Introducing the Historical Thinking Practice of Contextualizing to Middle School Students
Bibliographic Data
| ID | 11591305 |
|---|---|
| Authors | Linda Kucan (University of Pittsburgh, Pittsburgh, Pennsylvania, USA, corresponding author), Byeong-Young Cho (University of Pittsburgh, Pittsburgh, Pennsylvania, USA), Byeong‐young Cho (0000-0001-6489-2245, University of Pittsburgh), Hyeju Han (0000-0002-4581-8928, University of Pittsburgh, Pittsburgh, Pennsylvania, USA) |
| Year | 2017 |
| Volume | 108 |
| Issue | 5 |
| Pages | 210-218 |
| Publication date | 2017-09-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Social Studies (BOOK_SERIES) |
| Journal identifiers | ISSN: 0037-7996 • E-ISSN: 2152-405X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00377996.2017.1359483 |
| OpenAlex | W2751259890 |
| Language | EN |
| Citations received | 3 |
| References cited | 6 |
This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing
Archaeology · Context (archaeology · Flood myth · Historical Thinking · Mathematics education · Pedagogy · Social science · Social studies · Sociology · Unit (ring theory · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Geography Education and Pedagogy · History · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |