Historical thinking about sources in the context of a standards-based curriculum: A Swedish case
2016 (English)In: The Curriculum Journal, ISSN ISSN: 0958-5176 (Print) 1469-3704 (Online)Article in journal (Refereed) Published
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.
History education; historical thinking, primary school, disciplinary thinking, policy
Historiedidaktik, ämneskunskaper, grundskola, elever, policy
History and Archaeology
Research subject History; Education
IdentifiersURN: urn:nbn:se:kau:diva-46250DOI: 10.1080/09585176.2016.1195275OAI: oai:DiVA.org:kau-46250DiVA: diva2:973891
ProjectsThis work was supported by a grant from the Swedish Research Council (grant number 721-2013-1668).
FunderSwedish Research Council, 721-2013-1668