Research
Anders Nersäter, Ph. D in Education is specialized in didactics and affiliated researcher at the School of Education and Communication (Jönköping University). His research interests are primarily focused on various aspects of teaching and learning in history. These mainly concern teaching strategies, curriculum and assessment dimensions. In his thesis Anders explored what students need to learn in relation to second-order concepts to be able to handle historical sources and construct accounts in an enquiry and source-based practice.
Biography
Anders has his background as an upper secondary teacher in social studies and history. Since 2015 he has been working as senior lecturer in history at Per Brahegymnasiet in Jönköping. He predominantly teaches history within the International Baccalaureate Program (IB) and periodically at the teacher-education programs at Malmö University and the School of Education and Communication (Jönköping University) in Jönköping. Within the framework of his lecturer assignment at Per Brahegymnasiet, he pursues collaborative and subject-didactical interventions together with the school's lead teachers in different subject constellations. Anders has also constructed national course tests and curriculum documents in history on behalf of the Swedish National Agency for Education.
Article
Nersäter, A.
(2020).
Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school International Journal for Lesson and Learning Studies, 9(2), 101-125.
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Nersäter, A.
(2019).
Students’ understanding of historical sources – A composite ability Nordidactica: Journal of Humanities and Social Science Education, 105-131 Karlstad: CSD Karlstad .
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Nersäter, A.
(2018).
Student understanding of causation in History in relation to specific subject matter - Causes behind the scramble for Africa Historical Encounters: A journal of historical consciousness, historical cultures and history education, 5(1), 76-89.
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Doctoral thesis
Nersäter, A.
(2022).
Learning history in an enquiry and source-based practice: What do students need to learn in relation to second-order concepts to be able to handle historical sources?
(Doctoral thesis, Jönköping:
Jönköping University, School of Education and Communication).
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Book chapter
Nersäter, A.
(2014).
Anglosaxisk historiedidaktik och historiekulturellt perspektiv – Om ett undervisningsmoment i kursen Historia 1b.
In:
Hans Albin Larsson
(Ed.),
14 röster kring samhällsstudier och didaktik
(pp. 117 -150).
Jönköping: Samhällsstudier & didaktik
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Conference paper
Nersäter, A.
(2022).
Learning History in an Enquiry and Source-Based Practice: What Do Students Need to Learn in Relation to Second-order Concepts to Be Able to Handle Historical Sources?.
Forskningsbaserad undervisning – teori och praktik i samverkan, Högskolan för lärande och kommunikation, Jönköping University, 9 november 2022.
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Florin Sädbom, R., Lindström, C., Assarsson, P., Nersäter, A.
(2017).
Undervisningsutvecklande forskning med learning study som guidande princip.
Forskningsbaserad undervisning, 21 nov, 2017 HLK.
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Licentiate thesis
Nersäter, A.
(2014).
Att konstruera historiska förklaringar: Vad elever kan behöva lära för att kunna resonera om orsak samt tolka och använda källor inom gymnasieämnet historia
(Licentiate thesis, Jönköping:
Högskolan för lärande och kommunikation).
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