Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Att konstruera historiska förklaringar: Vad elever kan behöva lära för att kunna resonera om orsak samt tolka och använda källor inom gymnasieämnet historia
Jönköping University, School of Education and Communication. Learning Study - forskarskola för lärare.
2014 (Swedish)Licentiate thesis, monograph (Other academic)Alternative title
To Construct Historical Explanations : What do students need to learn to be able to reason about cause, interpret and use historical sources? (English)
Abstract [en]

The objective of this study was to gain knowledge concerning what up-per secondary students need to learn to be able to construct historical explanations while working with historical sources. The study also explored how teaching could be designed to enhance student’s capabilities. The history didactical framework took its departure in the British Historical Thinking-tradition and the methodology was based on Learning Study, an iterative research method for analysis and enhancement of teaching and learning. Empirical data originates from one Learning Study undertaken in an upper secondary school performed in cooperation with three teachers teaching three different classes. The bulk of data consists of student interviews, video recordings from research lessons and essay texts performed by the students before and after research lessons. Variation Theory was used to analyse teaching and learning with the purpose to identify critical aspects of what characterizes the capabilities and what the students needed to learn to reason about causation, interpret and use historical sources. The historical content was framed on the late 19th century phenomenon known as The Scramble for Africa where the students were supposed to reason on the causes for thescramble while working with a variety of primary sources. The methodological design of the research-lessons was based on a combination of principles from Variation Theory and Learning Activity with the ambition to form an educational practice that would allow students to discern the critical aspects and advance their learning. The results show that the students who participated in this study needed to distinguish the following critical aspects to be able to construct Historical Explanations when working with sources:

Cause

  • To distinguish temporal aspects of historical change not to confuse causes and consequences.
  • To distinguish that historical change are caused by societal structures and intervention by historical actors and do not occur by itself.
  • To distinguish that historical change predominantly have their origin in several causes and cannot be reduced to single causes.
  • To distinguish that historical explanations need support from evidence.

Interpret and Use Historical Sources

  • To asses sources critically rather than view them as neutral information.
  • To contextualize sources to avoid presentism and literal interpretations.
  • To corroborate sources to be able to validate claims and present different perspectives in a historical explanation.
  • To see that values and limitations of sources depend on the historical questions we seek an answer to.
  • To distinguish the difference between authentic sources and reliable claims.
Place, publisher, year, edition, pages
Jönköping: Högskolan för lärande och kommunikation , 2014. , p. 178
Series
Forskningsrapporter från Högskolan för lärande och kommunikation ; 3
Keywords [en]
Historical Thinking, Historical Explanations, Cause, Evidence, Historical Empathy, Learning Study, Phenomenography, Variation Theory, Learning Activity, Critical Aspects
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-25957ISBN: 978-91-637-7205-4 (print)ISBN: 978-91-637-7206-1 (print)OAI: oai:DiVA.org:hj-25957DiVA, id: diva2:793669
Supervisors
Available from: 2015-03-09 Created: 2015-03-09 Last updated: 2023-11-14Bibliographically approved

Open Access in DiVA

fulltext(2605 kB)5291 downloads
File information
File name FULLTEXT01.pdfFile size 2605 kBChecksum SHA-512
91b2f23df0c7b0687771ca3be92d536abc62a5a22bc4c5be2d83723a49bdfa34fca73d32313d4baaff2cfd9333ce2163923c0fe12e70d911a1c0b10d9551b2be
Type fulltextMimetype application/pdf

Authority records

Nersäter, Anders

Search in DiVA

By author/editor
Nersäter, Anders
By organisation
School of Education and Communication
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 5291 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 2359 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf