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Beyond the novelty of historical thi...

Kohlmeier, Jada.

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Beyond the novelty of historical thinking: A study of the historical thinking of 9th-grade world history students with the consistent use of a three-step instructional model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beyond the novelty of historical thinking: A study of the historical thinking of 9th-grade world history students with the consistent use of a three-step instructional model./
作者:	Kohlmeier, Jada.
面頁冊數:	290 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3944.
Contained By:	Dissertation Abstracts International64-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3111490

Beyond the novelty of historical thinking: A study of the historical thinking of 9th-grade world history students with the consistent use of a three-step instructional model.
Kohlmeier, Jada.

Beyond the novelty of historical thinking: A study of the historical thinking of 9th-grade world history students with the consistent use of a three-step instructional model. - 290 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3944.

Thesis (Ph.D.)--University of Kansas, 2003.

In the expanding realm of research into historical thinking, several researchers were calling for studies into the relationship between teaching strategies and students' abilities in this complex field. Because I was a classroom teacher, I felt I had a unique opportunity to study the same students over the course of a semester and possibly explore some possibilities in this area. I selected three aspects of historical thinking proposed by Grant (2001), which he explained are historical knowledge, historical significance, and historical empathy.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Beyond the novelty of historical thinking: A study of the historical thinking of 9th-grade world history students with the consistent use of a three-step instructional model.
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245 1 0 $a Beyond the novelty of historical thinking: A study of the historical thinking of 9th-grade world history students with the consistent use of a three-step instructional model.
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500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3944.
500 $a Adviser: Joe O'Brien.
502 $a Thesis (Ph.D.)--University of Kansas, 2003.
520 $a In the expanding realm of research into historical thinking, several researchers were calling for studies into the relationship between teaching strategies and students' abilities in this complex field. Because I was a classroom teacher, I felt I had a unique opportunity to study the same students over the course of a semester and possibly explore some possibilities in this area. I selected three aspects of historical thinking proposed by Grant (2001), which he explained are historical knowledge, historical significance, and historical empathy.
520 $a In order to encourage my students to grapple with these complex notions of history, I wanted them to read primary documents. In order to assist the students through these three areas of historical thinking, I designed a three-step instructional approach to reading primary documents: a reading web, a Socratic seminar, and a historical essay. Each of these instructional strategies involved the three areas of historical thinking proposed by Grant (2001) and encouraged the students to consider the document more deeply.
520 $a My data consisted of the students' work from all three instructional strategies, over the course of reading three documents. I had the students keep meta-cognition journals and conducted interviews at the end of the semester. I also kept my research journal for the third perspective. I found that the students improved in all three of Grant's (2001) aspects of historical thinking. I felt the consistent use of the strategies allowed the students to move beyond the novelty of the strategies themselves, but also the newness of historical thinking and began to demonstrate understanding of historical knowledge and the interpretive nature of history. They were able to demonstrate a connection with the authors of the documents and discuss why their stories were important, which was historical significance. They also demonstrated improvement with historical empathy and recognizing fundamental uniqueness in each of the situations of the historical participants. Finally, the strategies worked effectively together as a combination in assisting the students through the stages of considering the primary documents. I feel this study gives important data on the possibilities of historical thinking and raises several questions for future studies.
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