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Students as historians : = The historical narrative inquiry model's impact on historical thinking and historical empathy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Students as historians :/
Reminder of title:	The historical narrative inquiry model's impact on historical thinking and historical empathy.
Author:	Colby, Sherri Rae.
Description:	1 online resource (347 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 69-11, Section: A.
Contained By:	Dissertations Abstracts International69-11A.
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3300937click for full text (PQDT)
ISBN:	9780549459255

Students as historians : = The historical narrative inquiry model's impact on historical thinking and historical empathy.
Colby, Sherri Rae.

Students as historians :The historical narrative inquiry model's impact on historical thinking and historical empathy. - 1 online resource (347 pages)

Source: Dissertations Abstracts International, Volume: 69-11, Section: A.

Thesis (Ph.D.)--University of North Texas, 2007.

Includes bibliographical references

The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780549459255Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Historical empathyIndex Terms--Genre/Form:

542853
Electronic books.

Students as historians : = The historical narrative inquiry model's impact on historical thinking and historical empathy.
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500 $a Source: Dissertations Abstracts International, Volume: 69-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Wilhelm, Ron.
502 $a Thesis (Ph.D.)--University of North Texas, 2007.
504 $a Includes bibliographical references
520 $a The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Secondary education. $3 2122779
650 4 $a Social studies education. $3 3422293
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
650 4 $a Curriculum development. $3 684418
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653 $a Historical thinking
653 $a History
653 $a Middle school
653 $a Narrative
653 $a Primary documents
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690 $a 0534
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710 2 $a University of North Texas. $3 1017396
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