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
Using Learning study as a clinical research approach to generate knowledge about the learning of historical primary source analysis
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0003-0142-9311
2014 (English)Conference paper, Presentation (Other academic)
Abstract [en]

The aim of this presentation is to show how results from a Learning study can contribute to knowledge building in the academic field of history didactics, regarding 16-17-year olds’ learning of primary source analysis. The research interest emerged from learning issues identified in practice by history teachers, but the question is topical in history didactics as well. The identified object of learning was the students’ ability to critically analyse and contextualise historical primary sources. A Learning study (Runesson et al, 2012), which is a theory-informed and interventionistic research methodology, was organised to explore the object of learning. A disciplinary approach to history teaching was adopted for assignments and lessons (Seixas et al, 2012). One result was the identification of three critical aspects of primary source analysis, e.g. that it is critical for the students to discern the subtext of the source. Critical aspects can be used for design purposes, but also to explore the students’ learning process, thus generating didactical knowledge. The paper exemplifies two such contributions through one of the critical aspects: firstly, how the critical aspect is discerned in social interaction, and secondly, how meaning is constructed in relation to the critical aspect.

Place, publisher, year, edition, pages
2014.
Keyword [en]
Learning study, sourcing, history teaching, primary source analysis, source interpretation
National Category
Didactics Learning
Research subject
Educational Science
Identifiers
URN: urn:nbn:se:su:diva-146155OAI: oai:DiVA.org:su-146155DiVA: diva2:1135703
Conference
ECER 2014: The Past, the Present and the Future of Educational Research, Porto, Portugal, September 1-5, 2014
Available from: 2017-08-24 Created: 2017-08-24 Last updated: 2017-09-06Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Johansson, Patrik
By organisation
Department of Humanities and Social Sciences Education
DidacticsLearning

Search outside of DiVA

GoogleGoogle Scholar

Total: 1 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