Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school

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.

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