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dc.contributor.authorBørhaug, Kjetil
dc.contributor.authorLangø, Mona
dc.date.accessioned2021-07-01T10:44:14Z
dc.date.available2021-07-01T10:44:14Z
dc.date.created2021-02-03T17:38:02Z
dc.date.issued2020
dc.PublishedNordidactica. 2020, 10 (1), 45-64.
dc.identifier.issn2000-9879
dc.identifier.urihttps://hdl.handle.net/11250/2762764
dc.description.abstractStudent engagement i social science in secondary school is both a condition and an objective for teaching. The term engagement is, however, rather unclear and empirical research scarce. In this article, distinctions are made between engagement as following teaching actively, emotional engagement, cognitive engagement beyond following teaching in class, and finally political and social engagement. The research question is therefore: to what extent are students engaged to participate in class room teaching, and to what extent are they engaged emotionally, cognitively and politically? The research questions are examined based on interviews with 9 upper secondary school students. It is concluded that students only partially follow the teaching, while emoitional and political engagement develops to some extent.en_US
dc.language.isonoben_US
dc.relation.urihttps://journals.lub.lu.se/nordidactica/article/view/21900
dc.titleEngasjementsfaget - Er samfunnskunnskap engasjerende for elevene?en_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin1886470
dc.source.journalNordidacticaen_US
dc.source.4010
dc.source.141
dc.source.pagenumber45-64en_US
dc.identifier.citationNordidactica. 2020, 1, 45-64en_US
dc.source.volume1en_US


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