ERIC Number: EJ1087614
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
The Knowledge Illusion: Who Is Doing What Thinking?
Teaching History, n161 p37-47 Dec 2015
Focusing on students' attempts to explain the relative significance of different factors in Hitler's rise to power, Catherine McCrory explores the vexed question of why students who seem able to express necessary historical knowledge on one occasion cannot effectively reproduce it on another. Drawing on a detailed analysis of what it actually means to "know" something, she plans a series of accessible activities allowing as many students as possible to secure essential knowledge for themselves, rather than simply relying on the authority of the teacher who told them. She goes on to explain how careful diagnosis of the gaps between what students say and the reasoning that underpins their utterances can help teachers to decide where they can usefully "give" students particular insights and where the students need to "arrive at" those insights through their own cognitive labour.
Descriptors: Thinking Skills, Recognition (Psychology), Knowledge Level, History Instruction, History, Teaching Methods, Foreign Countries, Historical Interpretation, Teacher Expectations of Students, Teacher Student Relationship, European History, Authoritarianism, Grade 9
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A