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ERIC Number: EJ1119461
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0958-5176
Exploring Historical "Frameworks" as a Curriculum Goal: A Case Study Examining Students' Notions of Historical Significance When Using Millennia-Wide Time Scales
Carroll, James Edward
Curriculum Journal, v27 n4 p454-478 2016
History teachers, teacher-researchers, government agencies and history education academics in England often report that students are frequently incapable of producing complex, polythetic or developmental narratives over long time scales. This lack of an overview tends to result in deficiencies in their application of the key concepts of the discipline. Consequently Shemilt has recommended the use of synoptic, millennia-wide "frameworks" of knowledge in order to counteract these issues. With some notable exceptions, however, practising history teachers have appeared sceptical of the benefits of such an approach. I conducted an exploratory case study investigating in what ways a pre-taught framework, in which I had responded to some practitioners' criticisms, appeared to be manifested in my students' subsequent thinking regarding historical significance. My goal was to contribute to professional curricular theorising about what constitutes a framework and how it might be expressed as a curricular goal. Themes were derived from pupils' writing, lesson evaluations, group interviews and observations. Possible curricular goals that were characterised in the students' work included the pupils producing millennia-wide narratives based on colligatory generalisations and assessments of historical significance incorporating scale-shifting over long time scales.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Haiti; United Kingdom (England)
Grant or Contract Numbers: N/A