Historical Thinking Ability among Talented Math and Science Students: An Exploratory Study.

Autor/in	Fehn, Bruce
Titel	Historical Thinking Ability among Talented Math and Science Students: An Exploratory Study.
Quelle	(1997), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Advanced Placement Programs; Critical Thinking; Data Interpretation; Gifted; Heuristics; High School Students; High Schools; Historical Interpretation; History; International Baccalaureate; Mathematical Aptitude; Performance; Primary Sources; Problem Solving; Research Skills; Science Process Skills; Talent Development + Suchen Sie Ihr Suchwort? Schulleistung; Kritisches Denken; Data evaluation; Datenauswertung; Begabter, Hoch Begabter; Heuristik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Historische Interpretation; Geschichte; Geschichtsdarstellung; Internationales Abitur; Internationales Bakkalaureat; Achievement; Leistung; Primärquelle; Problemlösen; Forschungsleistung; Begabtenförderung; Talentförderung
Abstract	This study sought to discern the extent to which a sample of talented math and science students displayed domain-relevant skills possessed by those expertly trained in history. Subjects' experiences varied in terms of their exposure to primary source materials. The students were presented with five different kinds of documents related to the subject of slavery. Students were asked to study the documents then tell a story tying all of the documents together. Responses were evaluated for interpretive skills as well as for sophistication in evaluating sources for accuracy. These gifted science students varied widely in their abilities to employ skills historians routinely use to reconstruct the past. Those who had previous experience with primary sources fared better than those who had no experience. Skills used in historical research include interpretation of primary sources, assessment of documents for biases, and synthesis of sources into coherent historical narratives. The knowledge that gifted science students may not creatively interpret, synthesize, or critically evaluate historical documents has implications for talent development and for history teaching and learning. Contains 18 references and reproduced documents. (PVD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC