A Systematic Approach to Improve Students' Historical Thinking

Abstract

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

Persepsi Peranan Murid terhadap Pembelajaran Berasaskan Dokumen dalam Mata Pelajaran Sejarah (Students’ Perceptions towards Their Roles in Document-based Lesson in History Subject)

“…Hal ini kerana kebolehan murid untuk meneroka sejarah dengan melihat daripada pelbagai dimensi telah membolehkan mereka dapat menguasai suatu kebolehan dalam membuat analisis dan tafsiran sejarah yang lebih komprehensif. Pendapat ini adalah sealiran dengan pendapat drake dan Brown (2003) dan Stovel (2000) yang menjelaskan bahawa murid-murid dapat melihat sesuatu peristiwa sejarah daripada perspektif yang tersendiri melalui pendekatan dan strategi penerokaan dan analisis yang sistematik. oleh itu, dapat dibuktikan bahawa kebolehan meneroka suatu peristiwa sejarah dapat dibentuk melalui pelaksanaan pembelajaran berasaskan dokumen dalam kalangan murid.…”

A Study of the Secondary School History Curriculum in Chile from Colonial Times to the Present

“…The concepts of historical thinking (Booth, 1996;Cooper, 1994;Drake & Drake, 2004;Wineburg, 2001;Zajda & Whitehouse, 2009), historical understanding (Husbands, 1996;Whelan, 2006), or both (Taylor, 2000;VanSledright, 2003), are used in the literature to name the process which allows students to elaborate on their own historical interpretations. The concepts of historical thinking (Booth, 1996;Cooper, 1994;Drake & Drake, 2004;Wineburg, 2001;Zajda & Whitehouse, 2009), historical understanding (Husbands, 1996;Whelan, 2006), or both (Taylor, 2000;VanSledright, 2003), are used in the literature to name the process which allows students to elaborate on their own historical interpretations.…”

“…The words historical thinking (Booth, 1996;Cooper, 1994;Drake & Drake, 2004;Havekes, Aardema, & De Vries, 2010;Wineburg, 2001;Zajda & Whitehouse, 2009), historical understanding (Husbands, et al, 2007;Whelan, 2006), or both (Taylor, 2000;VanSledright, 2003), are used in the literature to name the process which allows students to elaborate on their own historical interpretations. In Spain and Chile, the term used is procedimiento histórico (historical procedure) , which refers to the stages that students should go through in order to construct historical knowledge (Valls, 2008).…”

Using Different Questioning Strategies in High School English Literature and Mathematics Classes

“…Teachers use a plethora of questions that can serve an array of functions; among these functions is "to prompt students to take the next mental step" [2, p.209] and thus sharpen their thinking skills by attempting to anticipate what is to come next; a second function is to encourage students to reflect on and evaluate their prior knowledge and prerequisite skills of the subject matter; a third one is to initiate classroom discussions, which is viewed as so crucial an element that radically enhances students" high cognitive level responses and reasoning skills. Modeling a variety of verbal formations of questions also feeds in another essential classroom aspect which is helping "students generate their own questions" [2, p.209]; Drake and Brown [3] suggest that students are inclined to formulate their own questions in order to reflect their cognitive quests following the models offered to them by their teachers. Using questions or "learning probes" [4] is also regarded as a fundamental function of classroom questioning.…”