International Handbook of Inquiry and Learning

Duncan, Ravit Golan; Chinn, Clark A.

doi:10.4324/9781315685779

Cited by 6 publications

(2 citation statements)

References 69 publications

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“…When confronted with writing tasks based on multiple sources, students tend to focus on summarising the content of sources, rather than on providing a substantiated claim (for example, Nokes, 2017;Stahl et al, 1996;Young and Leinhardt, 1998). Students' historical writing is thus more likely to take the form of a 'factual' historical account (Van Boxtel et al, 2021).…”

Section: Students' Historical Thinkingmentioning

confidence: 99%

“…In order to foster students' ability to provide a substantiated historical representation, intervention studies have successfully relied on design principles which aim to make disciplinary ways of reasoning visible to students, and to provide them with support while applying them. In particular, studies have adopted design principles such as explicit teaching on discipline-specific heuristics, modelling, guided practice supported by scaffolding, feedback and (whole-class and peer-to-peer) interaction (Nokes and De La Paz, 2018;Van Boxtel et al, 2021), in line with the general educational model of cognitive apprenticeship (Collins et al, 1991). De La Paz andFelton (2010), for instance, found that students who had received instruction on analysing sources, and on writing an argumentative essay, created essays that were longer, were of higher quality, contained more advanced claims and rebuttals, and cited more sources.…”

Section: Fostering Students' Historical Thinkingmentioning

confidence: 99%

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Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

Wilke,

Depaepe,

Van Nieuwenhuyse

2023

Hist_Educ_Res_J

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Multiple-documents-based (inquiry) tasks are often used to examine historical thinking, as they require students to apply discipline-specific ways of reasoning and writing. Intervention studies using such tasks have often relied on principles from cognitive apprenticeship to make these discipline-specific heuristics explicit to students. While several studies have found positive results, they offer little insight into how and where exactly students’ progress on historical thinking manifests itself, nor into the differential effects of the intervention. Building on essay data gathered during an intervention study on students’ historical inquiry skills, this study explores differential effects of the intervention according to students’ initial historical inquiry ability. To this end, a purposeful sample of students was selected for whom the intervention was particularly effective. The qualitative analysis of students’ essay tasks (pretest and posttest) revealed remarkable differences between students with high and low pretest scores. Although both groups made progress on all aspects of the essay task, they differed in terms of where and how this progress manifested itself: at posttest, students with a high initial score outperformed others in evaluating sources and rebuttals. This study offers insight into patterns of progress in students’ historical inquiry skills which can inform differentiation in instructional practices.

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Section: Students' Historical Thinkingmentioning

confidence: 99%

Section: Fostering Students' Historical Thinkingmentioning

confidence: 99%

Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

Wilke,

Depaepe,

Van Nieuwenhuyse

2023

Hist_Educ_Res_J

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Epistemic agency for costructuring expansive knowledge‐building practices

et al. 2022

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As a hallmark of authentic science practices, students need to enact epistemic agency to shape/reshape the key aspects of their inquiry work as a collaborative community. This study elaborates an emergent temporal mechanism for engaging students' epistemic agency: “reflective structuration” by which members of a classroom community coconstruct ever‐evolving inquiry directions and group structures as their collective inquiry work proceeds. Using an interactional ethnography method, we examined how students (n = 22) in a Grade 5 classroom coconstructed shared inquiry directions and flexible group structures to guide their sustained inquiry about human body systems over 7 months supported by a collaborative online environment. Rich data were collected to trace the work of the eye inquiry group as a telling case. With their teacher's support, students took agentic moves to construct an evolving set of wondering areas as a way to frame what their whole class needed to investigate. Flexible groups, such as the eye inquiry group, emerged and evolved in the various areas, leading to progressively deepening inquiry and extensive idea exchanges among students. Implications for research and practice are discussed.

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The arrival of STEM in the science and mathematics curriculum increases the epistemic demands on teachers

Leonard

2022

Curric Perspect

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International Handbook of Inquiry and Learning

Cited by 6 publications

References 69 publications

Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

Epistemic agency for costructuring expansive knowledge‐building practices

The arrival of STEM in the science and mathematics curriculum increases the epistemic demands on teachers

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