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Intercultural historical learning through inquiry-based teaching with archaeological artefacts in primary school
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0003-0142-9311
2019 (English)In: NOFA7 Abstracts, 2019, p. 104-104Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

A current challenge in history education is to counteract the construction of strong ethnocentric master-narratives which may limit pupils’ understandings of the dynamics of history in terms of migration and cultural encounters (Rüsen, 2004). One approach is to develop pupils’ intercultural competencies, i.e. their abilities to interact appropriately in intercultural situations, using intercultural knowledge, skills and attitudes to orient themselves in the world (Deardorff, 2006). History education has a role to play in enabling the development of these competencies through intercultural historical learning (Nordgren and Johansson, 2015). The paper tests the relevance and effectiveness of three design principles through their operationalisations as teaching in enabling the learning of intercultural perspectives on the Viking age in historical inquiry with archaeological artefacts in primary school, years 4 and 5. The design principles connect archaeological artefacts to historical inquiry, contextual facts and evidence. Two research questions are addressed: how do the operationalisations of the design principles enable learning and how may operationalisations impede learning? The research project was designed and carried out by a group consisting of one researcher (the presenter) and three experienced teachers from three schools (56 pupils from three classes) in Stockholm, Sweden. The study is framed as educational design research and data was analysed qualitatively with content-focused conversation analysis and variation theory. Hence, learning is understood as changed co-participation in the practice of historical inquiry (Rogoff, 2003) and as discernment of aspects of the learning object (Marton, 2015). During the research lessons, the pupils investigated the past by seeking answers to a historical inquiry question through the interpretation of archaeological artefacts. Based on previous research (Levstik, Henderson, and Lee, 2014) the research group assumed that starting form material culture in the form of archaeological artefacts would be beneficial in teaching intercultural perspectives to young learners. An intervention in the form of research lessons and associated tools were designed and implemented. The findings indicate that the design principles are relevant in enabling learning (connecting intercultural archaeological artefacts to inquiry, connecting artefacts to context and exploring multiple artefacts). It is suggested that the final step in the enquiry sequence is revised to put focus on historical reasoning rather than on historical evidence. The study points to possibilities in teaching intercultural historical perspectives through historical inquiry in primary school and archaeological artefacts can be powerful in initiating historical reasoning.

Place, publisher, year, edition, pages
2019. p. 104-104
Keywords [en]
Archaeological artefacts, historical enquiry, historical interpretation, primary school
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Humanities Education
Identifiers
URN: urn:nbn:se:su:diva-168925OAI: oai:DiVA.org:su-168925DiVA, id: diva2:1316115
Conference
NOFA7​, Nordic Conference on​ Teaching and Learning in Curriculum Subjects, Stockholm, Sweden, 13-15 May, 2019
Projects
A common space, supported by The Swedish National Heritage BoardAvailable from: 2019-05-16 Created: 2019-05-16 Last updated: 2019-05-20Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
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  • asciidoc
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