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.619-642 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Porat, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1567821
Schlagwörter	Biographies; High School Students; Literary Genres; Autobiographies; Foreign Countries; Teaching Methods; Reading Skills; Schemata (Cognition); Public Schools; History; Knowledge Level; Content Area Reading; Group Discussion; History Instruction; Inferences; Student Attitudes; Israel + Suchen Sie Ihr Suchwort? Biography; Biografie; Biographie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Literarische Form; Autobiography; Autobiografie; Autobiographie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Cognition; Schema; Kognition; Public school; Öffentliche Schule; Geschichte; Geschichtsdarstellung; Wissensbasis; Sinnerfassendes Lesen; Gruppendiskussion; History lessons; Geschichtsunterricht; Inference; Inferenz; Schülerverhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01