Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 10 December 2019
Issue publication date: 31 March 2020
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.
Keywords
Acknowledgements
The author would like to express my gratitude to the teachers and students whose participation made this research possible.
Citation
Nersäter, A. (2020), "Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school", International Journal for Lesson and Learning Studies, Vol. 9 No. 2, pp. 101-125. https://doi.org/10.1108/IJLLS-05-2019-0047
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited