Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past

Drie, Jannet van; Boxtel, Carla van

doi:10.1007/s10648-007-9056-1

Cited by 394 publications

(380 citation statements)

References 36 publications

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“…Much in line with the historical discipline, they argue that one must detach oneself from the present, from one's own contemporary values and assumptions, in order to think historically. Nevertheless, history didacticians do consider paying attention to the present an important aspect of history teaching, if only as an entry to make the constructed and thus evolving character of historical knowledge clear to students (Lévesque, 2009;van Drie & van Boxtel, 2008;Wineburg, 2001). …”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

The Present in Flemish Secondary History Education Through the Lens of Written History Exams

Nieuwenhuyse

Wils

Clarebout

et al. 2016

mje

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The present plays an important part in history education, in particular in efforts to make the study of the past relevant for today. This contribution examines how the relationship between past and present is dealt with in current Flemish secondary history education by analyzing 190 written history exams for the 11th and 12th grade. Ten percent of the questions address the present in an autonomous way and 8% relate past and present to each other. A more fine-grained analysis of the present-related questions reveals a variety of ways to integrate the present in history education, including the study of recent interpretations of the past.Le présent joue un rôle important dans l’enseignement de l’histoire, dont celui de rendre pertinente l’étude du passé dans le contexte contemporain. Cette contribution explore de quelle manière l’enseignement de l’histoire, tel que prodigué au sein des écoles secondaires flamandes, traite les relations entre le passé et le présent. Pour ce faire, les auteurs ont analysé 190 examens écrits en histoire, complétés par des élèves de 11e et 12e année. 10 % des questions abordent le présent de façon autonome, alors que 8 % font un lien entre le passé et le présent. Une analyse plus poussée des questions traitant du présent dévoile une variété de pistes pour intégrer le présent dans l’enseignement de l’histoire, incluant l’étude des interprétations récentes du passé

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Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

The Present in Flemish Secondary History Education Through the Lens of Written History Exams

Nieuwenhuyse

Wils

Clarebout

et al. 2016

mje

View full text Add to dashboard Cite

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“…Mandell, 2008) oder "historical reasoning" (z.B. van Drie & van Boxtel, 2008) -nicht als "Kompetenzmodelle" im Sinne der deutschen Bildungsdebatte und -forschung zu verstehen sind und auch nicht auf die Kompetenzdefi nition von Weinert (2001) zurückgreifen, funktionieren sie ebenfalls als "models of cognition and learning in historical thinking" (Seixas & Ercikan, 2015, S. 1). Ähnlich wie in den Kompetenzmodellen der deutschsprachigen Forschung werden Zwecke, Ziele und Konzepte historischen Lernens defi niert und als Grundlage für empirische Leistungsfeststellungen herangezogen.…”

Section: Englischsprachige Konzeptionenunclassified

Interdisciplinary Research in History Education

Kühberger¹

2017

Public History Weekly

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“…Many researchers insist that simply memorizing historical facts is insufficient and that it is more important to foster historical reasoning (also referred to as "historical thinking" or "historical literacy") [14] and to implement collaborative inquiry into the study of history [15]. There are six components of historical reasoning: asking historical questions, using sources, implementing contextualization, engaging in argumentation, using substantive concepts, and employing meta-concepts.…”

Section: Inquiry-based Learning Of and Generated Questionsmentioning

confidence: 99%

Generating Questions for Inquiry-Based Learning of History in Elementary Schools by Using Stereoscopic 3D Images

Shibata

Sato

Ikejiri

2017

IEICE Trans. Electron.

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SUMMARYWe conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.

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Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past

Cited by 394 publications

References 36 publications

The Present in Flemish Secondary History Education Through the Lens of Written History Exams

The Present in Flemish Secondary History Education Through the Lens of Written History Exams

Interdisciplinary Research in History Education

Generating Questions for Inquiry-Based Learning of History in Elementary Schools by Using Stereoscopic 3D Images

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