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| Elementary School Students | 2 |
| History Instruction | 2 |
| Intermediate Grades | 2 |
| United States History | 2 |
| Children | 1 |
| Grade 4 | 1 |
| Imagination | 1 |
| Misconceptions | 1 |
| Narration | 1 |
| Paradox | 1 |
| Story Telling | 1 |
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| American Educational Research… | 2 |
Author
| VanSledright, Bruce | 2 |
| Brophy, Jere | 1 |
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| Journal Articles | 2 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
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Peer reviewedVanSledright, Bruce – American Educational Research Journal, 2002
Engaged a class of 23 diverse fifth graders in historical investigation of U.S. colonial history to help their thinking skills and understanding of the past. Focused on a teaching dilemma provoked by history's interpretive paradox and showed how the teacher/researchers found his pedagogical thinking changed by that encounter. (SLD)
Descriptors: Elementary School Students, History Instruction, Intermediate Grades, Paradox
Peer reviewedVanSledright, Bruce; Brophy, Jere – American Educational Research Journal, 1992
Historical accounts by fourth graders at the beginning stage of learning history show that these young students lack an experience-based framework for grounding and connecting historical teaching. Implications for teaching history to elementary school students and aspects of children's reliance on imagination in constructing historical narratives…
Descriptors: Children, Elementary School Students, Grade 4, History Instruction
