Peter Seixas
Dados Biográficos
| ID | 548398 |
|---|---|
| NOME | Peter Seixas |
| PRENOMES | Peter |
| SOBRENOME | Seixas |
| ASSINATURA | SEIXAS P |
| AFILIAÇÕES | University of British Columbia |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAÇÕES | 188 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1985 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 7 |
New Directions in Assessing Historical Thinking
Bain Part 2: Issues in Designing Assessments of Historical Thinking 5 Assessing for Learning in the History Classroom Bruce VanSledright 6 Historical Thinking, Competencies and their Measurement: Challenges and Approaches Andreas Korber & Johannes Meyer-Hamme 7 A Design Process for Assessing Historical Thinking: The Case of a One-Hour Test Peter Seixas, Lindsay Gibson & Kadriye Ercikan 8 Material-based and Open-ended Writing Tasks for Assessing N…
A Model of Historical Thinking
‘Historical thinking’ has a central role in the theory and practice of history education. At a minimum, history educators must work with a model of historical thinking if they are to formulate potential progression in students’ advance through a school history curriculum, test that progression empirically, and shape instructional experiences in order to maximize that progression. Where do they look, and where should they look, in order to constru…
Issues in Designing Assessments of Historical Thinking
Similar to educators in mathematics, science, and reading, history educators around the world have mobilized curricular reform movements toward including complex thinking in history education, advancing historical thinking, developing historical consciousness, and teaching competence in historical sense making. These reform movements, including the Common Core Standards, are beginning to include historical thinking. Despite these developments, in…
Canadians and Their Pasts
What role does history play in contemporary society? Has the frenetic pace of today's world led people to lose contact with the past? A high-profile team of researchers from across Canada sought to answer these questions by launching an ambitious investigation into how Canadians engage with history in their everyday lives. The results of their survey form the basis of this eye-opening book.Canadians and Their Pasts reports on the findings of inte…
The Big Six Historical Thinking Concepts
Los autores distinguen seis problemas a los que ha de enfrentarse un historiador cuando decide abordar el estudio del pasado: como decidimos lo que es importante (historical significance); como sabemos sobre el pasado (evidence); como podemos dar sentido al complejo fluir de la historia (continuity and change); por que tienen lugar los acontecimientos y cuales son sus consecuencias (cause and consequence); como podemos entender mejor a las person…
Progress, Presence and Historical Consciousness
It is possible to long for the past: we long for something that once was present but is no longer – nostalgia. We hope for something that has never been present but might be in the future – dreams: this is the core of progress in the modernist project. What can “longing for the present” mean? We desire a situation that we already have? We long to be what we already are? The phrase is both intellectually provocative and emotionally evocative. It i…
Hermeneutics, history and memory
Theorizing Historical Consciousness
Peter Seixas: Introduction. I. Historiographies and Historical Consciousness. * Chris Lorenz, Professor of Philosophy and Medothology of History, Leiden University and Free University of Amsterdam. 'Towards A Theoretical Framework For Comparing Historiographies: Some Preliminary Considerations'* James Wertsch, Department of Education, Washington University, St. Louis. 'Specific Narratives and Schematic Narrative Templates'* Jorn Riisen, Institute…
Murals as Monuments
Around the world people confront monuments that celebrate historical origins, movements, heroes, and triumphs no longer seen as worthy of celebration. While an analysis of these lieux de mémoire themselves can reveal historical consciousness, the sites become particularly interesting at the moment when they inspire debate, namely, when people ask what can be done with these artifacts of earlier power configurations, outdated modes of understandin…
Heavy Baggage en route to Winnipeg
En octobre 200I, l'Association d'etudes canadiennes a convoque une reunion qui a attire a Winnipeg 566 enseignants, historiens et autres personnes interessees par l'enseignement de l'histoire. En etudiant ces aspects de la culture populaire contemporaine qui stimulent une demande pour de telles initiatives, l'article replace le congres (vu comme un evenement parmi une serie d'autres de meme nature) au sein des grandes tendances culturelles. Il ex…
Visual History Reviews
Student Teachers Thinking Historically
Prescriptions for the reform of history education routinely advocate increased use of primary historical sources in the classroom, as being fundamental to the teaching of historical thinking. Yet there have been no studies of student-teachers' learning how to teach using primary sources. This exploratory study defines the task faced by student-teachers early in their program. It uses recent discussions among historians and philosophers to generat…
Labor and Community
Research, Instruction, and Public Policy in the History Curriculum
Editor's Note: As educators and policy—makers have attempted to reform or revitalize the school curriculum in the past decade, the history curriculum has been the subject of numerous research efforts and policy initiatives. But, as several of these authors note, policy recommendations are rarely informed by careful attention to either research on historical thinking and learning or to the concerns of classroom teachers. The following essays, whic…
"Response to Dennis L. Carlson, "Constructing the Margins
Response to Dennis L. Carlson, “Constructing the Margins
Several years ago, I taught in a large, middle-class, Vancouver school whose student population was probably 80 percent of Asian descent. I showed The Golden Mountain, a film depicting the history of the Chinese in Canada, to a class of grade 10 students. After the film (which lasted most of three class periods), a few Chinese-Canadian students approached me to say that these had been among the most important lessons in their school experience. I…
Preservice Teachers Assess Students' Prior Historical Understanding
Confronting the Moral Frames of Popular Film
A recent spate of cinema reinterpreting the history of Native American--white relations in North America offers an opportunity to examine how young people view films that cross the revisionist divide in popular culture. This study inquires about the moral dimensions of high school students' readings of ubiquitous filmic representations of the past. The students initially saw a contemporary film, Dances with Wolves, as a transparent window on the …
Students' Understanding of Historical Significance
In order to write meaningful history, historians work implicitly with criteria of historical significance. In the past 20 years, those criteria have shifted considerably. In the first part of this article, the author discusses issues raised in attempting to define historical significance. In the second part, he asks what phenomena students understand to be historically significant, and how they reason about their choices. Based on a small explora…
Shifting Sands beneath the State
Historical Understanding among Adolescents in a Multicultural Setting
The author of this study examines six students' construction of historical knowledge as shaped by school and family. The author explores students' perceptions of the disjunctions and interactions between the two sources of historical understandings. Students representing a range of social studies achievement and ethnic backgrounds were selected from grade 11 classes in a large, urban, multicultural school. Classroom participant-observations and t…
The Teacher as Expert
The Community of Inquiry as a Basis for Knowledge and Learning
Science, social science, literary studies, philosophy, and history have all encountered challenges to the notion of “objectivity” in the wake of the Kuhnian revolution. These challenges, which problematize knowledge itself, have revived interest in the pragmatist notion of knowledge based in a community of inquiry. The related social constructivist recasting of curriculum thought in the past 15 years has been based not so much on the revision in …
Learning Work
Education for Struggle
Historical Understanding among Adolescents in a Multicultural Setting
The author of this study examines six students' construction of historical knowledge as shaped by school and family. The author explores students' perceptions of the disjunctions and interactions between the two sources of historical understandings. Students representing a range of social studies achievement and ethnic backgrounds were selected from grade 11 classes in a large, urban, multicultural school. Classroom participant-observations and t…
A Model of Historical Thinking
‘Historical thinking’ has a central role in the theory and practice of history education. At a minimum, history educators must work with a model of historical thinking if they are to formulate potential progression in students’ advance through a school history curriculum, test that progression empirically, and shape instructional experiences in order to maximize that progression. Where do they look, and where should they look, in order to constru…
Student Teachers Thinking Historically
Prescriptions for the reform of history education routinely advocate increased use of primary historical sources in the classroom, as being fundamental to the teaching of historical thinking. Yet there have been no studies of student-teachers' learning how to teach using primary sources. This exploratory study defines the task faced by student-teachers early in their program. It uses recent discussions among historians and philosophers to generat…
Students' Understanding of Historical Significance
In order to write meaningful history, historians work implicitly with criteria of historical significance. In the past 20 years, those criteria have shifted considerably. In the first part of this article, the author discusses issues raised in attempting to define historical significance. In the second part, he asks what phenomena students understand to be historically significant, and how they reason about their choices. Based on a small explora…
The Community of Inquiry as a Basis for Knowledge and Learning
Science, social science, literary studies, philosophy, and history have all encountered challenges to the notion of “objectivity” in the wake of the Kuhnian revolution. These challenges, which problematize knowledge itself, have revived interest in the pragmatist notion of knowledge based in a community of inquiry. The related social constructivist recasting of curriculum thought in the past 15 years has been based not so much on the revision in …
Murals as Monuments
Around the world people confront monuments that celebrate historical origins, movements, heroes, and triumphs no longer seen as worthy of celebration. While an analysis of these lieux de mémoire themselves can reveal historical consciousness, the sites become particularly interesting at the moment when they inspire debate, namely, when people ask what can be done with these artifacts of earlier power configurations, outdated modes of understandin…
Lewis Hine
THE THEATER OF POLITICS CHANGES AT TIMES MUCH MORE RAPIDLY THAN ITS CAST of characters. Before a character is given a chance to make an exit, he or she may be surrounded by a new scene which transforms the meanings of the old lines. Lewis Wickes Hine's photographic career spanned the years from Progressive reform through the Depression of the 1930s. While his photographic themes and purposes maintained a considerable consistency over the course o…
Progress, Presence and Historical Consciousness
It is possible to long for the past: we long for something that once was present but is no longer – nostalgia. We hope for something that has never been present but might be in the future – dreams: this is the core of progress in the modernist project. What can “longing for the present” mean? We desire a situation that we already have? We long to be what we already are? The phrase is both intellectually provocative and emotionally evocative. It i…
Education for Struggle
Preservice Teachers Assess Students' Prior Historical Understanding
Confronting the Moral Frames of Popular Film
A recent spate of cinema reinterpreting the history of Native American--white relations in North America offers an opportunity to examine how young people view films that cross the revisionist divide in popular culture. This study inquires about the moral dimensions of high school students' readings of ubiquitous filmic representations of the past. The students initially saw a contemporary film, Dances with Wolves, as a transparent window on the …
Workers' Struggles, Past and Present
Issues in Designing Assessments of Historical Thinking
Similar to educators in mathematics, science, and reading, history educators around the world have mobilized curricular reform movements toward including complex thinking in history education, advancing historical thinking, developing historical consciousness, and teaching competence in historical sense making. These reform movements, including the Common Core Standards, are beginning to include historical thinking. Despite these developments, in…
Research, Instruction, and Public Policy in the History Curriculum
Editor's Note: As educators and policy—makers have attempted to reform or revitalize the school curriculum in the past decade, the history curriculum has been the subject of numerous research efforts and policy initiatives. But, as several of these authors note, policy recommendations are rarely informed by careful attention to either research on historical thinking and learning or to the concerns of classroom teachers. The following essays, whic…
The Teacher as Expert
Workers' Struggles, Past and Present
Lewis Hine
THE THEATER OF POLITICS CHANGES AT TIMES MUCH MORE RAPIDLY THAN ITS CAST of characters. Before a character is given a chance to make an exit, he or she may be surrounded by a new scene which transforms the meanings of the old lines. Lewis Wickes Hine's photographic career spanned the years from Progressive reform through the Depression of the 1930s. While his photographic themes and purposes maintained a considerable consistency over the course o…
Out of Work
Workshop on Canadian Working-Class History Victoria, May 1990
Education for Struggle
Historical Understanding among Adolescents in a Multicultural Setting
The author of this study examines six students' construction of historical knowledge as shaped by school and family. The author explores students' perceptions of the disjunctions and interactions between the two sources of historical understandings. Students representing a range of social studies achievement and ethnic backgrounds were selected from grade 11 classes in a large, urban, multicultural school. Classroom participant-observations and t…
The Teacher as Expert
The Community of Inquiry as a Basis for Knowledge and Learning
Science, social science, literary studies, philosophy, and history have all encountered challenges to the notion of “objectivity” in the wake of the Kuhnian revolution. These challenges, which problematize knowledge itself, have revived interest in the pragmatist notion of knowledge based in a community of inquiry. The related social constructivist recasting of curriculum thought in the past 15 years has been based not so much on the revision in …
Learning Work
Preservice Teachers Assess Students' Prior Historical Understanding
Confronting the Moral Frames of Popular Film
A recent spate of cinema reinterpreting the history of Native American--white relations in North America offers an opportunity to examine how young people view films that cross the revisionist divide in popular culture. This study inquires about the moral dimensions of high school students' readings of ubiquitous filmic representations of the past. The students initially saw a contemporary film, Dances with Wolves, as a transparent window on the …
Students' Understanding of Historical Significance
In order to write meaningful history, historians work implicitly with criteria of historical significance. In the past 20 years, those criteria have shifted considerably. In the first part of this article, the author discusses issues raised in attempting to define historical significance. In the second part, he asks what phenomena students understand to be historically significant, and how they reason about their choices. Based on a small explora…
Shifting Sands beneath the State
"Response to Dennis L. Carlson, "Constructing the Margins
Response to Dennis L. Carlson, “Constructing the Margins
Several years ago, I taught in a large, middle-class, Vancouver school whose student population was probably 80 percent of Asian descent. I showed The Golden Mountain, a film depicting the history of the Chinese in Canada, to a class of grade 10 students. After the film (which lasted most of three class periods), a few Chinese-Canadian students approached me to say that these had been among the most important lessons in their school experience. I…
Research, Instruction, and Public Policy in the History Curriculum
Editor's Note: As educators and policy—makers have attempted to reform or revitalize the school curriculum in the past decade, the history curriculum has been the subject of numerous research efforts and policy initiatives. But, as several of these authors note, policy recommendations are rarely informed by careful attention to either research on historical thinking and learning or to the concerns of classroom teachers. The following essays, whic…
Labor and Community
Student Teachers Thinking Historically
Prescriptions for the reform of history education routinely advocate increased use of primary historical sources in the classroom, as being fundamental to the teaching of historical thinking. Yet there have been no studies of student-teachers' learning how to teach using primary sources. This exploratory study defines the task faced by student-teachers early in their program. It uses recent discussions among historians and philosophers to generat…
Visual History Reviews
Heavy Baggage en route to Winnipeg
En octobre 200I, l'Association d'etudes canadiennes a convoque une reunion qui a attire a Winnipeg 566 enseignants, historiens et autres personnes interessees par l'enseignement de l'histoire. En etudiant ces aspects de la culture populaire contemporaine qui stimulent une demande pour de telles initiatives, l'article replace le congres (vu comme un evenement parmi une serie d'autres de meme nature) au sein des grandes tendances culturelles. Il ex…
Theorizing Historical Consciousness
Peter Seixas: Introduction. I. Historiographies and Historical Consciousness. * Chris Lorenz, Professor of Philosophy and Medothology of History, Leiden University and Free University of Amsterdam. 'Towards A Theoretical Framework For Comparing Historiographies: Some Preliminary Considerations'* James Wertsch, Department of Education, Washington University, St. Louis. 'Specific Narratives and Schematic Narrative Templates'* Jorn Riisen, Institute…
Murals as Monuments
Around the world people confront monuments that celebrate historical origins, movements, heroes, and triumphs no longer seen as worthy of celebration. While an analysis of these lieux de mémoire themselves can reveal historical consciousness, the sites become particularly interesting at the moment when they inspire debate, namely, when people ask what can be done with these artifacts of earlier power configurations, outdated modes of understandin…
Hermeneutics, history and memory
Progress, Presence and Historical Consciousness
It is possible to long for the past: we long for something that once was present but is no longer – nostalgia. We hope for something that has never been present but might be in the future – dreams: this is the core of progress in the modernist project. What can “longing for the present” mean? We desire a situation that we already have? We long to be what we already are? The phrase is both intellectually provocative and emotionally evocative. It i…
Canadians and Their Pasts
What role does history play in contemporary society? Has the frenetic pace of today's world led people to lose contact with the past? A high-profile team of researchers from across Canada sought to answer these questions by launching an ambitious investigation into how Canadians engage with history in their everyday lives. The results of their survey form the basis of this eye-opening book.Canadians and Their Pasts reports on the findings of inte…
Sociology (23 obras) · Educator Training and Historical Pedagogy (17 obras) · Psychology (12 obras) · Pedagogy (11 obras) · History (10 obras) · Epistemology (9 obras) · Philosophy (9 obras) · Political science (8 obras) · History (7 obras) · Mathematics education (7 obras)