Vad kan gymnasieelever när de kan tolka historiska primärkällor?: Ett utforskande av innebörder och kritiska aspekter av historisk källtolkning
2014 (Swedish)In: Faglig kunnskap i skole og lærerutdanning: Nordiske bidrag til samfunnsfag- og historiedidaktikk / [ed] Lise Kvande, Bergen: Fagbokforlaget, 2014, 90-112 p.Chapter in book (Refereed)
The article uses phenomenography to explore how fifteen upper secondary school students perceive a historical primary source in an interpretative process, and the difficulties the students encounter when examining the source. Empirical data was collected through a series of group interviews where students were asked to respond to a historical letter. Three research questions are addressed: Firstly, how do students experience, or perceive, the historical primary source? Secondly, what is critical for the students to discern when they interpret the historical source? Thirdly, what does knowing how to interpret historical primary sources actually mean? The phenomenographic analysis of the interview material resulted in four qualitatively different categories of experiences of the historical source that the students examined. The first category constitutes a temporal dimension of experiences, the second a human dimension, the third a contextual dimension and the fourth category can be seen as an epistemological dimension. The main results, however, are three critical aspects that emerge between the four categories of experiences. The analysis shows, firstly, that it is critical to discern how temporal perspectives affect the way we interpret historical sources. Secondly, that it is critical for the students to discern the historical perspective on the source. Secondly, that it is critical for them to discern the perspective of historical actors. And thirdly, that it is critical for them to discern the subtext of the source in relation to the historical context. Based on the three critical aspects and their meanings, the meaning of knowing how to interpret historical primary sources is discussed, as well as the possible consequences for the teaching of history.
Place, publisher, year, edition, pages
Bergen: Fagbokforlaget, 2014. 90-112 p.
historiedidaktik, källtolkning, kritiska aspekter, fenomenografi
Research subject Subject Learning and Teaching
IdentifiersURN: urn:nbn:se:su:diva-133777ISBN: 978-82-321-0404-8OAI: oai:DiVA.org:su-133777DiVA: diva2:971216