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Tidligere studier viser at norske skoleelever er kunnskapsrike om og viser sterk stotte til demokrati, og gir uttrykk for sentrale demokratiske holdninger. Vi vet at det ma arbeides aktivt for a opprettholde disse kvalitetene, selv i stabile demokratier. Vi vet imidlertid lite om hvordan elever forstar og forklarer demokrati som fagbegrep. Dette er kunnskap som kan vaere verdifull for laerere og laererutdannere i arbeidet for a oppfylle laereplanens formal i samfunnsfaget. I samfunnskunnskap er ikke demokratibegrepet bare sentralt for forstaelse og deltakelse i faget, men ogsa for elevers demokratiske deltakelse utenfor skolen. Denne artikkelen undersoker norske 16-aringers forstaelse av demokratibegrepet, og bygger pa semi-strukturerte gruppeintervjuer med til sammen 23 elever fra tre videregaende skoler. Et sentralt funn er at elevene forst og fremst uttrykker en liberal forstaelse av demokrati med fokus pa stemmegivning i valg som den viktigste formen for politisk deltakelse. I tilknytning til dette kan elevene sies a vise mer eller mindre begrenset eller utvidet forstaelse av begrepet. I tillegg til a presentere og diskutere elevers forstaelse av begrepet demokrati, ser denne artikkelen pa mulige implikasjoner for laererutdanning i samfunnskunnskap. En implikasjon er at laererutdannere aktivt bor involvere laererstudentene i a diskutere og definere sentrale begreper. Dette kan vaere med pa a stotte laererstudentenes profesjonelle utvikling, og, gjennom dette, utvikle ungdommers muligheter for demokratisk deltakelse. Et slikt dobbelt fokus kan bidra med en kunnskapsbase som hjelper laererstudenter i deres forste ar som praktiserende laerere. Nokkelord: demokrati, begreper, forstaelse, laererutdanning, samfunns-kunnskap, samfunnsfag Abstract According to recent studies, Norwegian students are knowledgeable about and show strong support for democracy, as well as demonstrate democratic attitudes. These qualities must be actively encouraged and maintained also in successful democracies. Little is known, however, about how students understand and explain democracy as a subject-specific concept. Such knowledge may be valuable for social studies teachers and teacher educators to fulfil the purpose of the social studies curriculum. The present article investigates 16-year-old students’ understanding of the concept of democracy. In social studies, the concept of democracy is essential not only for disciplinary understanding and discourse, but also for students’ out-of-school democratic participation. To investigate students’ understanding of this concept, semi-structured group interviews were conducted with a total of 23 students at three different Norwegian upper secondary schools. A central finding is that students primarily expressed a liberal understanding of democracy focusing on voting in elections as the main political activity. Students also demonstrated more or less limited or elaborate understanding. In addition to presenting and discussing students’ understandings of the concept of democracy, this article considers implications for teacher education in social studies. One implication is that teacher educators need to engage actively in discussing and defining core concepts with their students. This is related to supporting student teachers’ professional development and in turn developing adolescents’ opportunities for democratic participation. Such a dual focus can provide a knowledge base to help student teachers in their professional development in their first years as practicing teachers. Keywords: democracy, concepts, understanding, teacher education, social studies, democratic theory

Students’ Understanding of the Concept of Democracy and Implications for Teacher Education in Social Studies