Reading biographical texts. A gateway to historical disciplinary reading.

Autor/inn/en	Honig, Michal; Porat, Dan
Titel	Reading biographical texts. A gateway to historical disciplinary reading.
Quelle	In: Journal of curriculum studies, 51 (2019) 5, S. 619-642Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2019.1567821
Schlagwörter	Biografie; Naturwissenschaftlicher Unterricht; Fachliteratur; Geschichte (Histor); Naturwissenschaftlicher Unterricht; Biografie; Fachliteratur
Abstract	We examined the response of high school students in Israel to biographical texts. Students were exposed to three sub-genres of biographical texts (a literary-biographical text, an autobiographical text and a scientific-biographical text). These texts all differ from the conceptual schema of ordinary school texts. The data were collected from 64 participants from three classes in two different public schools in Israel. The ability of students to apply historical disciplinary reading skills was evaluated for each text, with an emphasis on 'sourcing' and 'corroboration'. The basic premise was that the texts the students are exposed to influence not only their level of knowledge but also their disciplinary concepts and skills. We contend that it might be that biographical texts, and especially autobiographical and literary-biographical texts, evoked historical reading in students, and strengthened their disciplinary reading abilities.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2020/1