I Just Kinda Know”

Elementary Students' Ideas about Historical Evidence

Dados Bibliográficos

ID11070495
AutoresKeith C Barton (0000-0002-6758-6806, Highland Community College - Illinois, autor correspondente)
Ano1997
Volume25
Fascículo4
Páginas407-430
Data de publicação1997-09-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoTheory & Research in Social Education (JOURNAL)
Identificadores do periódicoISSN: 0093-3104 • E-ISSN: 2163-1654
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.1997.10505821
OpenAlexW1980063771
IdiomaEN
Citações recebidas32
Referências citadas20

This study examined fourth and fifth graders' ideas about historical evidence through a year–long qualitative study of two classrooms. It identifies significant strengths in students' understanding of the reliability of sources but also points to drawbacks in their use of evidence to reach conclusions. Although students could examine sources critically, they rarely did so spontaneously, and when developing historical accounts they either ignored explicit consideration of the reliability of sources or treated all sources equally. These findings suggest that the use of evidence should be a continual and explicit focus of instruction, and that teachers should help students clarify the connection between their conclusions and the evidence which supports them. This study also suggests that students would benefit from a more cautious presentation of historical narratives, and that their interest in evidence might be increased by focusing on historical issues that continue to be significant in society

Mathematics education · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology