Historical Reasoning

Boxtel, Carla van; Drie, Jannet van

doi:10.1002/9781119100812.ch6

Cited by 126 publications

(60 citation statements)

References 97 publications

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“…With regard to how history should be taught, there are indications that the pedagogy advocated by those who wish to nurture historical thinking and reasoning centres on inquiry-based learning (Grant, 2018;Reisman, 2012;Wiley and Voss, 1996), working with sources (Reisman, 2012;Van Nieuwenhuyse et al, 2017) and investigation of different perspectives and interpretations (Chapman, 2011;Stradling, 2003). Explicit instruction (Nokes et al, 2007;Van Boxtel and Van Drie, 2018) is also prominent.…”

Section: Theoretical Framework Teacher Beliefsmentioning

confidence: 99%

Teaching historical thinking and reasoning: Teacher beliefs

Gestsdóttir

Drie

Boxtel

2021

HERJ

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This study aims to give an insight into the beliefs that shape history teachers’ orientations towards their subject and how they approach it. We take a closer look at the beliefs of a group of teachers to see if there is a connection between those beliefs and whether and how they teach historical thinking and reasoning (HTR). HTR has been considered an important component in history teaching in many countries for some decades. Different factors may influence whether teachers are willing or able to teach it. Our main research question is: Which beliefs about goals and strategies of teaching history play a role in teachers’ inclinations towards teaching historical thinking and reasoning?

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Section: Theoretical Framework Teacher Beliefsmentioning

confidence: 99%

Teaching historical thinking and reasoning: Teacher beliefs

Gestsdóttir

Drie

Boxtel

2021

HERJ

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“…Historical reasoning aims at reaching 'justifiable conclusions about processes of continuity and change, causes and consequences, and/or differences and similarities between historical phenomena or periods ' (van Boxtel & van Drie, 2018, p. 151). It comprises of activities such as asking historical questions, contextualizing, using historical concepts and meta-concepts (i.e., cause, consequence, change), using historical sources and providing arguments to back assertions (van Boxtel & van Drie, 2018;van Drie & van Boxtel, 2008). Writing is one of the means in which this reasoning can be expressed and developed.…”

Section: Developing Students Writing In Historymentioning

confidence: 99%

“…For example, De La Paz and Felton (2010) used strategy instruction focused on reading historical documents (including considering the author, understanding the source and critiquing the source) as well as on the writing process, in particular generating ideas on both sides of an argument before taking a standpoint. Other instructional approaches have been investigated less often in history, although an example of using text models can be found in van Drie et al (2015).…”

Section: Developing Students Writing In Historymentioning

confidence: 99%

“…Students for example face difficulties with understanding the interpretative and constructed nature of history and why argumentation is needed (Nokes & De La Paz, 2018), with the role of evidence (McCarthy Young & Leinhardt, 1998;Monte-Sano, 2010;Wineburg, 1991). Explicit domain-specific writing instruction is needed to overcome these challenges (e.g., Nokes & De La Paz, 2018;van Drie, Braaksma, & van Boxtel, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Effects of writing instruction on adolescents’ knowledge of writing and text quality in history

Drie¹,

Janssen²,

Groenendijk³

2018

L1 Educational Studies in Language and Literature

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Developing adolescents' writing ability is an important goal of present-day education, but hard to attain. In order to write well, writers must possess knowledge about what to write (content knowledge) and how to write well in a particular genre (metacognitive knowledge). Becoming a proficient writer across genres and disciplines requires systematic and explicit instruction. We investigated the effects of domain-specific writing instruction on students' knowledge of writing and text quality in the context of argumentative writing in history. Participants were three history teachers and one Dutch language teacher and their classes (Grade 8, 10 and 11). The teachers each designed a writing intervention based on design principles for effective writing instruction. A pre-posttest quasi-experimental design was used to investigate the effects of each intervention. Results showed a positive effect of instruction on writing knowledge; students in all three interventions produced more writing advice, especially more genre-specific and product-related recommendations. With respect to text quality an improvement on genre-specific aspects was found. Correlational analyses between knowledge of writing and text quality after the intervention only yielded positive effects for the intervention in Grade 8. In sum, this study shows that teacher-designed interventions in secondary education may improve adolescents' knowledge of writing and quality of writing.

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“…In this study, we will focus on linguistic reasoning, first because it can be considered as one of the key components of higher order thinking, and second, because it is already well-researched in a similar domain (historical reasoning). To answer the main research question What is linguistic reasoning?, we try to transpose the components of a well-established model for another discipline from the humanities, historical reasoning (Van Drie & Van Boxtel, 2007;Van Boxtel & Van Drie, 2018) into the linguistic domain based on a theoretical analysis grounded in our own observation of linguistic discussions in the literature and examples of linguistic reasoning elicited from experts. Next, we will qualitatively analyse linguistic experts' reasoning more systematically to see to what extent the model describes linguistic reasoning.…”

Section: Introductionmentioning

confidence: 99%

Defining linguistic reasoning

Dielemans

Coppen

2020

DuJAL

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Until recently, throughout the world, linguistic theory was virtually absent in secondary education, mostly limited to grammar teaching still based on 19th century linguistic theory. There is a growing call, however, for enriching grammar teaching with modern linguistic insights, integrating higher order critical thinking skills, like reasoning. This study tries to lay the groundwork for a model of linguistic reasoning in particular. Based on a well-established model for historical reasoning (Van Boxtel & Van Drie, 2018), a linguistic model is developed in two steps. First, the components of the historical model are theoretically analysed and transposed to the linguistic domain, and second, the model is applied in qualitative analysis of linguistic experts’ reasoning. It is found that the model fits linguistic reasoning fairy well: all central components can be observed, and are evenly distributed over different experts. It is concluded that the linguistic reasoning model can be used in the development of a new grammar pedagogy.

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Historical Reasoning

Cited by 126 publications

References 97 publications

Teaching historical thinking and reasoning: Teacher beliefs

Teaching historical thinking and reasoning: Teacher beliefs

Effects of writing instruction on adolescents’ knowledge of writing and text quality in history

Defining linguistic reasoning

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