In this thesis, results from three studies and a reanalysis have been combined to provide knowledge of what students need to learn in relation to the second-order concepts of evidence, historical empathy and causation, for them to be able to handle historical sources and construct accounts. Data has been collected in two intervention studies conducted in collaboration with a group of upper secondary teachers. In these interventions, the research group used Learning Study (Marton & Pang, 2003) as the approach to explore two objects of learning framed around causal reasoning and historical sources in the context of Imperialism and Decolonization in Africa. Data include documentation from the research group’s meetings, interviews, a pre-survey, assignments, lesson material and video recordings (15 lessons in total).

To answer the research questions in the individual articles, a composed analysis has been undertaken in different stages, and this was built on theoretical assumptions from variation theory (Marton, 2015) and the historical thinking tradition. Variation theory was used to identify and categorize qualitatively different conceptions for the objects of learning in terms of discernment. What developed knowledge may entail in relation to the objects of learning was informed by the theoretical framework of the historical thinking tradition. Combined, this made it possible to identify specific aspects assessed as critical for students to be able to undertake qualitative causal reasoning and handle historical sources with quality. In the reanalysis, these aspects were compared with different conceptualizations and research findings regarding students’ understanding of evidence, historical empathy, and causation to analyze what dimensions students need to discern to be able to pursue source-based enquiry and construct accounts.

In relation to historical sources, the results show that this ability to a large extent but not completely equates that students have an understanding and the capacity to undertake actions associated with evidence and historical empathy. It is suggested that this ability encompasses five interrelated dimensions: Epistemological understanding, Alteration of perspective, Contextual knowledge, Relational approach to source criticism and finally Combining contextual knowledge and sources to construct evidence.

In relation to historical accounts focused on causation, the results again suggest that this ability holds five partly interrelated dimensions that students need to encompass: Epistemological understanding, Contextual knowledge, Temporal frameworks, Interrelationships and relative significance and lastly Actors and societal structures.