Does students’ heritage matter in their performance on and perceptions of historical reasoning tasks?

Students’ evaluation of the trustworthiness of historical sources: Procedural knowledge and task value as predictors of student performance

“…The tasks which were given to the students also differed: a document-based question (Halvorsen et al, 2016), a short document-based question combined with follow-up questions (Nokes, 2017), and a ranking task (Harris et al, 2016; Jacobsen et al, 2018). The tasks used in the present study, the HAT’s, are more directly aimed at testing the historical reasoning skill (Breakstone, 2014) than, for example, document-based questions, in which students have to use many skills at the same time (Smith et al, 2018).…”

“…There is some information on how students value applying the skill of evaluating trustworthiness of internet sources (Paul et al, 2017) but when it comes to evaluating the trustworthiness of historical sources, this has not yet been studied. Within the domain of history, Halvorsen et al (2016) did ask students about their interest, but focused on the historical content of the tasks, and not on the historical reasoning skills needed for the task.…”

“…Examples of the first type of research, focused on whether students used the heuristics, are Britt and Aglinskas (2002), Halvorsen et al (2016), Nokes (2017), and Rantala and van den Berg (2015). Britt and Aglinskas found that grade 11 students scored low on spontaneous use of source information.…”

Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

“…Many scholars, therefore, have claimed that the different present perspectives that students may already have should 6 Klein be acknowledged and integrated into a sensible way of teaching and learning in schools and museums (Barton, 2009;Barton & Levstik, 2004;Barton & McCully, 2012;Carretero, Asensio, & Rodriguez-Moneo, 2012;Davis, Yeager, & Foster, 2001;Lévesque, 2005Lévesque, , 2008Marcus, Stoddard, & Woodward, 2012;Stradling, 2003). Recent task-based studies on the relationship between students' cultural backgrounds and their reasoning about the past have confirmed that students' emotional responses are sometimes grounded in their socially constructed identities, which could be good starting points for teachers to devise historical thinking tasks (Halvorsen, Harris, Aponte-Martinez, & Frasier, 2016;Savenije, van Boxtel, & Grever, 2014a, 2014b.…”

Promoting historical contextualization: the development and testing of a pedagogy

“…Teachers should also create opportunities for students to reason using their historical context knowledge (Counsell, Burn, & Chapman, 2016;Halvorsen, Harris, Aponte Martinez, & Frasier, 2015). Historical context knowledge could, for example, be used to interpret a historical source (Reisman & Wineburg, 2008), formulate historical questions (Logtenberg, Van Boxtel, & Van Hout-Wolters, 2011) or date and sequence historical events, documents and images (Van Boxtel & Van Drie, 2012).…”