Pupils in a classroom with their teacher

Didactic Classroom Studies

Research group
Active research
Project owner
Department of Pedagogical, Curricular and Professional Studies

Short description

Didactic Classroom Studies (DCS) promotes research with a simultaneous focus on teaching, learning and content dimensions, offering a critical understanding of how these interrelated processes flow towards specific educational goals.

Short summary

Didactic Classroom Studies focuses on teaching and learning in relation to didactical consequences these processes may offer. DCS promotes the concepts of “didactic” and “classroom studies” together through empirical research to offer an understanding of issues and challenges in classrooms as well as problematizing the complex relations between teacher, learner and content. The research context of DCS is not limited to classrooms in schools; rather the term “classroom” here represents an integrated context for organized and intentional teaching and learning.

Generally, the research is practice oriented and conducted through various platforms and collaboration projects with school and other educational communities. DCS also places an emphasis on teacher education research both at pre-service and in-service levels.

About 50 members of the staff at the department are involved.

More information about Didactic Classroom Studies

Didactic Classroom Studies (DCS) promotes research on teaching and learning with specific content. A simultaneous focus on teaching, learning and content dimensions offers a critical understanding of how these interrelated processes flow towards specific educational goals. Content orientation in didactic classroom studies means that many research projects can be described as subject didactic research [ämnesdidaktiska] focusing on teaching and learning related to content areas in for instance Mathematics, Sciences, Social Sciences, and Languages.

By bringing scholars with different subject interests, the research environment promotes the study of teaching, learning and content from a comparative and collaborative perspectives. In addition, DCS gathers researchers who put general aspects of teaching and learning in the foreground such as assessments, literacies and relationships.

Theories and methods

Various didactical, social-cultural, cognitive and humanistic education theories provide perspectives for research carried out in DCS including learning communities, hermeneutics and phenomenology, elaboration theory, teacher cognition, socio-semiotics and literacies and cognitive theory of multimedia learning.

The researchers in DCS use both qualitative and quantitative research methods as well as mixed designs including, but not limited to, intervention and design-based research, survey, case study, phenomenology, ethnography, discourse analysis and post-qualitative research.


The activities in this research environment are regular seminars and development of new research projects around the common interests of the participants. The writing retreat the department organizes every semester also serves as platforms where the researchers work on new research ideas, write individually and collaboratively, and engage in discussions on theories, methods and practice in line with DCS.

Research school hosted

Sustainable development and classroom teaching of Swedish, social studies, and science in compulsory middle school , Christina Osbeck (Swedish Research Council-VR)


Ongoing research

  • What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school, EthiCo, Christina Osbeck (Swedish Research Council-VR) 
  • Developing summative assessment literacy: A longitudinal study of pre-service and novice language teachers, SALT, Anne Dragemark Oscarson and Ali Yildirim (Swedish Research Council-VR) 
  • The use of fiction in two school subjects at secondary and upper secondary school: Swedish and Swedish as a second language, Anna Lyngfelt (Swedish Research Council-VR)
  • The child and curriculum. Existential questions and educational responses”, Christina Osbeck (Swedish Research Council-VR)
  • DigitaL - learning in the digitalized region, Sylvana Sofkova Hashemi (VG-Region) 
  • Refining the ethical eye and ethical voice – The possibilities and challenges of a fiction-based approach to ethics education, Christina Osbeck (School Research Institute)
  • PISA-science: Swedish pupils´ responses & SAS (Summative Assessment Science): Developing national assessments in science, Frank Bach (Skolverket)
  • KUST - Technological knowledge and language in preschool teaching practice (ULF-project), Maria Svensson & Ann-Marie von Otter
  • Sweden-South Africa Universities research collaboration: Science and technology initial teacher education in the Anthropocene (STINT), Miranda Rocksén, Maria Svensson, Ann-Marie von Otter, Anne-Marie Cederqvist, Kassahun Weldemariam, Alexina Thorén Williams, Marlene Sjöberg & Sally Windsor
  • ÄMNOS: Subject specific didactical models for science education in pre-school and compulsory school. A collaborative project between teachers, researchers, teacher educators, children and students (ULF project), Miranda Rocksén, Marlene Sjöberg, Ann Zetterqvist, Maria Åström & Eva Nyberg
  • Development of national assessment support for science education in grade 6 (Swedish National Agency for Education), Frank Bach, Ann Zetterqvist, Åsa Rosander & Git Börjesson
  • Beyond Plant Blindness: Seeing the importance of plants for a sustainable world (Swedish Research Council), Dawn Sanders (project leader) & Eva Nyberg, Associerade: Irma Brkovic, Anna Maria Hipkiss
  • Development of scientific literacy: a multidisciplinary study of teachers, students and texts in multilingual secondary schools (Swedish Research Council), Anna Lyngfelt in collaboration with Malmö University
  • Growing through mentoring: An activity based inquiry into mentor teachers knowledge and practices (Mentor Growth)

  • MultiDigComp - Teaching and assessment of digital, multimodal texts exploring the possibilities to support educational practices in secondary and upper secondary school – collaboration with Malmö University and Kristianstad university, Sylvana Sofkova Hashemi
  • Scientific literacy in the classroom, Miranda Rocksén
  • Pedagogical development for surgical-anatomical learning (PEKA), Miranda Rocksén & Eva Nyberg in collaboration with Sahlgrenska Academy & IT Faculty
  • Integration with mobile: Support for language learning and intercultural communication for newly arrived migrants  Sylvana Sofkova Hashemi
  • Teaching social studies in primary school, Anna-lena Lilliestam
  • Preparing for professional work - mapping degree projects in primary teacher education (DEGREE), Rimma Nyman & Mattias Börjesson
  • Assessment practices in Science Education, Frank Bach, Eva Nyberg, Ann Zetterqvist & Maria Åström
  • Multilingualism and sustainability, Anna Lyngfelt in collaboration with University West and Malmö University
  • A longitudinal study of novice teachers´ identity development in Sweden and Denmark, Ilona Rinne, Ali Yildirim in collaboration with University College Copenhagen
  • TIMDA – Texts, Information and Multimodality in the Digital Age Network - newly initiated national network, Sylvana Sofkova Hashemi (coordinator/leader)
  • Svensk förening för forskning i naturvetenskaperna ämnesdidaktik (FND), Maria Åström
  • ETEN - European Teacher Education Network , Maria Svensson (TIG Leader, Science and Technology in the Digital Era); Ola Henricsson (TIG Leader, Creative storytelling)
  • Nordic Research Network on Environmental and Sustainability Education, Eva Nyberg
  • Turkish Educational Research Association, Ali Yildirim
  • ESER - Environmental and Sustainability Education Research Network (ECER-NW30), Eva Nyberg
  • Network for National Tests and Assessment Support, Git Börjesson, Åsa Rosander, Ann Zetterqvist & Frank Bach
  • PISA-network, Ann Zetterqvist & Frank Bach
  • Teacher Education Research Network (EERA Network 10) , Sally Windsor & Rimma Nyman
  • Relation Centered Education Network, RCEN
  • Nordic network for studies of practice an policy in teacher training degree work in the Northern European countries (Funded by Stiftelsen Riksbankens Jubileumsfond)