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Students’ understanding of historical sources – A composite ability
Jönköping University, School of Education and Communication.
2019 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 105-131Article in journal (Refereed) Published
Abstract [en]

This paper investigates what students need to learn, to be able to interpret and evaluate sources, in relation to specific subject matter addressing Imperialism and Decolonization. The History-didactical framework used stems from the Historical Thinking tradition and the method applied is a textual analysis informed by theoretical assumptions originating from Variation theory. Data is derived from assignments generated in two Learning Studies undertaken in a Swedish upper secondary school. Specific aspects were identified as critical for our students’ ability to handle the sources in a composite manner. On a more general level results indicate that the application of source-criticism only in the form of source-critical criteria is not the ideal choice, since their design not necessarily seem to encourage students to interpret and evaluate sources from a composite standpoint. A proposal given is that the development of students’ ability to handle historical sources might benefit if Swedish history instruction adopted elements associated with the second order concept of evidence and allowed such practices to complement usage of  source-critical criteria.

Place, publisher, year, edition, pages
Karlstad: CSD Karlstad , 2019. no 1, p. 105-131
Keywords [en]
Historical thinking, Historical sources, Evidence, Source-critical criteria, Student ideas, Critical aspects
National Category
Didactics
Research subject
History
Identifiers
URN: urn:nbn:se:hj:diva-43701Local ID: POA HLK 2019OAI: oai:DiVA.org:hj-43701DiVA, id: diva2:1316712
Available from: 2019-05-20 Created: 2019-05-20 Last updated: 2019-05-20Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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