Doing History

Levstik, Linda S.; Barton, Keith C.

doi:10.4324/9781315818108

Cited by 62 publications

(40 citation statements)

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“…A large percentage of the students who did the writing task thought the drawing task was more difficult, whereas a small percentage of students who completed the drawing task considered the writing task more difficult. We do not know whether this perception results from students' fear of not being able to draw well enough (Levstik and Barton 2015;Anning 1999). However, we observed that the style of drawing did not influence the historical plausibility of the drawings.…”

Section: Conclusion and Discussioncontrasting

confidence: 56%

“…Fournier and Wineberg (1997) used students' drawings to explore how students picture the past with regard to gender issues. Levstik and Barton (2015) argue that creating a picture is a form of problem-solving because students must make numerous decisions before creating their final product. This was also stressed by Dilek (2010), who showed that drawing is an activity through which students can show their historical thinking skills.…”

Section: Visualization and Drawing In (History) Educationmentioning

confidence: 99%

“…Historical accuracy is relevant, because the aim of the drawing is a reconstruction of the past that is grounded in historical evidence. To be historically accurate, drawings should be historically sound and historically bound, according to Dilek (2010) and Levstik and Barton (2015). By historically sound, they mean that evidence was used and that there are no obvious inaccuracies in the drawing.…”

Section: Learner-generated Historical Imagesmentioning

confidence: 99%

“…For example, drawings can start a discussion, e.g., when students are asked to explain their drawings to one another (Ainsworth et al 2011). In the case of history education, Levstik and Barton (2015) argue that drawings can be a starting point for future learning because during the drawing process students are confronted with the gaps in their historical knowledge, especially when they do not know what to draw. When explaining their drawings, students have the opportunity to correct their misconceptions or ask the teacher for help.…”

Section: Drawing In the Classroom: Teachers And Studentsmentioning

confidence: 99%

“…Therefore, both students and teachers can be reluctant to use drawing as a learning activity. Teachers may feel unequipped to support their students or fear problems with classroom management during drawing tasks (Levstik and Barton 2015). Students, on the other hand, may fear drawing activities because they want to Bget it right( Levstik and Barton 2015), but are afraid they cannot draw well enough (Anning 1999), or may perceive drawing as difficult (Schmidgall et al 2018).…”

Section: Drawing In the Classroom: Teachers And Studentsmentioning

confidence: 99%

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“When I’m drawing, I see pictures in my head.”: secondary school students constructing an image of the past by means of a drawing task and a writing task

2019

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The past is not in the classroom to observe and study. Thus, creating a lively and understandable image of a past period or situation is an achievement to be learned. A variety of tasks can be used to stimulate students to create an image of the past. In this experimental study, 151 grade 9 students (14-16 years old) participated by completing a drawing task or a writing task on the Roman Forum in Ancient Rome. Their products were compared. Additionally, the students' perceptions of the tasks were explored by means of a questionnaire and an interview. The findings show that the written products contained more information elements than the drawings. However, in terms of the historical plausibility of the product, the drawn products and written products were comparable. Students who made a drawing reported higher situational interest than students who wrote a text.

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Section: Conclusion and Discussioncontrasting

confidence: 56%

Section: Visualization and Drawing In (History) Educationmentioning

confidence: 99%

Section: Learner-generated Historical Imagesmentioning

confidence: 99%

Section: Drawing In the Classroom: Teachers And Studentsmentioning

confidence: 99%

Section: Drawing In the Classroom: Teachers And Studentsmentioning

confidence: 99%

See 3 more Smart Citations

“When I’m drawing, I see pictures in my head.”: secondary school students constructing an image of the past by means of a drawing task and a writing task

2019

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Learning Quantitative Literacy: A Sixth‐Grade Disciplinary Literacy Unit

Brock¹,

Wiest²,

Thrailkill³

2021

The Reading Teacher

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In this study, we focused on the implementation of a disciplinary literacy inquiry unit with a group of sixth‐grade students. Guided by us, students learned about a local budgetary crisis, researched subtopics of interest to them (e.g., the effect of budget cuts on school athletics), and then wrote letters to their state’s governor sharing their concerns and striving to persuade him about their concerns when making budgetary decisions. These letters then became part of the public sphere through local news coverage. Our purpose in this article is to share and critique the implementation of a unit that was embedded in an authentic context.

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