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Teaching historical thinking: What h...

Chowen, Brent William.

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Teaching historical thinking: What happened in a secondary school world history classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching historical thinking: What happened in a secondary school world history classroom./
作者:	Chowen, Brent William.
面頁冊數:	229 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4345.
Contained By:	Dissertation Abstracts International66-12A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3203515
ISBN:	9780542489693

Teaching historical thinking: What happened in a secondary school world history classroom.
Chowen, Brent William.

Teaching historical thinking: What happened in a secondary school world history classroom. - 229 p.

Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4345.

Thesis (Ph.D.)--The University of Texas at Austin, 2006.

In a secondary school world history classroom, a teacher focused on teaching historical thinking to a group of 20 students. Using primary source documents, including written, visual, and photographic evidence, the teacher sought to develop and build students' abilities to utilize higher level thinking skills in history. Students participated through a series of activities, among which were role plays, historical simulations, essays, classroom discussions, and class readings. Data was collected through the use of student questionnaires, videotapes of classroom activities, class transcripts, student interviews, classroom participation charts, and student think-aloud sessions.

ISBN: 9780542489693Subjects--Topical Terms:

539262
Education, Secondary.

Teaching historical thinking: What happened in a secondary school world history classroom.
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245 1 0 $a Teaching historical thinking: What happened in a secondary school world history classroom.
300 $a 229 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4345.
500 $a Adviser: Ozro L. Davis, Jr.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2006.
520 $a In a secondary school world history classroom, a teacher focused on teaching historical thinking to a group of 20 students. Using primary source documents, including written, visual, and photographic evidence, the teacher sought to develop and build students' abilities to utilize higher level thinking skills in history. Students participated through a series of activities, among which were role plays, historical simulations, essays, classroom discussions, and class readings. Data was collected through the use of student questionnaires, videotapes of classroom activities, class transcripts, student interviews, classroom participation charts, and student think-aloud sessions.
520 $a Interpretations of the data revealed that students exhibited signs of historical thinking and critical thinking skills in guided classroom discussions and activities. Independent student work, as shown through essays and interviews, showed a decrease in the signs of historical thinking. Students identified classroom activities, such as role plays and historical simulations, which augmented their ability to develop historical thinking. Students' efforts revealed a disconnect between their work and the work of historians. Acknowledging the difference between their school work and the professional field of history, students did not identify the skills they used in classroom work as those used by professional historians, despite the emphasis on historical thinking. These results, though specific for the particular students in this context, can be added to the research literature on history education and higher level thinking skills. As student and school accountability and rankings through social studies testing become more prevalent in the school community, this study may provide a model for future studies that seek to examine the occurrences in history classrooms.
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