Undervisning i Källhantering : En studie om historielärares resonemang kring arbetet med källor, källkritik och källhantering

Sammanfattning: The use of historical source material and teaching in how to do historical analysis of sources is specific subject goal and knowledge requirements in all the upper secondary school's history courses. Previous research has shown that when historical sources and how the handling of these are the content of teaching, social science source criticism is practiced. Which means that the focus is not on historical disciplinary skills, which means that Swedish upper secondary school students' skills in managing sources in a disciplinary way are relatively low. The purpose of this study is to find new knowledge about which understandings history teachers have of analysis historical sources and which underlying reasoning form the basis for teachers' design of history teaching where sources and handling of them is the lesson content. The idea is that a study like this should be able to contribute with new knowledge about the problems with source handling in schools. The study uses interviews, four history teachers were interviewed, all active in upper secondary school. The results from the study partly confirm the previous research but also contribute with new knowledge. When history teachers talk and describe the teaching of source handling is based on an absolute source concept, it is likely that the teaching is conducted in an absolute and reconstructivist approach. In the process of handling historical sources, the teachers in this study describe that great emphasis is placed on source-critical criteria, arranged and simplified source exercises as well as conveying certain predetermined perspectives on history. This provides a knowledge contribution where insight and understanding are given on how history teachers perceive historical sources, how these should be handled and how they describe the implementation of their practical teaching. Previous research has been action-based or at an overall level examined source management. Through this study, new knowledge is provided that deepens and variegate the previous research knowledge of history teachers' handling of sources.