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Sandberg, Karin
Publications (2 of 2) Show all publications
Sandberg, K. (2014). Möte med det förflutna: digitaliserade primärkällor i historieundervisningen. (Licentiate dissertation). Umeå: Umeå Universitet
Open this publication in new window or tab >>Möte med det förflutna: digitaliserade primärkällor i historieundervisningen
2014 (Swedish)Licentiate thesis, monograph (Other academic)
Alternative title[en]
Encounter with the Past : Uses of Digital Sources in History Education
Abstract [en]

In recent years, the Swedish educational system has undergone considerable change. A new curriculum and swift digitization via the implementation of the "one-to-one" system have increased the call for new teaching methods in schools. Previous research indicates that working with primary sources can enhance students’ historical thinking and historical empathy. The present licentiate dissertation aims to investigate Swedish upper secondary school students’ use of critical thinking and historical empathy when utilizing digitized primary sources, such as the parish registers stored in the Demographic Data Base at Umeå University.

        Five classes in grades 1-3, comprising 110 students, in the ages 16 to 19, and three teachers participated in the study. The students were assigned with compiling a report based on the digitised primary source material and presenting their findings in a written paper or oral presentation. The study was evaluated through (1) interviews with students and teachers, (2) classroom observation of the students while working with the material, (3) questionnaires on the students´ view of history, and (4) the completed assignments.

          The study shows that all the students achieved some result based on the information found in the digitised primary sources. While they applied historical empathy and historical thinking, it was mixed with presentism. The majority did not make use of corroboration, but those who did displayed more examples of historical thinking and historical empathy, primarily evident in grades 2 and 3 and in the free discussions held after the presentations. The students’ perception of primary sources shifted as a result of this exercise: Their preference for using primary sources had increased, although their trust in primary sources had simultaneously decreased. Teachers and students alike were generally satisfied with the assignment but argued that the database needed improvement in order to enhance its usefulness. Over the course of the assignment, students frequently expressed that the individuals in the digitized material came to life for them, generating feelings of empathy.

        The study’s contribution to history didactics is twofold. First, it clearly demonstrates how upper secondary students can make use of historical thinking and historical empathy when studying digitised parish records, even though they have difficulty contextualizing their results. Secondly, it provides insight into how Swedish students learn history and the kind of history that interests them. The results are predominantly in agreement with those from previous studies but this study is pioneering in basing its findings on primary sources that are digitised.

Abstract [sv]

En dator till varje elev, det som ofta kallas en-till-en, har skapat nya förutsättningar för undervisning. I denna studie får gymnasieelever arbeta med digitaliserade primärkällor i historieundervisningen. Elevernas förmåga att använda historiskt tänkande, historisk empati och kontextualisering undersöks, och elevernas inställning till historieämnet kartläggs före och efter mötet med de digitaliserade källorna. Samtliga elever klarar av att genomföra sökningar i det digitaliserade källmaterialet, och de uppvisar i högre eller lägre grad historiskt tänkande, historisk empati och kontextualisering under lektionerna och i sina skriftliga och muntliga redovisningar. Elevernas inställning till historieämnet påverkas i viss mån. Främst förändras deras syn på primärkällor.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2014. p. 101
Series
Licentiatavhandlingar från Forskarskolan Historiska medier ; 1
Keywords
History didactics, digitalized primary sources, historical thinking, historical empathy, contextualization, upper secondary school, didaktik, historieundervisning, digitaliserade primärkällor, historiskt tänkande, historisk empati, kontextualisering, gymnaiset
National Category
Didactics History Educational Sciences
Research subject
History; Education
Identifiers
urn:nbn:se:umu:diva-88691 (URN)978-91-7601-073-0 (ISBN)
Presentation
2014-05-26, Hörsal F, Humanisthuset, Umeå universitet, Umeå, 09:15 (Swedish)
Opponent
Supervisors
Available from: 2014-05-12 Created: 2014-05-12 Last updated: 2018-06-07Bibliographically approved
Sandberg, K. (2014). The Computerised Classroom: Didactic Tool or Distraction?. In: Catherine Burke, Ian Grosvenor & Björn Norlin (Ed.), Engaging with Educational Space: Visualizing Spaces of Teaching and Learning (pp. 130-139). Umeå: Institutionen för idé- och samhällsstudier
Open this publication in new window or tab >>The Computerised Classroom: Didactic Tool or Distraction?
2014 (English)In: Engaging with Educational Space: Visualizing Spaces of Teaching and Learning / [ed] Catherine Burke, Ian Grosvenor & Björn Norlin, Umeå: Institutionen för idé- och samhällsstudier , 2014, p. 130-139Chapter in book (Other academic)
Place, publisher, year, edition, pages
Umeå: Institutionen för idé- och samhällsstudier, 2014
Series
Umeå studies in history and education ; 8
National Category
Educational Sciences History
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-96355 (URN)978-91-7601-185-0 (ISBN)
Available from: 2014-11-18 Created: 2014-11-18 Last updated: 2018-06-07Bibliographically approved
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