The purpose of this paper is to convey findings of how a source-based unit in history can be designed and implemented on the basis of identified critical aspects using principles from variation theory set in relation to a specific didactical framework. This paper also reports on the learning outcomes of implementing such a design.,Data were generated in the context of learning study research undertaken in collaboration with teachers within upper secondary school. The paper uses data from pre- and post-assignments and research lessons for one of the participating teachers and his class.,Findings show that if the design and implementation of a source-based unit is informed by critical aspects, teachers have improved prospects to enhance students’ ability to interpret and evaluate sources. This is achieved by applying a didactical framework consisting of orientation, template practice and dialogues, allowing these aspects to be addressed several times under different arrangements.,Few studies have considered the implications of student conceptions for the design of source-based history instruction. This paper contributes with a proposal for a design informed by critical aspects and also investigates the learning outcomes of implementing such instructions.

中文翻译：

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在历史教学设计中以学生观念为基础寻址来源

本文的目的是传达有关如何使用与特定教学框架相关的变异理论的原则，在确定的关键方面的基础上设计和实施基于源的历史单元的发现。本文还报告了实施这种设计的学习成果。数据是在与高中教师合作进行的学习研究的背景下生成的。该论文使用了一位参与教师及其班级的作业前和作业后以及研究课程的数据。研究结果表明，如果基于源的单元的设计和实施以关键方面为依据，教师的前景会有所改善。提高学生解释和评估来源的能力。这是通过应用由定向、模板练习和对话组成的教学框架来实现的，允许在不同的安排下多次解决这些方面。很少有研究考虑学生概念对基于源的历史教学设计的影响。本文提出了一个以关键方面为基础的设计提案，并调查了实施此类说明的学习成果。