Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school. Issue 2 (10th December 2019)

• Record Type: Journal Article
• Authors: Nersäter, Anders
• Is Part Of: International journal for lesson and learning studies. Volume 9:Issue 2(2020)
• Page Start: 101
• Page End: 125
• Publication Date: 2019-12-10
• Subjects: Student learning -- Learning study -- Variation theory -- Historical thinking -- Critical aspects -- Didactical framework -- Historical sources -- Student conceptions; Education -- Study and teaching -- Periodicals; Teaching -- Periodicals; Learning -- Periodicals; 370.7105
• DOI: 10.1108/IJLLS-05-2019-0047
• Languages: English
• ISSNs: 2046-8253

Abstract

Abstract : Purpose: The purpose of this paper is to convey findings of how a source-based unit in history can be designed and implemented on the basis of identified critical aspects using principles from variation theory set in relation to a specific didactical framework. This paper also reports on the learning outcomes of implementing such a design. Design/methodology/approach: Data were generated in the context of learning study research undertaken in collaboration with teachers within upper secondary school. The paper uses data from pre- and post-assignments and research lessons for one of the participating teachers and his class. Findings: Findings show that if the design and implementation of a source-based unit is informed by critical aspects, teachers have improved prospects to enhance students' ability to interpret and evaluate sources. This is achieved by applying a didactical framework consisting of orientation, template practice and dialogues, allowing these aspects to be addressed several times under different arrangements. Originality/value: Few studies have considered the implications of student conceptions for the design of source-based history instruction. This paper contributes with a proposal for a design informed by critical aspects and also investigates the learning outcomes of implementing such instructions.