Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material

Autor/inn/en	Marczyk, Agnieszka Aya; Jay, Lightning; Reisman, Abby
Titel	Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material
Quelle	In: Cognition and Instruction, 40 (2022) 4, S.517-539 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marczyk, Agnieszka Aya) ORCID (Jay, Lightning) ORCID (Reisman, Abby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2022.2042301
Schlagwörter	Historiography; History Instruction; High School Students; Student Attitudes; Protocol Analysis; Comparative Analysis; Teaching Methods; Information Sources; Thinking Skills; Problem Solving; Evidence; Dialogs (Language); Scaffolding (Teaching Technique); European History; Reading Materials; Victims; Authoritarianism; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Geschichtsschreibung; History lessons; Geschichtsunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Information source; Informationsquelle; Denkfähigkeit; Problemlösen; Evidenz; Dialog; Dialogs; Dialogue; Dialogues; Victim; Opfer; Autoritarismus; Ausland; Deutschland
Abstract	Engaging historiography and interpreting secondary sources represent essential elements of historians' work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about a historiographic problem. Students were divided into three conditions receiving either the historiographical documents without scaffolding, the documents with explicit written framing, or the documents with explicit written framing and oral instruction. We found that all students sourced, corroborated, and contextualized, but students who received explicit framing with dialogic instruction were significantly more likely to engage in complex evidence evaluation than students in the other two conditions. The results suggest that fuller models of historians' disciplinary practices may be needed in history education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01