Exploring patterns of historical thinking through eighth-grade students' argumentative writing

Nokes, Jeffery D.

doi:10.17239/jowr-2017.08.03.02

Cited by 23 publications

(71 citation statements)

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“…While students made significant gains in all areas, there is room for improvement in their historical reasoning. Students struggled particularly with source evaluation and historical contextualization, similar to that found by others (Nokes, Dole, and Hacker 2007;Nokes 2017). These findings demonstrate that students appear to need significant practice in these areas in order to use them in disciplinarily-appropriate ways.…”

Section: Discussionsupporting

confidence: 79%

“…Others failed to note information about the source; none assessed reliability. The quantity and quality of sourcing in eighth-grade students' writing varied greatly (Nokes 2017). While most students do not spontaneously include sourcing in their essays, high school and university students can include more source-related information with instruction (Britt and Aglinskas 2002).…”

Section: Historical Reasoning In Source-based Writing Tasksmentioning

confidence: 99%

“…An analytical rubric better conveys differences in students' abilities and tracks changes over the three DBQs. We developed the rubric by first consulting how others have measured historical reasoning and argumentation in student writing (Monte-Sano and De La Paz 2012;Van Drie, Braaksma, and Van Boxtel 2015;Nokes 2017). Using a structure similar to Monte-Sano and De La Paz (2012), we added the categories of claim and corroboration based on the aforementioned literature, and adapted the features within categories to correspond to how we taught students historical argumentation.…”

Section: Historical Reasoning Analytical Rubricmentioning

confidence: 99%

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Historical reasoning in an undergraduate CLIL course: students’ progression and the role of language proficiency

Sendur

Drie

Boxtel

et al. 2020

International Journal of Bilingual Education and Bilingualism

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In a study of undergraduate L2 students participating in a Content and Language Integrated Learning historical reasoning course, we examined students' changing performance on historical reasoning and how this was affected by their English reading and writing proficiency. Students engaged in written historical reasoning when answering a historical question by using sources and heuristics such as historical contextualization and corroboration. The course was designed based on principles likely to enhance historical reasoning and second language acquisition, and included an overt focus on language form. We found that students were able to reason historically at an emerging level of proficiency. The markers of historical reasoning present in their writing were neither significantly flawed nor highly proficient. A latent growth curve analysis was used to investigate the effect of students' English language proficiency on their source-based writing and the changes in their reasoning over the duration of the course. We found that students' English proficiency level did not predict either their reasoning or changes in their performance during the course. Students at differing levels of English proficiency improved similarly.

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Section: Discussionsupporting

confidence: 79%

Section: Historical Reasoning In Source-based Writing Tasksmentioning

confidence: 99%

Section: Historical Reasoning Analytical Rubricmentioning

confidence: 99%

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Historical reasoning in an undergraduate CLIL course: students’ progression and the role of language proficiency

Sendur

Drie

Boxtel

et al. 2020

International Journal of Bilingual Education and Bilingualism

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“…Rentetan daripada itu, bagi menyahut perubahan dalam amalan kaedah pengajaran yang berpusatkan murid yang membolehkan murid dilengkapi dengan pelbagai maklumat dan kemahiran pemikiran kritis yang berguna pada masa hadapan (Abdul Razaq Ahmad, 2014; Lezah @ Lejah Kiamsin & Rosy Talin, 2018;Ummadevi Suppiah, 2018), maka kaedah pembelajaran Document-Based Lessons adalah antara strategi pembelajaran yang berpotensi dilaksanakan dalam proses pembelajaran sejarah dalam membentuk persekitaran pembelajaran yang lebih bermakna dalam kalangan murid. Hal ini demikian kerana pelaksanaan kaedah pembelajaran Document-Based Lessons dilaporkan telah memaparkan impak positif dari aspek penjanaan pemahaman sejarah, peningkatan kemahiran literasi bacaan, perubahan peranan dan minat terhadap proses pembelajaran sejarah, pemupukan kemahiran berfikir aras tinggi, penaakulan sejarah, penulisan hujah sejarah, kemahiran belajar dan penglibatan aktif murid dalam pembelajaran (Macedo-Rouet, Braasch, Britt & Rouet, 2013;Neuman, Gilberston & Hutton, 2014;Nokes, Dole & Hacker, 2007;Reisman, 2012aReisman, , 2012bVeijola & Rantala, 2018;Nokes, 2014Nokes, , 2017Rouet-Franqois, Favart, Britt & Ferfetti, 1997;Patterson, Lucas & Kithinji, 2012;Stovel, 2000;Wiley & Voss, 1999;Linquist & Long, 2011).…”

Section: Latar Belakang Kajianunclassified

Kesan Kaedah Pembelajaran Berasaskan Multiple Document-Based Lessons Terhadap Pengekalan Penguasaan Kemahiran Pemikiran Sejarah dalam kalangan Murid Tingkatan Satu

Kaviza

2021

MJSSH

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Kajian eksperimen dengan reka bentuk faktorial 3 X 3 ini bertujuan mengkaji kesan kaedah pembelajaran berasaskan Multiple Document-Based Lessons terhadap pengekalan penguasaan kemahiran pemikiran sejarah dalam kalangan murid. Seramai 102 orang murid Tingkatan Satu melalui teknik persampelan berkelompok terlibat dalam kajian ini. Instrumen kajian ini merupakan ujian kemahiran pemikiran sejarah yang telah dibina oleh pengkaji yang telah disahkan oleh pakar-pakar penilai serta mempunyai nilai kebolehpercayaan yang baik. Data kuantitatif dalam kajian ini telah dianalisis secara statistic deskriptif dan statistic inferensi iaitu melalui ujian SPANOVA dengan menggunakan perisian IBM SPSS versi 24. Dapatan kajian ini telah menunjukkan bahawa kaedah pembelajaran berasaskan Multiple Document-based Lessons adalah lebih berkesan berbanding dengan kaedah pembelajaran berasaskan Document-based Lessons dan kaedah pengajaran konvensional terhadap pengekalan penguasaan kemahiran pemikiran sejarah dalam kalangan murid. Implikasi kajian ini telah menyediakan sumber maklumat kepada para guru sejarah bahawa kaedah pembelajaran berasaskan Multiple Document-Based Lessons telah dibuktikan adalah lebih berpotensi dilaksanakan dalam pendidikan Sejarah selaras dengan inovasi dalam kaedah pengajaran sejarah sedia ada.

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“…Several studies look at historical writing and the role of argument in the interpretation of history (see De La Paz et al, 2017; Monte-Sano & De La Paz, 2012; Nokes, 2017). In these studies, argument is seen as an important way to understand history and develop disciplinary literacy.…”

Section: Argument In the Classroommentioning

confidence: 99%

It’s Not About Being Right: Developing Argument Through Debate

Malloy

Tracy

Scales

et al. 2020

Journal of Literacy Research

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This research sought to develop argument as a problem-solving process by adding debate to social studies instruction with three groups of fifth-grade students. This design-based research (DBR) reports on the ways that instruction was refined across three topical units to develop argumentative agency and a critical participatory literacy. Students addressed current issues extended from historical events and engaged in issues collaboratively through debates, then individually in their writing. DBR approaches afforded a description of the factors that enhanced and inhibited argument development across the debate cycles and chronicled the modifications that were put in place to refine the instruction. A retrospective analysis led to pedagogical assertions that illuminate what was learned about the interrelationship of oral and written argument and the instructional refinements that were required to support arguments as a means of solving problems.

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Exploring patterns of historical thinking through eighth-grade students' argumentative writing

Cited by 23 publications

References 0 publications

Historical reasoning in an undergraduate CLIL course: students’ progression and the role of language proficiency

Historical reasoning in an undergraduate CLIL course: students’ progression and the role of language proficiency

Kesan Kaedah Pembelajaran Berasaskan Multiple Document-Based Lessons Terhadap Pengekalan Penguasaan Kemahiran Pemikiran Sejarah dalam kalangan Murid Tingkatan Satu

It’s Not About Being Right: Developing Argument Through Debate

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