ERIC Number: EJ1048568
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 48
Teaching towards Historical Expertise. Developing a Pedagogy for Fostering Causal Reasoning in History
Stoel, G. L.; van Drie, J. P.; van Boxtel, C. A. M.
Journal of Curriculum Studies, v47 n1 p49-76 2015
The present study seeks to develop a pedagogy aimed at fostering a student's ability to reason causally about history. The Model of Domain Learning was used as a framework to align domain-specific content with pedagogical principles. Developing causal historical reasoning was conceptualized as a multidimensional process, in which knowledge of first- and second-order concepts, strategies, epistemological beliefs and interest play a role. Five pedagogical principles (inquiry tasks, social interaction, situational interest, explicit teaching of domain-specific strategies and concepts, and epistemological reflection) were established and operationalized for causal historical reasoning. The effectiveness of the principles was explored in a lesson-unit concerning the outbreak of the First World War. A quasi-experimental pre-test--post-test study was conducted with two conditions in three 11th grade pre-university classrooms. Students in the "implicit condition" worked in triads on the inquiry task. Students in the "explicit condition" worked on the same task, but with explicit attention given to strategies, concepts and epistemological underpinnings. The results showed that first-order knowledge increased in both conditions, but students in the explicit condition acquired significantly more knowledge of second-order concepts and causal strategies. However, no differences were found in students' written explanations. Several possible reasons for this are discussed.
Descriptors: History Instruction, Teaching Methods, Pretests Posttests, Epistemology, Quasiexperimental Design, Thinking Skills, Interpersonal Relationship, Attribution Theory, Units of Study, War, Task Analysis, High School Students, Instructional Design, Curriculum Development, Foreign Countries, Multivariate Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 11
Authoring Institution: N/A
Identifiers - Location: Netherlands