NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1041518
Record Type: Journal
Publication Date: 2014
Pages: 40
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-0737-0008
Using Historical Knowledge to Reason about Contemporary Political Issues: An Expert-Novice Study
Shreiner, Tamara L.
Cognition and Instruction, v32 n4 p313-352 2014
People often justify history's place in the curriculum by its relationship to citizenship, yet there is little research to help educators picture how people use historical knowledge for civic purposes. This expert-novice study used the think-aloud method to examine how eight political scientists and eight high school students employed historical knowledge to reason about a political issue. Findings indicated that detailed historical narrative played an important role for experts' reasoning, and the experts used narrative to frame the issue, support their positions, and evaluate historical claims. Participating students used narrative as well, but their narratives were lacking in detail. They never used history to frame the problem, contextualize documents, or to support their positions, and they rarely used narrative to evaluate claims. These differences in how experts and novices use history to make sense of the present have implications for history instruction and research in history and civic education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A