Historical Thinking: A Framework for Learning and Teaching History<sup>i</sup>

Whitehouse, John A.

doi:10.7459/ept/37.2.04

Cited by 12 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ia memadukan dua pandangan yang berbeda dalam mengulas berpikir sejarah, yakni tentang menyikapi masa lalu dengan sudut pandang pemikiran hari ini (Wineburg, 2010). Senada dengan ini, (Whitehouse, 2015) mengemukakan "history is a form of collective memory" bahwa sejarah dekat dengan nilai-nilai, perihal masa lalu yang menjadi ingatan yang memiliki nilai guna untuk kehidupan yang akan datang.…”

Section: Analisis Berpikir Historisunclassified

“…Sejarah merupakan ilmu tentang waktu, dan sejarah juga merupakan ilmu tentang perubahan, atau yang sering disebut the science of change. Lebih lanjut, Whitehouse (Whitehouse, 2015) menyatakan "Historians use turning point to mark continuity and changes" kontinuitas dan perubahan dapat dievaluasi berdasarkan konsep kemajuan dan kemunduran yang dibentuk oleh keyakinan akan nilai-nilai yang terikat pada waktu kejadiannya. Sehingga ia juga dapat dimaknai bahwa masalalu memiliki keterikatan nilai dengan zamannya.…”

Section: Analisis Berpikir Historisunclassified

See 1 more Smart Citation

Inovasi Media Video Untuk Melatih Berpikir Historis

Zafri¹,

Hastuti²,

Basri³

et al. 2022

diakronika

View full text Add to dashboard Cite

Rendahnya tingkat berpikir historis mahasiswa dalam perkuliahan merupakan akumulasi dari kegagalan proses pembelajaran yang telah dilakukan. Pembelajaran sejarah tanpa berpikir historis layaknya pembelajaran tanpa arah dan tujuan. Begitu pentingnya proses berpikir historis sehingga ia menjadi pondasi dasar dalam memahami sejarah dan proses perubahannya. Penelitian ini bertujuan untuk melatih kemampuan berpikir historis mahasiswa Departemen Sejarah melalui media video. Penggunaan media video yang dirancang sedemikan rupa diyakini mampu melatih mahasiswa untuk berpikir historis. Penelitian ini merupakan penelitian R &D dengan model ADDIE. Pada penelitian ini dibatasi hingga pada tahapan Development. Dari validasi ahli media dan ahli materi menunjukan bahwa media video layak digunakan untuk melatih berpikir historis mahasiswa.

show abstract

Section: Analisis Berpikir Historisunclassified

Inovasi Media Video Untuk Melatih Berpikir Historis

Zafri¹,

Hastuti²,

Basri³

et al. 2022

diakronika

View full text Add to dashboard Cite

show abstract

“…It can therefore be interwoven productively with conceptualisations of historical thinking in education, which examine the ways students develop historical “skills” and consciousness and underpin curriculum in Australia (see e.g. Wineburg, 2001; Seixas, 2006; Lévesque, 2008; van Drie and van Boxtel, 2008; Seixas and Morton, 2013; Whitehouse, 2015). Aspects of historical thinking, for instance, Seixas’ (2006) element of “Taking historical perspectives” – a manner of describing historical empathy – are embedded in affective practices by their nature, although historical understanding is much more commonly viewed as a cognitively-focussed activity or “reasoning” (see e.g.…”

Section: Uncomfortable History Affective Practices and Historical Thoughtmentioning

confidence: 99%

Affective practices and the prison visit: learning at Port Arthur and the Cascades Female Factory

McKernan

2018

HER

View full text Add to dashboard Cite

Purpose The purpose of this paper is to consider the ways Port Arthur Historic Site and the Cascades Female Factory educate visitors using the often contentious and confronting histories of convictism in Australia. Design/methodology/approach The research was conducted between 2012 and 2015, and included analysis of exhibitions and education programs at the two sites, as well as interviews with core staff, and archival research. Analysis employed a methodological framework drawing on Margaret Wetherell’s (2012) notion of “affective practice”, as well as understandings of historical thinking in education developed by theorists and educators. Findings The two sites take differing approaches to educating visitors about the “uncomfortable” histories related to their heritage. Ultimately, this paper argues that the Cascades presents a greater ease with communicating the confronting aspects of the site’s history, while Port Arthur’s interpretive strategies are often focussed on countering widespread assumptions about the “darkness” and cruelty characteristic of the penal system in Australia. Overall, the analysis finds considerable potential in the “use” of confronting and contested history in teaching aimed at developing historical thought and empathy. Originality/value The research addresses an issue that is of central concern in heritage education at present – interpretations of confronting and contentious histories – and employs an innovative set of conceptual strategies and tools to gather insights of use to practitioners in heritage and education.

show abstract

“…In addition, one of the least studied dimensions of children's historical thinking skills is the way they understand how and why people's lives have changed in the process (Barton, 2001, p. 887). Yet, Whitehouse (2015) considers change and continuity as a significant component of a holistic historical reasoning process. Understanding the change and continuity in historical events means setting forth the inner structure of the historical events and the clear and comprehensible interpretation related to the events (Tuna & Budak, 2013, p.637).…”

Section: Introductionmentioning

confidence: 99%

An Action Research to Improve Change and Continuity Perception in Social Studies

Sel

Sözer

2022

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

The purpose of this study is to develop the students’ skills of change and continuity through activities based on the objects in fourth-grade social studies. In alignment with the scope, an action research design was used in which the researcher is also the executor. A criterion sampling was used for recruitment which resulted in 17 fourth-grade students agreeing to participate in the study. Data collection tools included achievement test, open-ended questions, semi-structured interview forms, video recording and student journals. Wilcoxon signed ranks test, grading key and content analysis were used in the analysis of the data. The results of the study showed that there is a significant difference between the pre-test and post-test scores of students in object-based activities. Within the scope of change and continuity, it was seen that students can identify similarities and differences, make estimations on the perception of future time, discover the effects of sociocultural context along with change and continuity, provide chronological visual evidences, and put them in order. However, it was found that students can’t develop multiple causality relationships related to change, that they interpret causes in relation to change and continuity from a limited perspective, that they do not consider different disciplines when expressing the powerful effects of technology in change processes.

show abstract

Historical Thinking: A Framework for Learning and Teaching Historyⁱ

Cited by 12 publications

References 0 publications

Inovasi Media Video Untuk Melatih Berpikir Historis

Inovasi Media Video Untuk Melatih Berpikir Historis

Affective practices and the prison visit: learning at Port Arthur and the Cascades Female Factory

An Action Research to Improve Change and Continuity Perception in Social Studies

Contact Info

Product

Resources

About

Historical Thinking: A Framework for Learning and Teaching Historyi

Cited by 12 publications

References 0 publications

Inovasi Media Video Untuk Melatih Berpikir Historis

Inovasi Media Video Untuk Melatih Berpikir Historis

Affective practices and the prison visit: learning at Port Arthur and the Cascades Female Factory

An Action Research to Improve Change and Continuity Perception in Social Studies

Contact Info

Product

Resources

About

Historical Thinking: A Framework for Learning and Teaching Historyⁱ