Elementary Students’ Roles and Epistemic Stances During Document-Based History Lessons

The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study

“…The case study presented here is a new contribution to the discussion of levels of epistemic understanding. In contrast to Kuhn (1999) and Nokes (2014), the teacher Daniela inserts an intermediate stage between the third and fourth level of epistemic understanding: opinion with argument. Teacher Daniela distinguishes three different epistemic levels: opinion (level 3), opinion with argument (level 3.5), and argument (level 4).…”

“…The depersonalization of arguments is also a technique that can eliminate the well-described phenomenon of students tending to externalize reasons for their own position and failing to build on the arguments of others (Felton et al, 2009(Felton et al, , 2015Kuhn & Udell, 2007;Simonneaux, 2001). Nokes (2014) considers the criterialist stance the highest level of epistemic understanding. This level can be characterized by the existence of criteria that scientists (historians in particular) use to evaluate, accept, or reject interpretations.…”

“…The teacher's provocation is based on discussion with students and stimulates students to think as if they were being initiated into science (Nokes, 2014). The last excerpt illustrates the challenging epistemic climate in teacher Daniela's lessons when students arrive in the discussion sparked by an extract from Jane Eyre at the formulation of the principle of isostheneia.…”

Penerokaan kemahiran terarah kendiri melalui analisis sumber teks Sejarah

“…Sehubungan dengan itu, guru-guru sejarah perlulah mengambil iniasitif untuk menggalakkan murid-murid untuk membuat analisis, tafsiran secara amalan terarah kendiri dalam proses pengkajian sejarah, di samping membimbing mereka untuk menentukan keperluan pembelajarannya, membentuk matlamat pembelajarannya dan sumber untuk belajar, memilih dan melaksanakan strategi pembelajaran yang sesuai dan seterusnya menilai hasil pembelajaran mereka masing-masing (Knowles, 1975;Candy, 1991;Guglielmino & Guglielmino, 1991). Hal ini demikian kerana murid-murid yang dapat belajar secara arahan kendiri sentiasa berasa cekal, mempunyai sifat ingin tahu, peka, bertanggungjawab dan berdikari atas proses pembelajaran mereka, di samping mereka juga dapat membina persekitaran pembelajaran melalui proses pengalaman, penemuan, pengukuhan dan menghubungkaitkan persekitaran pembelajaran dengan maklumat-maklumat yang telah dipelajari (Ors, 2018;Tillema, 2000;Hewitt-Taylor, 2002).Sungguhpun begitu, sejauh manakah keberkesanan penjanaan kemahiran terarah kendiri melalui proses analisis sumber-sumber teks sejarah masih belum diketahui lagi walaupun kajian-kajian lepas telah membuktikan bahawa proses penerokaan sumber-sumber sejarah dapat meningkatkan kemahiran, minat, penglibatan dan literasi sejarah (Reisman, 2012;Nokes, 2014;Nofiyah Mardiani, Umasih & Murni Winasih, 2019;Howard, 2019;Willey, Griffin, Steffens & Britt, 2019;Hill& Fitzpatrick, 2019). Kelompangan ini telah menimbulkan satu keperluan kepada pengkaji dalam kajian ini untuk mengenal pasti tahap kemahiran terarah kendiri dan mengenal pasti sama ada terdapat perbezaan min kemahiran terarah kendiri antara ujian pra dan ujian pasca bagi murid-murid yang mengikuti proses pengajaran dan pembelajaran sejarah melalui aktiviti analisis sumber teks sejarah dalam kalangan murid.…”

Inquiries that matter: How social studies teachers employ historical inquiry practices to support social justice civic goals

“…First, elementary age children are able to engage in rich social studies learning. For instance, when explicitly scaffolded, elementary students are able to engage in historical thinking and reading strategies (Nokes, 2014). And, many opportunities to engage elementary students in historical thinking exist within elementary social studies curricular resources (Bickford, Dilley, & Metz, 2015).…”