Classroom Teachers' Thinking about Historical Texts
An Exploratory Study
Datos Bibliográficos
| ID | 11071273 |
|---|---|
| Autores | Elizabeth A Yeager (0000-0002-4286-2659, University of Florida, autor de correspondencia), O L Davisz (The University of Texas at Austin) |
| Año | 1996 |
| Volumen | 24 |
| Número | 2 |
| Páginas | 146-166 |
| Fecha de publicación | 1996-03-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Theory & Research in Social Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1996.10505774 |
| OpenAlex | W2061016077 |
| Idioma | EN |
| Citas recibidas | 16 |
| Referencias citadas | 19 |
The scope of this study is teachers' historical thinking with regard to the interpretation of a particular set of historical texts and interpretive tasks. It also focuses on teachers' disciplinary perspectives as factors in their historical thinking. The study takes Wineburg's (1991) research on the historical thinking of academic historians and high schools students as a point of departure. The teachers in this study read and “thought aloud” about the same documents on the Battle of Lexington used by Wineburg, then attempted to construct meaning and to assign credibility to particular sources for portraying the truth of historical events. The emergence of three distinct profiles in this study provides a possible framework for sorting through the experiences of history teachers in order to form a basis for understanding their historical thinking
Construct (python library · Credibility · Critical thinking · Discipline · Epistemology · Historical Thinking · Interpretation (philosophy · Linguistics · Mathematics education · Meaning (existential · Pedagogy · Set (abstract data type · Social science · Sociology · Think aloud protocol · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology
Teachers and the Epistemology of History
Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction
La investigación en pensamiento histórico. Un estudio a través de las tesis doctorales de Ciencias Sociales (1995-2020)
Teaching and Learning Multiple Perspectives
Ambitious Teaching in an Age of Accountability
The Sources Are Many
Professional Development Becomes Political
Once More unto the Breach
Reconstructing Andrew Jackson
Beginning Social Studies Teachers' Integration of Technology in the History Classroom
Historiographical Thinking
Understanding Pedagogical Reasoning in History Teaching through the Case of Cultivating Historical Empathy
It's Just the Facts, or is it? The Relationship between Teachers' Practices and Students' Understandings of History
Historians, Archivists, and Museum Educators as Teacher Educators
History Teachers' Knowledge of Inquiry Methods
Examining Studies of Inquiry-Based Learning in Three Fields of Education
Contradictions of control
The practicality ethic in teacher decision-making
The Concept of Mind
Logical Thinking in History
Historical problem solving
Those Who Understand
New Directions for Studying Historical Understanding
The Relationship between Historical Response and Narrative in a Sixth-Grade Classroom
Effects of Children's Understanding of Time Concepts on Historical Understanding
Students' Historical Thinking and the National History Curriculum in England
Becoming an Elementary Social Studies Teacher
Lessons from History
Wrinkles in Time and Place
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
On the Reading of Historical Texts
Knowledge and Teaching
| Obras citantes distintas | 16 |
|---|---|
| Citas por año | 0,62 |
| Intervalo de citas | 2000 - 2024 (25) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 16 |