Underhållning eller meningsskapande : En intervjuundersökning om lärares didaktiska övervägande gällande underhållningsfilm i historieundervisningen

Movies are a part of everybody’s, including student everyday life. Teachers have to give their students the tools and means to critically examine movies and media as a whole. This study aims to examine how seven teachers in southern Sweden didactically motivate their use of movies; specifically entertainment features in the history subject. The theoretical framework of this study is Knud Illeris theories about the three dimensions of learning. These three dimensions are: content, motivation and interaction. Content is what the learning process is supposed to teach, motivation is the individuals own drive to absorb the content and interaction refers to the interaction between the individual and the close social sphere and the society. The results of this study show that the teachers interviewed are positive to the use of movies in the history subject. At the same time they were critical of the factuality of the history in movies. The main reason for showing movies to the students, according to the teachers, is that it offers a visual and emotional opportunity to experience history. Movies can also awaken an interest for history in the students. Even though the teachers are working at different schools and in different counties most of them apply a similar approach to using movies as a method of teaching. Most of them use it as a basis for discussion with the class and amongst the students. Another reoccurring result in the interviews is the lack of time in the courses in history. This inhibits the use of movies in the classroom.