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Shaping history: Five students, thr...

McKinney, Alythea Westcott.

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Shaping history: Five students, three artifacts, and the material, social and economic lives of late nineteenth-century butter-makers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Shaping history: Five students, three artifacts, and the material, social and economic lives of late nineteenth-century butter-makers./
作者:	McKinney, Alythea Westcott.
面頁冊數:	214 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1648.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134494
ISBN:	049681721X

Shaping history: Five students, three artifacts, and the material, social and economic lives of late nineteenth-century butter-makers.
McKinney, Alythea Westcott.

Shaping history: Five students, three artifacts, and the material, social and economic lives of late nineteenth-century butter-makers. - 214 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1648.

Thesis (Ed.D.)--Harvard University, 2004.

Attention to material culture evidence has strengthened and expanded history research, but artifacts typically have played limited roles in history education. To explore how objects can serve history teachers and learners as something more than illustrations, I engaged five ninth- and tenth-graders in thinking about three butter molds and stamps made and used in the late nineteenth- and early twentieth-century American north. These artifacts once shared---and still document---butter-makers' social and economic experiences. Through the careful attention, questioning, and materials selection that comprise Critical Exploration (Extended Clinical Interviewing), Eleanor Duckworth's teaching and research method built on developmental epistemologist Jean Piaget's theory and clinical work, I explored the students' developing understandings of the artifacts and their historical contexts.

ISBN: 049681721XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Shaping history: Five students, three artifacts, and the material, social and economic lives of late nineteenth-century butter-makers.
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520 $a Attention to material culture evidence has strengthened and expanded history research, but artifacts typically have played limited roles in history education. To explore how objects can serve history teachers and learners as something more than illustrations, I engaged five ninth- and tenth-graders in thinking about three butter molds and stamps made and used in the late nineteenth- and early twentieth-century American north. These artifacts once shared---and still document---butter-makers' social and economic experiences. Through the careful attention, questioning, and materials selection that comprise Critical Exploration (Extended Clinical Interviewing), Eleanor Duckworth's teaching and research method built on developmental epistemologist Jean Piaget's theory and clinical work, I explored the students' developing understandings of the artifacts and their historical contexts.
520 $a This study was designed to reveal the students' analytical, visual, and narrative thinking about artifacts and history; to explore how and when textual primary sources helped to support and extend that thinking; and to discover and describe connections between the students' thoughts and questions and the objects' characteristics and complexities. Rather than measuring their strategies against those of historians, I detailed the students' actual interactions with the materials and the evolution of their particular ideas.
520 $a As I examined the students' drawings, the transcripts of our sessions, and my project journal, I found that the students did not simply extract statements of fact from historical evidence. They did not separate the artifacts' physical capacities, practical purposes, and cultural functions, but seamlessly demonstrated and recreated them, underscoring their interdependence. Teachers often prescribe rigid procedures, directing students to divide evidence into discrete parts, but in this study, the students simultaneously considered multiple facets of the intact artifacts, re-connecting the objects with the workspaces, markets, and social and economic concerns that surrounded and gave rise to them. Moreover, the students' own ideas, not information provided by some authority, determined what details they integrated with the artifacts into the historical contexts they envisioned and constantly revised.
520 $a This account joins literatures in developmental epistemology and constructivist theory, history teaching and learning, and material culture, and will help educators and curriculum developers support further exploration of evidence and history.
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