語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Studying epistemic cognition in the ...
~
Maggioni, Liliana.
FindBook
Google Book
Amazon
博客來
Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically./
作者:
Maggioni, Liliana.
面頁冊數:
413 p.
附註:
Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
Contained By:
Dissertation Abstracts International71-11A.
標題:
Education, Educational Psychology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426403
ISBN:
9781124270616
Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically.
Maggioni, Liliana.
Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically.
- 413 p.
Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
Thesis (Ph.D.)--University of Maryland, College Park, 2010.
Building on the literature on epistemic cognition, epistemic beliefs, and historical thinking, three class-level case studies were conducted to investigate features of historical thinking and history-specific epistemic beliefs of high-school students and their teachers. These cases also considered teachers' pedagogical practices and the potential effects of those practices on students' historical thinking and epistemic beliefs. Two junior honors and one freshman US History classes were selected from a school system that fostered the preparation of students for AP History courses by encouraging the use of a variety of primary sources and analysis of documents in teaching history. Preliminary visits indicated that these classes' teachers used different pedagogical practices. Class observations spanned one semester of instruction. History-specific epistemic beliefs were explored using interviews structured around the items of the Beliefs about History Questionnaire (BHQ) and historical thinking was assessed through analysis of think-alouds collected while student informants (4 from each class) and their teachers read a set of 6 documents and responded to a constructed response task (CRT). Specifically, student data were collected at the middle and end of the semester, while teachers were interviewed only once, at the end of the semester. In one of the junior classes, 27 additional juniors responded in writing to the BHQ and to the CRTs. Additional questionnaires and interviews explored teachers' goals, rationales for their practice, and interest in history. In regard to history-specific epistemic beliefs, results indicated that students and teachers manifested ideas indicative of different developmental levels, suggesting that their epistemic beliefs are a complex system, not necessarily characterized by a high level of integration. Differences across students tended to be greater in regard to epistemic beliefs than to historical thinking. In addition, comparison of initial and follow-up data suggested different trajectories of change in regard to students' epistemic beliefs while changes in historical thinking were modest and not consistently suggesting progression in competence. These trends were confirmed by the analysis of students' written responses to the BHQ and the CRTs. The study identified a set of ideas and behaviors that tended to produce cognitive impasse and hindered the development of historical thinking and a series of pedagogical practices, mostly aligned with teachers' goals and beliefs, which might have fostered such outcomes.
ISBN: 9781124270616Subjects--Topical Terms:
1017560
Education, Educational Psychology.
Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically.
LDR
:03802nam 2200349 4500
001
1394801
005
20110429093314.5
008
130515s2010 ||||||||||||||||| ||eng d
020
$a
9781124270616
035
$a
(UMI)AAI3426403
035
$a
AAI3426403
040
$a
UMI
$c
UMI
100
1
$a
Maggioni, Liliana.
$3
1673450
245
1 0
$a
Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically.
300
$a
413 p.
500
$a
Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
500
$a
Advisers: Patricia A. Alexander; Bruce VanSledright.
502
$a
Thesis (Ph.D.)--University of Maryland, College Park, 2010.
520
$a
Building on the literature on epistemic cognition, epistemic beliefs, and historical thinking, three class-level case studies were conducted to investigate features of historical thinking and history-specific epistemic beliefs of high-school students and their teachers. These cases also considered teachers' pedagogical practices and the potential effects of those practices on students' historical thinking and epistemic beliefs. Two junior honors and one freshman US History classes were selected from a school system that fostered the preparation of students for AP History courses by encouraging the use of a variety of primary sources and analysis of documents in teaching history. Preliminary visits indicated that these classes' teachers used different pedagogical practices. Class observations spanned one semester of instruction. History-specific epistemic beliefs were explored using interviews structured around the items of the Beliefs about History Questionnaire (BHQ) and historical thinking was assessed through analysis of think-alouds collected while student informants (4 from each class) and their teachers read a set of 6 documents and responded to a constructed response task (CRT). Specifically, student data were collected at the middle and end of the semester, while teachers were interviewed only once, at the end of the semester. In one of the junior classes, 27 additional juniors responded in writing to the BHQ and to the CRTs. Additional questionnaires and interviews explored teachers' goals, rationales for their practice, and interest in history. In regard to history-specific epistemic beliefs, results indicated that students and teachers manifested ideas indicative of different developmental levels, suggesting that their epistemic beliefs are a complex system, not necessarily characterized by a high level of integration. Differences across students tended to be greater in regard to epistemic beliefs than to historical thinking. In addition, comparison of initial and follow-up data suggested different trajectories of change in regard to students' epistemic beliefs while changes in historical thinking were modest and not consistently suggesting progression in competence. These trends were confirmed by the analysis of students' written responses to the BHQ and the CRTs. The study identified a set of ideas and behaviors that tended to produce cognitive impasse and hindered the development of historical thinking and a series of pedagogical practices, mostly aligned with teachers' goals and beliefs, which might have fostered such outcomes.
590
$a
School code: 0117.
650
4
$a
Education, Educational Psychology.
$3
1017560
650
4
$a
Education, Secondary.
$3
539262
650
4
$a
Education, Social Sciences.
$3
1019148
650
4
$a
Education, Curriculum and Instruction.
$3
576301
690
$a
0525
690
$a
0533
690
$a
0534
690
$a
0727
710
2
$a
University of Maryland, College Park.
$b
Human Development.
$3
1019301
773
0
$t
Dissertation Abstracts International
$g
71-11A.
790
1 0
$a
Alexander, Patricia A.,
$e
advisor
790
1 0
$a
VanSledright, Bruce,
$e
advisor
790
1 0
$a
Afflerbach, Peter A.
$e
committee member
790
1 0
$a
Hancock, Gregory R.
$e
committee member
790
1 0
$a
Wentzel, Kathryn A.
$e
committee member
790
$a
0117
791
$a
Ph.D.
792
$a
2010
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426403
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9157940
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入