Fostering historical learning in elementary education through whole class shared reading activities ( Fomentando el aprendizaje histórico en Educación Primaria mediante actividades de lectura compartida )
Bibliographic Data
| ID | 12486207 |
|---|---|
| Authors | Raquel de Sixte Herrera (0000-0001-6260-5011, Universidad de Salamanca, corresponding author), Manuel Lucero (0000-0002-1542-4653, Universidad de Extremadura), Javier Rosales (0000-0001-5230-1540, Universidad de Salamanca), Vasiliki Konitopoulou (Universidad de Salamanca) |
| Year | 2023 |
| Volume | 35 |
| Issue | 2 |
| Pages | 501-533 |
| Publication date | 2023-01-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/11356405.2022.2135274 |
| OpenAlex | W4319840989 |
| Language | ES |
| References cited | 32 |
Students have their first contact with the subject of history in elementary education. At this point, they have still not developed the reading strategies that this type of domain requires. At elementary level, teachers must support their students to contextualize information and make explicit the relationships among ideas as a basic aspect of historical reasoning in the classroom. This paper explores the ways in which teachers with specific experience in teaching history in elementary education support their students to access the contents and relationships in history textbooks. Results show how teachers often contextualized and shared the ideas and the relationships among those ideas needed to understand the text. However, once the help provided to their students has been analysed in relation to the perceived level of complexity, the data reveal that teachers focused on the less complex ideas and relationships, rather than on the more complex ones. This seemingly paradoxical strategy could be explained by the discrepancy between the intrinsic complexity of texts and the learners’ historical background knowledge
Class (philosophy · Domain (mathematical analysis · Linguistics · Mathematics education · Pedagogy · Point (geometry · Primary education · Reading (process · Relation (database · Sociology · Subject (documents · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Mathematics · Philosophy · Psychology · Artificial Intelligence
Effectiveness of learning strategy instruction on academic performance
Examining the effects of classroom discussion on students’ comprehension of text
Disciplinary Literacies and Learning to Read for Understanding
Moving From the Old to the New
Teaching Disciplinary Literacy to Adolescents
Historical Reasoning
The Certainty Paradox of student history teachers
Interpretive frames for responding to racially stressful moments in history discussions
The Grammar of History
An Exploration of Text Difficulty and Knowledge Support on Adolescents' Comprehension
Reading Abraham Lincoln
Towards an Integrated Model of Historical Explanation
| Citation velocity | historical |
|---|---|
| Highly cited | No |