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Exploring children's historical unde...

McDonald, Catherine Susan.

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Exploring children's historical understanding: The relationship between age, beliefs, and performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring children's historical understanding: The relationship between age, beliefs, and performance./
作者:	McDonald, Catherine Susan.
面頁冊數:	99 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3480.
Contained By:	Dissertation Abstracts International53-10A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9305004

Exploring children's historical understanding: The relationship between age, beliefs, and performance.
McDonald, Catherine Susan.

Exploring children's historical understanding: The relationship between age, beliefs, and performance. - 99 p.

Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3480.

Thesis (Ph.D.)--University of California, Berkeley, 1992.

This study is an exploratory investigation of the relationship between students' beliefs about the nature and study of history and the type of reasoning strategies students of different ages use while learning the subject. Subjects ranged from fourth through ninth grade (8-15 years of age). The questions addressed by this study relate to two broad theoretical perspectives. First, do students' cognitive skills related to historical thinking and their beliefs about historical knowledge follow a developmental pattern consistent with Piaget's sequential theory? Second, what is the nature of the relationship between beliefs about learning and performance on a reasoning task about a historical topic? Historical thinking skills examined include comprehension, perspective taking, inferential reasoning, and an understanding of concepts such as evidence, causality, and chronology. These skills were measured by interviews following presentation of a 30 minute PBS video about Native Americans and U.S. government policy regarding Indian removal. The video presents historical material in narrative and includes interviews with Native Americans and historical photographs. General beliefs about the nature of historical knowledge and learning history were measured with questionnaire and are divided into three sections: (1) Learning orientation (deep/meaning vs. surface/fact), (2) Relevance of history, and (3) Interest in history.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Exploring children's historical understanding: The relationship between age, beliefs, and performance.
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245 1 0 $a Exploring children's historical understanding: The relationship between age, beliefs, and performance.
300 $a 99 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3480.
500 $a Co-Chairs: William D. Rohwer, Jr.; Michael Ranney.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 1992.
520 $a This study is an exploratory investigation of the relationship between students' beliefs about the nature and study of history and the type of reasoning strategies students of different ages use while learning the subject. Subjects ranged from fourth through ninth grade (8-15 years of age). The questions addressed by this study relate to two broad theoretical perspectives. First, do students' cognitive skills related to historical thinking and their beliefs about historical knowledge follow a developmental pattern consistent with Piaget's sequential theory? Second, what is the nature of the relationship between beliefs about learning and performance on a reasoning task about a historical topic? Historical thinking skills examined include comprehension, perspective taking, inferential reasoning, and an understanding of concepts such as evidence, causality, and chronology. These skills were measured by interviews following presentation of a 30 minute PBS video about Native Americans and U.S. government policy regarding Indian removal. The video presents historical material in narrative and includes interviews with Native Americans and historical photographs. General beliefs about the nature of historical knowledge and learning history were measured with questionnaire and are divided into three sections: (1) Learning orientation (deep/meaning vs. surface/fact), (2) Relevance of history, and (3) Interest in history.
520 $a Hypotheses were derived from Piagetian and information processing theories. The first research question was whether performance on each historical thinking skill (basic comprehension, chronology, causality, perspective taking, inferential reasoning) differs depending on students' age. Age was a significant predictor of performance on all historical thinking skills when the variance due to student ability was removed. Performance on all historical thinking skills, including accuracy and coherence, improved with age. Teachers' ratings of student ability proved to be an important covariate, accounting for significant portions of the variance in performance.
520 $a The nature of the relationship between learning orientation and performance between and within age levels was also explored. It was anticipated that beliefs about learning history would vary both between and within grade level, and that these beliefs would influence the quality of students' learning of historical material when ability was held constant. Age was a significant predictor of sophistication of beliefs about learning history. Learning orientation was a significant predictor of students' understanding of the significance of historical events. Students' rating of how much they liked history, which decreased with age, was also a significant predictor of accuracy of story retelling. Collectively, these results provide information about how students of different ages reason about historical material and contribute to a larger effort to improve our understanding of how students learn history and ultimately to improve history curricula.
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790 1 0 $a Ranney, Michael, $e advisor
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