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Perspective-taking and empathy in hi...

University of California, Berkeley.

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Perspective-taking and empathy in history and social studies: A study of fifth-grade students' thinking.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Perspective-taking and empathy in history and social studies: A study of fifth-grade students' thinking./
作者:	Dulberg, Nancy Rose.
面頁冊數:	260 p.
附註:	Chair: Paul Ammon.
Contained By:	Dissertation Abstracts International59-08A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9903670
ISBN:	9780591993998

Perspective-taking and empathy in history and social studies: A study of fifth-grade students' thinking.
Dulberg, Nancy Rose.

Perspective-taking and empathy in history and social studies: A study of fifth-grade students' thinking. - 260 p.

Chair: Paul Ammon.

Thesis (Ed.D.)--University of California, Berkeley, 1998.

For children to understand history, they need to be able to see the world through the eyes of its participants, and to understand that there are multiple perspectives on the past. This dissertation concerns the issue of relating theory to practice in history and social studies teaching and curriculum design, with emphasis on historical perspective-taking and empathy as fundamental components of historical understanding. Fostering perspective-taking and empathy in students fulfills another traditional goal of the social studies: education for the social good. Active and thoughtful participation in a diverse and democratic society often requires exercising complex multidimensional thinking: to "see through the eyes of another" in the spheres of social, moral, and civic relations.

ISBN: 9780591993998Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Perspective-taking and empathy in history and social studies: A study of fifth-grade students' thinking.
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245 1 0 $a Perspective-taking and empathy in history and social studies: A study of fifth-grade students' thinking.
300 $a 260 p.
500 $a Chair: Paul Ammon.
500 $a Source: Dissertation Abstracts International, Volume: 59-08, Section: A, page: 2859.
502 $a Thesis (Ed.D.)--University of California, Berkeley, 1998.
520 $a For children to understand history, they need to be able to see the world through the eyes of its participants, and to understand that there are multiple perspectives on the past. This dissertation concerns the issue of relating theory to practice in history and social studies teaching and curriculum design, with emphasis on historical perspective-taking and empathy as fundamental components of historical understanding. Fostering perspective-taking and empathy in students fulfills another traditional goal of the social studies: education for the social good. Active and thoughtful participation in a diverse and democratic society often requires exercising complex multidimensional thinking: to "see through the eyes of another" in the spheres of social, moral, and civic relations.
520 $a The dissertation synthesizes theory and scholarship from the disciplines of human psychology, history, and education. Drawing especially upon the works of John Dewey and Jean Piaget, the study examines the concepts of student-curriculum integration, personal experience in and outside of school, and the unity of thought and feeling in the teaching and learning of history.
520 $a The research concentrates on the perspective-taking capacities of a small sample of fifth grade students and the role that empathy plays in this perspective-taking and in their learning of history. The research provides educators with an empirical representation of fifth grade students' perspective-taking capacities, with the goal of designing curriculum that will better "match" students' understandings--and ways of learning--in history.
520 $a The data, which consist primarily of interviews with students and interview transcripts, are analyzed using qualitative and interpretive research methodology. Three levels of historical thinking and perspective-taking are found. These levels appear qualitatively differentiated and multifaceted, and support the view that historical understanding develops along a continuum of thought and is influenced by several variables, including personal experience and family background.
520 $a In light of these findings, the dissertation proposes the application of developmental constructivist approaches to the teaching of history and the social studies. Engaging students through pedagogical methods that are based on inquiry, explanation, and interaction with rich content is especially important in the construction of historical perspectives. This study is intended to inform and support the work of curriculum developers, experienced elementary school teachers, teacher educators, and new teachers.
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