Towards (Re-)Defining historical reasoning competence: A review of theoretical and empirical research

Luís, Rita; Rapanta, Chrysi

doi:10.1016/j.edurev.2020.100336

Cited by 11 publications

(8 citation statements)

References 44 publications

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“…Historical reasoning, often also referred to as historical thinking, encompasses a complex construct of the learning process in which students are involved when confronted with historical texts or sources. Although it is widely studied, especially in the Netherlands, there is no homogeneous conception of what students' historical reasoning competency entails, nor of how it should be operationalised in classrooms (Luís and Rapanta, 2020), even though Van Boxtel and Van Drie (2018) offer some suggestions in their work. The concept of historical reasoning is closely related to disciplinary literacy, since expert historians often use heuristics to reason historically while reading texts (Nokes et al, 2007;Wineburg, 1991).…”

Section: Historical Reasoning and Historical Content Knowledgementioning

confidence: 99%

“…Technology-enhanced learning environments are increasingly used to support students' reading and learning processes. Meta-analyses and other studies have shown that the use of digital technology has a positive effect on students' reading performance in both primary and secondary education (Cheung and Slavin, 2012;Lan et al, 2014;Lynch et al, 2000;Moran et al, 2008), including research focusing on history education (for a literature review, see O'Neill and Weiler, 2006 on cognitive tools, and Poitras et al, 2012 on metacognitive tools). Digital text formats, which, for example, enable the use of hyperlinks, enhance students' autonomy and provide individual flexibility and support.…”

Section: Reading Texts In a Digital Learning Environmentmentioning

confidence: 99%

“…Last, it is important to bear in mind other skills that contribute to students' historical reasoning competency, such as their understanding of metahistorical concepts and historical strategies, knowledge of the nature and construction of historical knowledge, and knowledge of the use of historical knowledge (Van Boxtel and Van Drie, 2018) -in other words, to focus on how students progress from 'know what' and 'know how' skills to the level of 'know to be' skills, in which they use the subject matter to behave or think in certain contexts or situations (Luís and Rapanta, 2020).…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

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Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability

Beek

Opdenakker

Deunk

et al. 2022

History Education Research Journal

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The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students’ reading comprehension skills.

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Section: Historical Reasoning and Historical Content Knowledgementioning

confidence: 99%

Section: Reading Texts In a Digital Learning Environmentmentioning

confidence: 99%

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

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Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability

Beek

Opdenakker

Deunk

et al. 2022

History Education Research Journal

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“…Verständnisorientierung im Geschichtsunterricht steht gemäß Voss und Wiley (2000) im Gegensatz zum Lernen von Fakten und bezieht sich auf das Wissen eines Individuums bestehend aus Fakten in Form von Begriffen, aber vor allem auch aus den konzeptionellen Beziehungen zwischen diesen Fakten . Dies verlangt außerdem nach Wissen zu Strategien in der Auseinandersetzung mit Dokumenten als Wissensträger und nach Argumentationskompetenz zur fachlich plausiblen Begründung der eigenen Sinnbildung (Überblick bei Luís & Rapanta, 2020) . Rahmenmodelle wie historical reasoning (van Boxtel & van Drie, 2018a;van Drie & van Boxtel, 2008), thinking like a historian (Mandell, 2008) oder die Big Six historical thinking concepts (Seixas, 2017;Seixas & Morton, 2013) lassen sich den bottom-up-Ansätzen zuordnen .…”

Section: Historisches Denken Als Verstehen Von Geschichteunclassified

Dialogische Klassengesprächsführung im Geschichtsunterricht

Zimmermann¹

2022

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Klassengespräche haben ein großes Lernpotenzial hinsichtlich der Förderung von fachlichen und überfachlichen Kompetenzen im Geschichtsunterricht. Zentrale Qualitätskriterien sind dabei eine dialogische Gesprächsleitung und ein diskussionsanregender Gesprächsanlass. Diese Studie untersucht wie sich die Gesprächsleitungskompetenz von drei Geschichtslehrer*innen im Lauf einer einjährigen Fortbildung zu dialogischer Gesprächsführung veränderte. Es wird dabei aufgezeigt, wie gelingende dialogische Klassengespräche im Geschichtsunterricht gestaltet werden können. Aus der Untersuchung können zudem Merkmale für erfolgreiche Fortbildungen abgeleitet werden.

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“…e absence of criteria on the axiological aspects of history has caused a crisis in history education. Ontologically history education has the responsibility to instill historical consciousness and develop historical thinking skills (Luis & Rapanta, 2020;Purwanta, 2019;Rüsen, 2004;Seixas & Peck, 2004), but at the level of praxis, there is no agreement. e crisis culminated in the 2013 curriculum that excluded one of the goals of history education: the cultivation of historical consciousness.…”

Section: Introductionmentioning

confidence: 99%

The Historical Narrative for Indonesia as A Multiethnic State: A Methodological Exploration

Purwanta

2022

Hist Stud J

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This study aims to analyze Indonesian historiography for education from a methodological perspective. The main problem raised was what historical narratives are suitable for the Indonesia as a multiethnic state? This research analyzes the historiography for education published along the New Order period (1967-1998) to the Reformation era (1998-now). The approach used was hermeneutic developed by Heidegger and Gadamer. They view that an audience is a crucial person in interpreting historical narrative. The historiographical study results indicate that the historical narrative developed did not represent objective, deterministic, and monolithic. This study not only criticized the Indonesian history narrative that was published but also offered the use of Inter-Ethnics Relations and 'History from within' approach as the solution. The inter-Ethnics Relations approach highlights the intensity of positive interactions between ethnics to eliminate prejudice and conflict. On the other hand, history from within approach makes historical events understood as representations of the socio-cultural system. Historical action is interpreted and understood as an effort to realize the ideal life order under historical actors' values and culture. Through these two approaches, the historical narrative makes sense for people from all ethnicities as citizens of the Indonesia.Penelitian ini bertujuan untuk menganalisis historiografi Indonesia untuk pendidikan dari perspektif metodologis. Masalah utama yang diangkat adalah narasi sejarah apa yang cocok untuk Indonesia sebagai negara multietnis? Penelitian ini menganalisis historiografi pendidikan yang diterbitkan pada masa Orde Baru (1967-1998) hingga era Reformasi (1998-sekarang). Pendekatan yang digunakan adalah hermeneutik yang dikembangkan oleh Heidegger dan Gadamer. Mereka memandang bahwa penonton adalah orang yang sangat penting dalam menafsirkan narasi sejarah. Hasil kajian historiografis menunjukkan bahwa narasi sejarah yang dikembangkan tidak merepresentasikan objektif, deterministik, dan monolitik. Kajian ini tidak hanya mengkritisi narasi sejarah Indonesia yang diterbitkan tetapi juga menawarkan penggunaan Hubungan Antar Etnis dan pendekatan 'Sejarah dari dalam' sebagai solusinya. Pendekatan Hubungan Antar Etnis menyoroti intensitas interaksi positif antar etnis untuk menghilangkan prasangka dan konflik. Di sisi lain, pendekatan sejarah dari dalam membuat peristiwa sejarah dipahami sebagai representasi dari sistem sosial budaya. Tindakan sejarah dimaknai dan dipahami sebagai upaya mewujudkan tatanan kehidupan yang ideal di bawah nilai dan budaya pelaku sejarah. Melalui dua pendekatan ini, narasi sejarah masuk akal bagi orang-orang dari semua etnis sebagai warga negara Indonesia.Cite this article: Purwanta, H. (2022). The Historical Narrative for Indonesia as A Multiethnic State: A Methodological Exploration. Paramita: Historical Studies Journal, 32(1), 117-126. http://dx.doi.org/10.15294/paramita.v32i1.31124

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Towards (Re-)Defining historical reasoning competence: A review of theoretical and empirical research

Cited by 11 publications

References 44 publications

Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability

Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability

Dialogische Klassengesprächsführung im Geschichtsunterricht

The Historical Narrative for Indonesia as A Multiethnic State: A Methodological Exploration

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