Building on student conceptions in the design of history instruction addressing sources

Abstract

PurposeThe 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/approachData 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.FindingsFindings 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/valueFew 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.