This study investigates how students explain 20th century political history in relation to their textbook and their teacher’s picture-slide presentations. The study is based on theory’s relating to historical literacy and phenomenography and envisages to contribute to history didactics science concerning assessment of student text. The results show a variety of ways in which students explain facts. Students either drop facts with or without being able to explain them. The results also show that some students are able to explain causational connections using connecting markers. Furthermore, the result show that students are able to independently express opinions about events in history with little or more arguments to back up their choice. Lastly, the study establishes that the contents of the textbook and picture-slide presentations reflect the contents of the students’ answers to a large extent. The study also claims to be helpful with assessment of student texts. The aspects in which the students write about history can be useful when assessing text to keep the teachers’ focus on the same things while assessing. This in turn can decrease the risk of irrelevant construct variances to affect the teachers’ assessments, as well as, benefit reliability and equality.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-52943 |
| Date | January 2022 |
| Creators | Gregorius, Disa |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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