Literaturnachweis - Detailanzeige
| Autor/inn/en | Hicks, David; Doolittle, Peter E.; Ewing, E. Thomas |
|---|---|
| Titel | The SCIM-C Strategy: Expert Historians, Historical Inquiry, and Multimedia |
| Quelle | In: Social Education, 68 (2004) 3, S.221 (5 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0037-7724 |
| Schlagwörter | Historians; History Instruction; Primary Sources; Teaching Methods; Learning Strategies; Inferences; Historical Interpretation |
| Abstract | Understanding history is a challenge. In order to provide teachers with a tool that can help students acquire the knowledge and skills necessary to interpret primary sources and reconcile various historical accounts, the authors developed the SCIM-C strategy. Grounded in research on teaching and learning history and building upon Riley's layers of inference model to support teaching evidential understanding, the SCIM-C strategy focuses on five broad phases: Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating. When students examine an individual source, they move through the first four phases (i.e., summarizing, contextualizing, inferring, and monitoring) and then, after analyzing several individual sources, they compare the sources collectively in the fifth phase (i.e., corroborating). This article explains each of the five phases of the SCIM-C strategy, including the four spiraling analyzing questions for each phase. (ERIC). |
| Anmerkungen | National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Web site: http://www.nsta.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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