Orig. title: Digitala primärkällor i historieundervisningen: En utmaning för elevers historiska tänkande och historiska empati
Engl. transl.: Digital primary sources in history teaching: A challenge for students' historical thinking and historical empathy
Keywords
Digital
history
history teaching
student perceptions
data bases
primary sources
historical thinking
historical empathy
ICT
Publication details
| Year: | 2014 |
| Issued: | 2014 |
| Language: | Swedish |
| Issue: | 2 |
| Start Page: | 208 |
| End Page: | 245 |
| Editors: | |
| Authors: | Nygren T. |
| Type: | Journal article |
| Journal: | Nordidactica: Journal of Humanities and Social Science Education |
| Publisher: | CSD Karlstad |
| Place: | Karlstad, Sweden |
| Topics: | Learning; Internet usage, practices and engagement; Literacy and skills; Other |
| Sample: | 110 Swedish upper secondary students. |
| Implications For Educators About: | Other |
| Implications For Policy Makers About: | Other |
| Other PolicyMaker Implication: | Impact of digital tools on students' historical thinking and historical empathy |
Abstract
In this study, 110 Swedish upper secondary students use a historical database designed for research. We analyze how they perceive the use of this digital tool in teaching and if they are able to use historical thinking and historical empathy in their historical writing and presentations. Using case-study methodology including questionnaires, observations, interviews and text analysis we find this to be a complex task for students. Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material.
Outcome
"Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material." (Authors, in Abstract)