Exploring historical thinking and agency with undergraduate history students
Datos Bibliográficos
| ID | 4097236 |
|---|---|
| Autores | Adele Nye (0000-0002-1603-2643, Macquarie University, autor de correspondencia), Marnie Hughes‐warrington (0000-0001-5509-6917, Monash University), Marnie Hughes-Warrington, Jill Roe (Macquarie University), Penny Russell (The University of Sydney), Desley Deacon (0000-0002-4185-0883, Australian National University), Paul Kiem (0000-0003-4986-4478) |
| Año | 2011 |
| Volumen | 36 |
| Número | 7 |
| Páginas | 763-780 |
| Fecha de publicación | 2011-11-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075071003759045 |
| OpenAlex | W2056275506 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 29 |
Recent research on historical thinking has instigated important disciplinary conversations and changes in pedagogical practice. They have, however, largely focused on the primary and secondary school sector, highlighting the gap in corresponding research into tertiary education. It is important to look at the experiences of history students at tertiary level, to assess the impact of perceptions and practices on graduate employment outcomes and transitions to research careers. In 2008 a national scoping study on student and staff perceptions of the nature and purposes of historical thinking was undertaken at 12 Australian universities, involving 1455 student questionnaires and 50 interviews with academics. This article examines student and staff perceptions of the social benefits of historical thinking, highlighting the great potential for transformative learning and civic contribution, and the vital role of agency in this process
Critical thinking · Discipline · Higher education · Pedagogy · Perception · Political science · Social science · Sociology · Transformative learning · Adult and Continuing Education Topics · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Psychology
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Treading on sacred ground? Confronting the Anzac myth in higher education
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History
The Oral History Reader
The Past is a Foreign Country
The Discovery of Grounded Theory
Response
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Western Historical Thinking
Teaching Citizenship in Higher Education
Engaging with Historical Source Work
Historical Thinking in Higher Education
What is History Now
Uncoverage
Theorizing Historical Consciousness
On the Reading of Historical Texts
Building emergent situated knowledges in participatory action research
Social Cognitive Theory
The implied student
The Past is a Foreign Country
Revising the Past / Revisiting the Present
Knowing and becoming in the higher education curriculum
Redisciplining generic attributes
University Students' Perceptions of the Learning Environment and Academic Outcomes
Simians, Cyborgs, and Women
| Obras citantes distintas | 4 |
|---|---|
| Citas por año | 0,36 |
| Intervalo de citas | 2015 - 2026 (12) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 4 |