordmark

Course coordinator

Jonas Nordmark

Director of studies or equivalent

Henrik Lindqvist, Åsa Järnvall
ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
L2A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Biology, 240 hp (Subject: Biology) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L2A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject English, 240 hp (Subject: English) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L2A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject History, 240 hp (Subject: History) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L2A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Mathematics, 240 hp (Subject: Mathematics) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L2A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Social Studies, 240 hp (Subject: Social Studies) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L2A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Swedish, 240 hp (Subject: Swedish) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L2A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Textile Craft, 240 hp (Subject: Textile Craft) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L2A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Wood and Metal Craft, 240 hp (Subject: Wood and Metal Craft) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Biology, 300 Credits (Subjcet: Biology) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject English, 300 Credits (Subject: English) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject History, 300 Credits (Subjcet: History) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Social Studies, 330 Credits (Subjcet: Social Studies) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Swedish, 330 Credits (Subjcet: Swedish) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C
L1AGY Secondary School Teacher Programme - Upper-Secondary, School Subject Mathematics, 300 Credits (Subjcet: Mathematics) 1 (Autumn 2022) 202234-202236 Swedish Linköping, Valla C

Main field of study

Didactics

Course level

First cycle

Advancement level

G1X

Course 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, VG

Other information

Course revised 2020-04-02; Dnr LiU-2020-01361

Planning 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
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.