Historical contextualization in students’ writing
Bibliographic Data
| ID | 21633093 |
|---|---|
| Authors | Kristin A Sendur (0000-0003-4736-6766, University of Amsterdam, corresponding author), Jannet Van Drie (0000-0003-0353-8255, University of Amsterdam), Carla Van Boxtel (0000-0002-5119-121X, University of Amsterdam) |
| Year | 2021 |
| Volume | 30 |
| Issue | 4-5 |
| Pages | 797-836 |
| Publication date | 2021-10-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of the Learning Sciences (JOURNAL) |
| Journal identifiers | ISSN: 1050-8406 • E-ISSN: 1532-7809 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10508406.2021.1939029 |
| OpenAlex | W3182341399 |
| Language | EN |
| Citations received | 5 |
| References cited | 57 |
Background : This study focused on undergraduate L2 students’ performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on principles likely to facilitate students’ written historical reasoning. Methods: Conducted as a quasi-experimental study, students in an experimental condition received explicit instruction in historical contextualization and other features of historical reasoning, while those in the control group participated in a version of the course without a focus on historical contextualization. Students’ historical reasoning was measured based on their argumentative document-based writing. Findings : Students’ in both the experimental and control groups significantly improved in all of the areas of historical reasoning that we measured. There was not a significant difference between the groups in the area of historical contextualization, but a further qualitative analysis demonstrated traces of the instructional approach in students’ writing. Unexpectedly, students in the experimental group were significantly better than the control group in terms of writing claims. Possible explanations for this finding are discussed. Contributions : This study makes contributions in terms of operationalizing and measuring written historical contextualization, particularly among L2 undergraduate students
Argumentative · Cognition · Contextualization · Epistemology · Linguistics · Mathematics education · Operationalization · Verbal reasoning · Computer Science · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Psychology · Second Language Learning and Teaching
Contextualization to Enhance Students’ Writing Ability
Historical contextualisation in primary school history textbooks in Ghana
From Social Sciences to Urban Praxis
Practical Strategies and Guidance for Contextual Literature Reviews in Urban Studies
A systematic review of English medium instruction in higher education
Clil
A meta-analysis of writing instruction for adolescent students.
When Smart Groups Fail
Student Thought and Classroom Language
Students' writing from sources for academic purposes
From social interaction to individual reasoning
Disciplinary Literacy in History
Effects of Dyadic Interaction on Argumentive Reasoning
Implicit and explicit instruction in L2 learning
Improving Students' Ability to Identify and Use Source Information
Undergraduate L2 students’ performance when evaluating historical sources for reliability
Historical reasoning in an undergraduate CLIL course
CLIL research in Europe
An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)
A showdown between bilingual and mainstream education
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Measuring Situational Interest in Academic Domains
Cognitive and Instructional Processes in History and the Social Sciences
Reading Like a Historian
Historical Reasoning
Historical problem solving
Beyond Reading Comprehension and Summary
Teaching the Skill of Contextualizing in History
Influence of Oral Discussion on Written Argument
Developing Historical Reading and Writing With Adolescent Readers
Toward Historical Perspective Taking
A Historical Writing Apprenticeship for Adolescents
Qualities of Historical Writing Instruction
Reading Abraham Lincoln
Genre pedagogy
Effectiveness of L2 Instruction
| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |