| Summary: | The education in History has for a long time been strongly criticized for being based on simple facts, which makes it difficult for students to succeed in the curriculums requirements for using historical consciousness. Research points out that the students themselves have to create history in order to achieve the purpose of history education, as it becomes more alive to them if they themselves can create it. The pure faculty learning comes too far from their own experiences, which historical consciousness is based on. This study is a qualitative survey where students from grade nine in Swedish secondary school have had a free conversation in a group of five students based on a historical text. The research situation is based on parts of the Anglo-Saxon history-didactic research for historical consciousness, focusing on historical thinking and the ability to interconnect the three time dimensions, the past, present and future. The conversations was analyzed from the theoretical point of view of the study, chosen from the research situation, and suggested that the students constructed thematic categories based on the historical story, where deeper analysis could be conducted on the students' ability to reason history using history consciousness. The study's conclusion showed two characteristics of history consciousness where the students showed weak ability to one and good ability on the other. Through this, the study also provided a contribution to the subject topic History that could develop the teaching in history consciousness. This contribution could make it clear to the students what the concept of historical awareness means, through the use of history that the students themselves have been involved in and created.
|
|---|
