Historical contextualization in students’ writing

Abstract

Background: This study focused on undergraduate L2 students' performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on principles likely to facilitate students' written historical reasoning. Methods: Conducted as a quasi-experimental study, students in an experimental condition received explicit instruction in historical contextualization and other features of historical reasoning, while those in the control group participated in a version of the course without a focus on historical contextualization. Students' historical reasoning was measured based on their argumentative document-based writing. Findings: Students' in both the experimental and control groups significantly improved in all of the areas of historical reasoning that we measured. There was not a significant difference between the groups in the area of historical contextualization, but a further qualitative analysis demonstrated traces of the instructional approach in students' writing. Unexpectedly, students in the experimental group were significantly better than the control group in terms of writing claims. Possible explanations for this finding are discussed. Contributions: This study makes contributions in terms of operationalizing and measuring written historical contextualization, particularly among L2 undergraduate students.

Analisis Pola Narasi Reflektif Buku Teks Sejarah SMA Untuk Pencapaian Empati Sejarah

“…Kondisi tersebut berpeluang untuk menggiring siswa dalam presentisme. Langkah terbaik untuk mengujinya berdasarkan penelitian terdahulu adalah dengan mengarahkan siswa untuk menyusun penjelasan sejarah sesuai dengan pandangan mereka (Sendur, van Drie, van Boxtel, 2021).…”

Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

“…In these studies, multiple-documents-based (inquiry) tasks are frequently used during the intervention, and as part of the measurement instrument, to examine changes in students' historical thinking. These inquiry tasks are usually evaluated using rubrics assessing various aspects of students' historical reasoning and writing (for example, De La Paz et al, 2016;Sendur et al, 2021;Stoel et al, 2017). Aside from a few exceptions (for example, Stoel, 2017), intervention studies typically do not include a detailed analysis of students' progress on the various aspects of these rubrics.…”

Contextualization to Enhance Students’ Writing Ability

“…The practice of integrating the study of a foreign language into a larger environment, such as the classroom, is referred to as "contextualization." Sendur et al (2021) assessed undergraduate L2 students' performance in written historical reasoning, especially written historical contextualization, before to and after a course in historical reasoning. The content and language integrated learning course was designed as a cognitive apprenticeship model to assist students in improving their written historical reasoning.…”