Exploring an historical gaze: A language of description for the practice of school history

Bertram, Carol

doi:10.1080/00220272.2012.668939

Cited by 25 publications

(24 citation statements)

References 10 publications

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“…Over the last two decades, the importance of developing students' epistemological understanding of history as a disciplinary form of knowledge, with specific procedures for ascertaining the validity of historical claims, has gained more attention in Western history education (Bertram, 2012;Clark, 2009;Davies, 2011;van Drie and van Boxtel, 2008;VanSledright, 2011;Wineburg, 2001). An emphasis on what we call "interpretational history" is now visible in the educational curricula of many countries including Australia, Canada, Germany, the Netherlands, the UK, and the US (Erdmann & Hassberg, 2011).…”

Section: Introductionmentioning

confidence: 99%

Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs

Stoel

Logtenberg

Wansink

et al. 2017

International Journal of Educational Research

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This study investigates a questionnaire that measures epistemological beliefs in history. Participants were 922 exam students. A basic division between naïve and nuanced ideas underpins the questionnaire. However, results show this division oversimplifies the underlying structure. Exploratory factor analysis extracted 5 factors, separating items connected to nature of knowledge from nature of knowing. Furthermore, EFA problematized the distinction between naïve and nuanced ideas on subjectivity. Experts also reported large variance on subjectivity; therefore, these items were excluded from the questionnaire. The final questionnaire contained 3 factors focusing on the objective nature of (1) historical knowledge and (2) historical knowing, and on (3) methodological criteria. Finally, differences between school tracks and relationships between epistemological beliefs, interest and history grade were explored.

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Section: Introductionmentioning

confidence: 99%

Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs

Stoel

Logtenberg

Wansink

et al. 2017

International Journal of Educational Research

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“…focused on student learning and assessment, teacher beliefs about inquiry instruction, and the affordances or limitations of national curriculum guides (e.g., Bertram, 2012;Ledman, 2015;Voet & De Wever, 2016). The absence of research on teacher enactment of curricular materials mirrors, in part, the absence of curricular materials designed to support disciplinary historical thinking.…”

mentioning

confidence: 99%

Contributions of educative document-based curricular materials to quality of historical instruction

Reisman

Fogo

2016

Teaching and Teacher Education

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“…None of the studies focus on knowledge structures in PE, not in Sweden or internationally. Nevertheless, studies applying knowledge structures have been conducted in other school subjects, for example, English (Macken-Horarik 2011), history (Bertram 2012), craft (Gamble 2014) and music (McPhail 2016). In the next section, I give some brief and tentative examples of knowledge domains informing PE using Bernstein's concept of knowledge structures as the explanatory framework.…”

Section: Physical Education and Bernsteinmentioning

confidence: 99%

Knowledge in the school subject of physical education: a Bernsteinian perspective

Ekberg

2020

Physical Education and Sport Pedagogy

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Purpose: The purpose of this conceptual article is to explore how Bernstein's concepts can further our understanding of the internal structure of knowledge informing physical education (PE) and the transmission of knowledge from its site of production into the school subject. In the process of constructing a school subject, knowledge is chosen and decontextualised from where it is produced and then recontextualised into the pedagogic context. This process involves a subjective selection of what is valued as important knowledge. That which is stipulated in the curriculum is regarded as legitimate knowledge worth transmitting to the younger generation. This article offers a deepened understanding of the organising principles of knowledge and the transformation of knowledge into the recontextualised field of PE. Background: The subject of PE has been legitimised in various ways over time, yet in many parts of the world PE as a school subject remains under discussion. Competing ideas have appeared over the years about what constitutes PE, and these have been compared and contrasted with each other. Researchers in the field are concerned with a range of different yet related issues regarding the aim of the subject, the relevance of the content knowledge, and the legitimacy of PE as a school subject. Key concepts: Bernstein's concepts of pedagogic device and knowledge structures will be applied as explanatory frameworks. The current PE syllabus and support documents in Sweden serve as examples to illustrate how the use of these two overarching concepts can help deepen the understanding of the internal structure of knowledge informing PE and the transmission of knowledge from its site of production into the school subject. Conclusion: This article demonstrates how applying Bernstein's concepts as an explanatory framework helps identify the characteristics of the knowledge that informs PE and the origin and site of this knowledge. PE appears to be informed by a wide range of different knowledge domains, with each one possessing its own knowledge structure with different characteristics and ways of constructing knowledge. The article suggests that an understanding of the complexity of knowledge informing PE must be taken into consideration in the debate about the subject.

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Exploring an historical gaze: A language of description for the practice of school history

Cited by 25 publications

References 10 publications

Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs

Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs

Contributions of educative document-based curricular materials to quality of historical instruction

Knowledge in the school subject of physical education: a Bernsteinian perspective

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