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Historical thinking about sources in the context of a standards-based curriculum: A Swedish case
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
2016 (English)In: The Curriculum Journal, ISSN ISSN: 0958-5176 (Print) 1469-3704 (Online)Article in journal (Refereed) Published
Abstract [en]

The increased interest in basing teaching on disciplinary thinking

has had a profound impact on the syllabus for history in Sweden.

Within this context, we examine how students demonstrate one

aspect of disciplinary thinking in history, namely reasoning about

historical sources. The material used is written answers to an

assignment about historical sources in the national test in history

for year 6. The analysis shows that many students are able to show

at least some aspects of disciplinary thinking about sources, though

the vast majority has problems with contextualising the source in

the assignment. One explanation put forth is that the syllabus is not

yet fully enacted in teaching practices.

Place, publisher, year, edition, pages
New York/London: Taylor & Francis Group, 2016.
Keyword [en]
History education; historical thinking, primary school, disciplinary thinking, policy
Keyword [sv]
Historiedidaktik, ämneskunskaper, grundskola, elever, policy
National Category
History and Archaeology
Research subject
History; Education
Identifiers
URN: urn:nbn:se:kau:diva-46250DOI: 10.1080/09585176.2016.1195275OAI: oai:DiVA.org:kau-46250DiVA: diva2:973891
Projects
This work was supported by a grant from the Swedish Research Council (grant number 721-2013-1668).
Funder
Swedish Research Council, 721-2013-1668
Available from: 2016-09-23 Created: 2016-09-23 Last updated: 2016-11-18Bibliographically approved

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Samuelsson, JohanWendell, Joakim
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