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Author: Charles A. Perfetti Publisher: Routledge ISBN: 1136484981 Category : Education Languages : en Pages : 233
Book Description
History is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems. Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple "natural" texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations. The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole. By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.
Author: Charles A. Perfetti Publisher: Routledge ISBN: 1136484981 Category : Education Languages : en Pages : 233
Book Description
History is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems. Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple "natural" texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations. The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole. By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.
Author: Scott Alan Metzger Publisher: John Wiley & Sons ISBN: 1119100739 Category : History Languages : en Pages : 704
Book Description
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
Author: James F. Voss Publisher: Routledge ISBN: 9780713040401 Category : Education Languages : en Pages : 415
Book Description
This volume consists of the proceedings of an international conference on cognition and instruction in history. The papers cover several areas: historical narratives and history teaching; the use of texts, documents and images in learning history; and historical explanation and understanding.
Author: Marcus Collins Publisher: London Publishing Partnership ISBN: 1913019055 Category : Education Languages : en Pages : 208
Book Description
Considering studying history at university? Wondering whether a history degree will get you a good job, and what you might earn? Want to know what it’s actually like to study history at degree level? This book tells you what you need to know. Studying any subject at degree level is an investment in the future that involves significant cost. Now more than ever, students and their parents need to weigh up the potential benefits of university courses. That’s where the Why Study series comes in. This series of books, aimed at students, parents and teachers, explains in practical terms the range and scope of an academic subject at university level and where it can lead in terms of careers or further study. Each book sets out to enthuse the reader about its subject and answer the crucial questions that a college prospectus does not.
Author: Peter Seixas Publisher: ISBN: 9780176541545 Category : Historiography Languages : en Pages : 218
Book Description
Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact [email protected] All International customers (exception US and Asia) please contact Nelson.international@ne lson.com
Author: Sam Wineburg Publisher: Teachers College Press ISBN: 0807772372 Category : Education Languages : en Pages : 169
Book Description
This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.
Author: Scott Alan Metzger Publisher: John Wiley & Sons ISBN: 1119100771 Category : History Languages : en Pages : 704
Book Description
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
Author: National Research Council Publisher: National Academies Press ISBN: 0309089506 Category : Education Languages : en Pages : 265
Book Description
How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309459672 Category : Education Languages : en Pages : 347
Book Description
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Author: Charles A. Perfetti
Author: Charles A. Perfetti
Author: Scott Alan Metzger
Author: James F. Voss
Author: Marcus Collins
Author: Peter Seixas
Author: Sam Wineburg
Author: James F. Voss
Author: Scott Alan Metzger
Author: National Research Council
Author: National Academies of Sciences, Engineering, and Medicine