Learning to use evidence in the study of history

Grim, Valerie; Pace, David; Shopkow, Leah

doi:10.1002/tl.147

Cited by 9 publications

(14 citation statements)

References 1 publication

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“…Role-play is one method that allows students to feel some familiarity with what it was like for historical people to experience historical events (Barton & Levstik, 2003;Brush & Saye, 2009;Grim et al, 2004;Harris & Hofer, 2011;Roberts, 2011). For example, a teacher may have students research and role-play the signing of the Constitution.…”

Section: Historical Empathy and Other Student-centered Surface Structmentioning

confidence: 98%

“…They are used to aid students in critical thinking by allowing them to test their reasoning (Barton & Levstik, 2003;Grim et al, 2004). Both can take place in face-to-face settings or online through discussion boards, collaborative multimedia interactions, and social networking (Friedman, Bolick, Berson, & Porfeli, 2009;Wilson & Wright, 2010).…”

Section: Downloaded By [University Of Tennessee At Martin] At 20:39 0mentioning

confidence: 98%

“…Research indicates that in order for students to benefit from the study of primary sources, they must be both cognitively and emotionally engaged (Grim et al, 2004;Tally & Goldenberg, 2005). This can only happen when students are able to view materials with a critical eye, understanding the context and multiple perspectives involved (Colby, 2008).…”

Section: Historical Empathy and Other Student-centered Surface Structmentioning

confidence: 98%

“…It is essential to set aside prejudices and preconceived notions shaped by present circumstances in order to better understand the past. However, certain qualities exist in all human beings, past and present, which provide insight into the interpretation of historical events and composition of historical narratives (Grim et al, 2004).…”

Section: Historical Empathy and Other Student-centered Surface Structmentioning

confidence: 99%

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Signature Pedagogy: A Literature Review of Social Studies and Technology Research

Beck

Eno

2012

Computers in the Schools

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A literature review of 121 peer-reviewed articles, books, and conference proceedings was conducted to determine the signature pedagogies of social studies education and technology integration. The authors found that the signature social studies pedagogy is based on two primary instructional models: direct-instruction and inquiry-based, student-centered learning. Technology can be used to support both models, although its potential lies more in enabling inquiry-based, student-centered learning. Future trends and study ideas are offered in helping practitioners and researchers to advance technology integration into the signature social studies pedagogy.

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Section: Historical Empathy and Other Student-centered Surface Structmentioning

confidence: 98%

Section: Downloaded By [University Of Tennessee At Martin] At 20:39 0mentioning

confidence: 98%

Section: Historical Empathy and Other Student-centered Surface Structmentioning

confidence: 98%

Section: Historical Empathy and Other Student-centered Surface Structmentioning

confidence: 99%

See 2 more Smart Citations

Signature Pedagogy: A Literature Review of Social Studies and Technology Research

Beck

Eno

2012

Computers in the Schools

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“…Although the debate was resolved after a heated discussion, it seems that children have a tendency to want to include all available information. Grim, Pace, and Shopkow (2004) pointed out that like scientists, historians also need to sift through multitudes of evidence and select the ones that are relevant to their questions and claims. According to their observation, even college students often fail to recognize relevant evidence in primary historical sources.…”

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confidence: 98%

Evidentiary Competence: Sixth Graders' Understanding for Gathering and Interpreting Evidence in Scientific Investigations

2006

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With the growing emphasis on the development of scientific inquiry skills, there is a strong need for more research on students' ability to collect and interpret evidence. This paper calls attention to the notion of evidentiary competence that refers to the concepts and reasoning skills involved in the collection, organization, and interpretation of data. We proposed a set of concepts and skills involved in evidentiary competence and examined sixth of them-the priority, relevancy, objectivity, replicability of evidence, and the interpretation of examples and tables-using a written instrument contextualized in atmospheric science. Analyses of 40 sixth grade students' answers and explanations revealed that their understanding of scientific evidence and the data collection process was quite weak in several respects. For example, many students neither appreciated the role of empirical evidence in scientific inquiry, nor distinguished relevant evidence from irrelevant evidence, nor understood the importance of reliable and objective observations, nor interpreted examples and tables appropriately. Results suggest that more explicit instructions are needed in order to strengthen students' ability to collect and interpret data, especially in the current data rich information age.

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Teaching critical, multivocal histories of psychology: Uncovering diversity.

Vaughn-Johnson

Rutherford

2019

Integrating Multiculturalism and Intersectionality Into the Psychology Curriculum: Strategies for Instructors.

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Yet, the purposeful inclusion of multiple voices and diverse origins has not become a staple in the standard classroom. History of psychology courses continue to vary only minimally from traditional Western male celebratory centered perspectives about the development of psychology, without acknowledging that these narratives are the products of particular viewpoints and privileged voices.We argue that the History of Psychology course can be an exciting opportunity for students to critically engage with the ways both history and psychology are constructed. Historians of psychology analyze how psychology has developed over time in particular contexts, including whose voices get heard, whose remain muted, and how these dynamics shape the construction of psychological knowledge (see Rutherford, 2014). This requires addressing gender, race and ethnicity, sociocultural and political contexts, and other factors that have affected the field's disciplinary practices, knowledge production, and social impact. A critical historical perspective requires, in part, asking, "Who made the knowledge, for what purpose, and to what ends?" (Rutherford & Pickren, 2015, p. 523). Injecting these kinds of questions and encouraging historical thinking as a method in the course can increase capacities for critical reflection on psychology as a whole. To facilitate this process, in this chapter we curate a selection of resources and provide guidance for their use, but we emphasize

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Learning to use evidence in the study of history

Abstract: To think like a historian, students must select and assess evidence that supports interpretations of the meaning of the past. Three historians focus on aspects of this task and pursue different approaches to teach their students to use evidence.

Cited by 9 publications

References 1 publication

Signature Pedagogy: A Literature Review of Social Studies and Technology Research

Signature Pedagogy: A Literature Review of Social Studies and Technology Research

Evidentiary Competence: Sixth Graders' Understanding for Gathering and Interpreting Evidence in Scientific Investigations

Teaching critical, multivocal histories of psychology: Uncovering diversity.

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