期刊
EDUCATIONAL PSYCHOLOGY REVIEW
卷 20, 期 2, 页码 87-110出版社
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10648-007-9056-1
关键词
historical reasoning; domain-specific reasoning; history learning; interaction analysis
This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students' thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources, contextualization, argumentation, using substantive concepts, and using meta-concepts. Each component is discussed and illustrated by examples from our own research. The article concludes with suggestions on how to use the framework both in future research and in educational practice.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据