Powerful knowledge in national exams in social studies subjects
Short description
This project focuses on what conceptions of knowledge that are reflected in national tests, and how do they appear in students’ responses? It focuses on the social studies subjects (geography, history, religious studies, and civics)
More information about the project
The school curriculum and national tests can be seen as collective expressions of the knowledge and abilities considered essential for becoming a knowledgeable and democratically responsible citizen. However, in today’s post-truth and fact-resistant times, this idea is increasingly challenged. When science and knowledge are questioned, it becomes even more important to ask how knowledge is established, validated, and taught in schools.
From a social realist perspective, education should give all students the opportunity to develop powerful, factual, and disciplinary knowledge, rooted in the academic disciplines. Such knowledge is not only empowering but also essential for active participation in democratic life.
Research shows that the very existence of national tests influences teaching and what students are given the chance to learn. Examining these tests and the standards of knowledge they embody is therefore highly relevant. What conceptions of knowledge are reflected in national tests, and how do they appear in students’ responses? This project focuses on the social studies subjects (geography, history, religious studies, and civics), as they address different aspects of social life and are particularly significant in relation to powerful knowledge.
About the research
The study examines the national tests in geography, history, religious studies and social studies from 2018 and 2019, published in 2024 and 2025 respectively. 1000 student responses from each subject will be analyzed. In a VR-funded Exploratory workshop (2022-2024), the project group developed an analytical framework, which is based on the educational philosophies of traditionalism, social constructivism and social realism. The framework guides the analysis of curriculums for the social studies subjects, exam questions and assessment instructions. The test responses are analyzed phenomenographically, with a focus on manifestations of powerful knowledge.
Members
- Olof Franck, Department of Pedagogical, Curricular and Professional Studies
- Mattias Börjesson, Department of Pedagogical, Curricular and Professional Studies
- Anna-Lena Lilliestam, Department of Pedagogical, Curricular and Professional Studies
- Sally Windsor, Department of Pedagogical, Curricular and Professional Studies
