Historians and conceptual change in history itself: The domain as a unit of analysis

Kainulainen, Mikko; Puurtinen, Marjaana; Chinn, Clark A.

doi:10.1016/j.ijer.2019.09.001

Cited by 8 publications

(22 citation statements)

References 29 publications

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“…First-order concepts are content and time specific, while second-order concepts are general methodologies that are needed to manage the historical content in a scientific and critical manner. Simultaneously, there is a tendency to add meaning-making dimensions to second-order concepts (Kainulainen et al, 2019), which means that they do not gain their appropriate space or retain their analytical sharpness. Indeed, whereas the first-and second-order concepts are vital, they are insufficient to handle the value and human dimension in history education.…”

Section: Discussionmentioning

confidence: 99%

“…To systematically interpret educational policy, design education, and educational practice in general, educators need to have a conceptual toolbox where a range of different plausible perspectives are presented to stimulate reflection (cf. Kainulainen et al, 2019;Ling, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…In relation to this variation theory, a variety of concepts and perspectives are emphasized that can stimulate deep learning and help to make sharper judgements in everyday practices (Ling, 2014). This stance can also be detected in history education, as indicated by Kainulainen et al (2019):…”

Section: Third Order Concepts In History Education: Analytical Tools For Reflection For Teachers and Studentsmentioning

confidence: 91%

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Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020

Edling

Löfström

Sharp

et al. 2021

Journal of Curriculum Studies

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The purpose of this article is to provide a unique overview of how thirdorder concepts, linked to moral consciousness, are expressed in research articles on historical consciousness related to education, as well as to document how frequently the concepts are applied between 1980 and 2020. A count of word frequency says something about how popular (strong) a concept is during a particular period, while different themes of moral consciousness enable teachers, students, and researchers to broaden their perceptions and sharpen their (moral) judgment in their day-to-day reflections and practices. The following questions guide the study: 1. How do words signal good/bad and right/wrong in the texts about historical consciousness? 2. How frequently are the words mentioned? And 3. What kind of frames do the choices of words indicate for educational practice and purpose(s)? Very strong, strong, medium, and weak words have been located between 1980 and 2020 depending on how often the words are mentioned. Five themes were found and are reported on in this article: cosmopolitanism, democracy, emancipation, character building, and existential struggles, which all come with different frames for how to approach the past in relation to the present and future in history education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Third Order Concepts In History Education: Analytical Tools For Reflection For Teachers and Studentsmentioning

confidence: 91%

See 1 more Smart Citation

Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020

Edling

Löfström

Sharp

et al. 2021

Journal of Curriculum Studies

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show abstract

“…As such, this PoI database is an optimal backbone for LBAs as it introduces implicit learning benefits with little to no cost on usability. However, there is very little evidence of the effects of implicit learning on deeper conceptual learning in history [ 63 ]. Accordingly, the hypothesized learning benefits need to be rigorously evaluated in future studies.…”

Section: Discussionmentioning

confidence: 99%

Learning History with Location-Based Applications: An Architecture for Points of Interest in Multiple Layers

Laato

Rauti

Laato

et al. 2020

Sensors

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Location-based applications (LBAs) capture the user’s physical location via satellite navigation sensors and integrate it as part of the digital application. Because of this connection, the real-world environment needs to be accounted for in LBA design. In this work, we focused on creating a database of geographically distributed points of interest (PoIs) that is optimal for learning local history. First, we conducted a requirements elicitation study at three outdoor archaeological sites and identified issues in existing solutions. Second, we designed a multi-layered prototype solution. Third, we evaluated the solution with nine experts who had prior experience with LBAs or similar systems. We incorporated their feedback to our design to iteratively improve it. As a whole, our work contributes to the LBA design literature by proposing a solution that is optimized for the learning of local history.

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“…History as an account of objective facts is a definition often rejected in historiographical discussions and whose main criticism is based on the epistemological character of historical knowledge (Carr, 1978;Kosso, 2009;Mink, 1973). The conception of history as a set of events of the past is even considered naïve (Kainulainen et al, 2019); in contrast, a more sophisticated conception assumes that history is a production and that the past does not translate directly into history. History is, instead, a product of specifically human action (Kainulainen et al, 2019;Lévesque, 2008).…”

Section: Historical Knowledge and Its Disciplinary Naturementioning

confidence: 99%

Tensions, articulations, and novelty in the ontogenetic development of historical thinking: Contributions of cultural–historical psychology

Muñoz

Sebastián

2021

Theory & Psychology

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To analyse or experience history, to argue or narrate it, two approaches define and explain the phenomenon of thinking about history. In recent decades, thinking about history has become especially relevant because of its relationship with citizenship, either to evaluate evidence of the past or to guide present and future action. The contributions of psychology are diverse and come from traditions that refer to apparently antagonistic psychological processes, such as narrative and argumentation. The objective of this article is to address this discussion from a cultural–historical approach, specifically Vygotskian. We propose that argumentation and narrative are psychological processes that can be developed separately in ontogeny. Both processes, under certain conditions and socially mediated action, are stressed and articulated to give way to historical thinking, a higher psychological process.

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Historians and conceptual change in history itself: The domain as a unit of analysis

Cited by 8 publications

References 29 publications

Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020

Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020

Learning History with Location-Based Applications: An Architecture for Points of Interest in Multiple Layers

Tensions, articulations, and novelty in the ontogenetic development of historical thinking: Contributions of cultural–historical psychology

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