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ERIC Number: ED406303
Record Type: RIE
Publication Date: 1996-Nov
Pages: 13
Abstractor: N/A
Fractured History and Geography: An Examination of Why Students Choose "Wrong" Words To Write and Talk about Social Studies Topics.
Burlbaw, Lynn M.; Price, Margaret A.
This paper analyzes "confused history" on the part of students and where that confusion might originate. The study is based on a modified form of content analysis of articles by R. Lederer. The articles offer a compilation of student errors in history and geography. Two major categories of errors are recognized: (1) Type I, represented by errors not necessarily representative of historical misconceptions, includes misspellings, silly sentence construction, phonetic mix-up, substitution of unknown words with known words, and transposition of similar sounding consonants; and (2) Type II, perhaps representative of deeper misconceptions, involves conceptual errors and misguided or "fuzzy logic." This second category may have a greater impact on the scholarly representation of history for the student and the teacher. Examples of each type of error are analyzed with suggestions made for correction. (EH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (Washington, DC, November 23, 1996).