Thinking Aloud about History

Children's and Adolescents' Responses to Historical Photographs

Datos Bibliográficos

ID11071354
AutoresStuart Foster (0000-0002-0392-0799, University of Georgia, autor de correspondencia), Stuart J Foster (University of Georgia), John D Hoge (University of Georgia), Richard H Rosch (Winder-Barrow High School), Richard Rosch (Wind Power Engineering (Japan))
Año1999
Volumen27
Número2
Páginas179-214
Fecha de publicación1999-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory & Research in Social Education (JOURNAL)
Identificadores de la revistaISSN: 0093-3104 • E-ISSN: 2163-1654
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.1999.10505878
OpenAlexW1969341976
IdiomaEN
Citas recibidas16
Referencias citadas22

This study explored third, sixth, and ninth grade students' interpretations of a collection of nine historical photographs using semi-structured interviews. Specifically, the study focused on students' replies to three historical questions: When do you think this photograph was taken? Why do you think it was taken? and What does this photograph tell you about these peoples' lives? Results showed that the ability to date photographs progressed with age and without remarkable differences in regard to gender or race. Similar results occurred in regard to students' inferences about why a photograph was taken. Age and race related differences were noted, however, in students ability to draw inferences about the lives of the people shown in the photographs

Art · Developmental psychology · Historical Thinking · Linguistics · Mathematics education · Ninth · Pedagogy · Photography · Race (biology · Read aloud · Reading (process · Social studies · Sociology · Visual arts · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Psychology