Teaching Practices in History Education

Grant, S. G.

doi:10.1002/9781119100812.ch16

Cited by 15 publications

(7 citation statements)

References 115 publications

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“…The teaching behaviour we focus on is based on the literature on HTR. 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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“…Dialogic teaching refers to the fact that classroom dialogues (in contrast to everyday conversations) are often pedagogically planned (by a teacher) with the aim of engaging students in specific ways and to interconnect meaningful sequences during the process (Alexander, 2008(Alexander, , 2018Høegh, 2018). Classroom dialogues may thus comprise shifting levels of student activity (Grant, 2018).…”

Section: Dialogue In History Classroomsmentioning

confidence: 99%

History teaching as a designed meaning-making process: Teacher facilitation of student–subject relationships

Knudsen¹

2020

History Education Research Journal

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This article is an empirical analysis of history teaching as a communicative process. Dialogic history teaching develops as a designed meaning-making process that depends on thorough pedagogical strategies and decisions, and requires cohesion in teacher expectations, introductions and interventions. A micro-dialogic study is presented in this article to document a paradoxical teaching situation where history as subject-related content all but disappeared from a group of students' meaning-making processes because they were preoccupied with figuring out their teacher's intentions. History teaching thus turned into 'just teaching' without the teacher or the students being aware of it. A strong emphasis on history teaching as a communicative process and dialogue as a key pedagogical tool have potential with regard to pedagogical decision-making and strategies on the one hand, and for relationships between students and history as subject-related content on the other. The analysis presented in this article contributes to a growing field of studies on dialogic history teaching, of which the focus on students as an important part of classroom dialogues is central.

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“…Studies of historians' current practices in classrooms show that while historians may have very different ways of teaching history, such as chronological narration or topic-based class activities, lecturing continues to be the established practice (Grant, 2001(Grant, , 2018Grant & Gradwell, 2010;McDaniel, 2010). Historians rarely include crowdsourcing to integrate classroom teaching with their research.…”

Section: Crowdsourcing In the Classroommentioning

confidence: 99%

Read-Agree-Predict: A Crowdsourced Approach to Discovering Relevant Primary Sources for Historians

Wang¹,

Quigley²,

Luther³

2019

HCj

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Historians spend significant time evaluating the relevance of primary sources that they encounter in digitized archives and through web searches. One reason this task is time-consuming is that historians’ research interests are often highly abstract and specialized. These topics are unlikely to be manually indexed and are difficult to identify with automated text analysis techniques. In this article, we investigate the potential of a new crowdsourcing model in which the historian delegates to a novice crowd the task of evaluating the relevance of primary sources with respect to her unique research interests. The model employs a novel crowd workflow, Read-AgreePredict (RAP), that allows novice crowd workers to perform as well as expert historians. As a useful byproduct, RAP also reveals and prioritizes crowd confusions as targeted learning opportunities. We demonstrate the value of our model with two experiments with paid crowd workers (n=170), with the future goal of extending our work to classroom students and public history interventions. We also discuss broader implications for historical research and education.

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Teaching Practices in History Education

Cited by 15 publications

References 115 publications

Teaching historical thinking and reasoning: Teacher beliefs

Teaching historical thinking and reasoning: Teacher beliefs

History teaching as a designed meaning-making process: Teacher facilitation of student–subject relationships

Read-Agree-Predict: A Crowdsourced Approach to Discovering Relevant Primary Sources for Historians

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