Identifying critical aspects of a complex object of learning in history – the value of treating critical aspects as interrelated
Anders Nersäter, David Rosenlund, Ulla Runesson KempePurpose
This study explores how Learning Study grounded in variation theory can be used to identify and inform the teaching of critical aspects in relation to a complex object of learning within the subject of history: students’ ability to provide a reasoned argument explaining why two plausible historical accounts addressing the same phenomenon differ.
Design/methodology/approach
This study reports on an upper secondary history Learning Study in which students’ written responses were subjected to a systematic two-stage analysis informed by variation theory and grounded in contemporary research within the field of history education.
Findings
The findings suggest that the critical aspects of a complex object of learning may be understood as relational and interdependent rather than as discrete components. This implies that teaching needs to open variation both in individual aspects and in their relationships, and that learning can be conceptualised as a shift from discerning isolated elements to experiencing a coherent whole.
Research limitations/implications
The findings can provide methodological insights into the process of how to identify critical aspects of a complex object of learning in Learning Studies.
Originality/value
The results reconceptualise critical aspects in Learning Study as relational and interdependent rather than discrete and suggest that, for complex objects of learning such as reasoning about divergent historical accounts, identifying critical aspects requires examining how they are integrated in students’ reasoning, rather than merely whether they are discerned. They further contribute a holistic analytical approach, highlighting implications for designing teaching that makes both aspects and their interrelations simultaneously discernible.