The Challenge of Rethinking History Education

VanSledright, Bruce A.

doi:10.4324/9780203844847

Cited by 153 publications

(205 citation statements)

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“…One approach is to model inclines of challenge in terms of generic cognitive objectives (such as Bloom et al, 1956), an approach that promises to enable curriculum architecture to be constructed primarily in contentless ways and in terms of the types of thinking that a curriculum scaffolds. Another is to posit progression in a subject-specific conceptual manner, in terms of mastery of, for example, the epistemologies that disciplines are held to express, or in terms of the concepts and processes that are held to embody disciplinary thinking (VanSledright, 2011). A third approach is to foreground content as 'core knowledge' approaches do (Cain and Chapman, 2014).…”

Section: Level Of Demand and Progressionmentioning

confidence: 99%

International instructional systems: social studies

Brant¹,

Chapman²,

Isaacs³

2016

The Curriculum Journal

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This paper reports on research conducted as part of the International Instructional SystemStudy that explored five subject areas across nine jurisdictions in six high-performing countries. The Study's overall aim was to understand what, if anything, there is in common in the curricula and assessment arrangements among the high performing jurisdictions to see if there are aspects of instructional system design that might account, in part, for high performance. This paper focuses on social studies which in most jurisdictions includes elements of history, geography and citizenship and highlights a number of emerging issues.These include the advantages and disadvantages of teaching history and geography separately or within a social studies program; the extent to which key concepts are embedded within the social studies/history/geography curricula; whether the level of demand should be considered in terms of a generic taxonomy or in terms of subject specific models; how progression might be defined and considerations of an appropriate balance between teacher assessment and external assessment.

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Section: Level Of Demand and Progressionmentioning

confidence: 99%

International instructional systems: social studies

Brant¹,

Chapman²,

Isaacs³

2016

The Curriculum Journal

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“…There is a growing consensus in history education research that professional teachers need to possess deep knowledge of their discipline (VanSledright, 2011;Wineburg, 2001). Even in the 1960s, A.…”

Section: Academic Background and Disciplinary Knowledgementioning

confidence: 99%

“…To look more specifically at this aspect, our study included questions concerning classroom experiences, participants' perspectives on teaching approaches and resources, as well as their visions of school history. Such findings are extremely important because studies suggest that many beginning teachers adopt teaching practices consistent with their familiar learning experiences and the school culture in which they teach (Barton & Levstik, 2003;Cochran-Smith, 2004;VanSledright, 2011 Visit museums and historical sites 6…”

Section: Views On School Historymentioning

confidence: 99%

Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers Across Canada

Lévesque

Zanazanian

2016

mje

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Cet article s’intéresse à la conscience historique des futurs professeurs d’histoire au Canada. Réalisée auprès de participants bénévoles (N=233) à l’aide d’un outil de sondage en ligne s’inspirant de la recherche pancanadienne Les Canadiens et leurs passés, cette enquête étudie les connaissances de base, la perception de la fiabilité des sources, l’expérience en classe d’histoire et la vision de l’histoire en milieu scolaire de futurs enseignants. Les résultats mettent en lumière le fait que peu d’entre eux possèdent une connaissance approfondie de l’histoire canadienne. De plus, ceux-ci ont peu d’expérience des méthodes d’enseignement basées sur l’enquête historienne. Cependant, une majorité des futurs professeurs a une représentation très prégnante de ce qu’est l’histoire en milieu scolaire et de ses fins. Cet article aborde les retombées de cette recherche, notamment le besoin de communautés professionnelles d’enseignants de l’histoire.This paper looks at the historical consciousness of prospective history teachers in Canada. Using a bilingual online survey instrument inspired by the pan-Canadian research Canadians and their Pasts with volunteer participants (N=233), the study investigates their background knowledge, their perceptions of the trustworthiness of sources, their experiences in the history classroom, and their visions of school history. Results reveal that few prospective teachers have extensive knowledge of Canadian history and limited experience with active, inquiry-based teaching approaches to the past. However, a majority of them have very strong conceptions and sense of purposes regarding school history. The paper discusses the implications of this study, notably the need for professional communities of history practitioners

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“…Também conhecidos como investigadores "recorta e cola", eles têm estratégias limitadas para julgar as fontes históricas (LEE & ASHBY, 2000;VANSLEDRIGHT, 2011 A escala Likert do QCH contém 6 níveis de concordância/discordância: concorda fortemente (6), concorda (5), concorda um pouco (4), discorda um pouco (3), discorda (2) e discorda fortemente (1). Para medir esta variação, classificamos as respostas dos 18 alunos usando as seguintes equivalências: 6 = +3; 5 = +2; 4 = +1; 3 = -1; 2 = -2; e 1 = -3 (Variação: concorda fortemente = +3 a discorda fortemente = -3).…”

Section: P73unclassified

Crenças epistêmicas em mudança? Um estudo investigativo do conhecimento entre futuros professores de história

VanSledright¹,

Reddy²

2014

TempArg

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ResumoEste estudo investiga crenças epistêmicas em mudança na área de história entre 18 futuros professores de história. Colhendo dados desses estudantes de graduação em história que estavam considerando seguir a carreira docente, o estudo procede a uma investigação sobre como as crenças epistêmicas podem mudar neste momento crucial de desenvolvimento. O instrumento de escala Likert serviu como ferramenta para reunir dados primários e foi aplicado em um estágio antes e depois do curso. Dados de observação e de entrevista aumentaram os dados da escala. Um curso sediado em uma universidade serviu como veículo educacional com o objetivo de influenciar as crenças epistêmicas. Os resultados entre os futuros professores foram mistos. Algumas crenças epistêmicas dos alunos não se alteraram, enquanto outras mudaram, e algumas fortemente. As razões para as influências variadas são o tema da discussão. E as implicações dos resultados também serão considerados. Palavras-chave:

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The Challenge of Rethinking History Education

Cited by 153 publications

References 0 publications

International instructional systems: social studies

International instructional systems: social studies

Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers Across Canada

Crenças epistêmicas em mudança? Um estudo investigativo do conhecimento entre futuros professores de história

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