Elizabeth Washington, University of Florida
Developing A Planning Framework for Effective Historical Inquiry
Discussant:Elizabeth Washington, University of Florida
This study examines the benefits and challenges of doing historical inquiry in K-12 classrooms through an analysis of existing literature and semi-structured interviews with expert history teachers (n=11). We propose a planning framework for historical inquiry that accentuates the benefits of historical inquiry and provides potential solutions to ongoing challenges.
James Miles, University of Toronto, Ontario Institute for Studies in Education; Lindsay Gibson, University of Alberta
An Expert/Novice/Novice Comparison of Social Interactions during Document-Based History Lessons
We observed small groups of fifth grade, eighth grade, eleventh grade, undergraduate students, and historians, while engaged in a collaborative analysis of primary sources associated with a historical investigation. We identified social interactions that distinguish more successful from less successful groups, with instructional implications and potential implications for civic preparation.
Jeffery Nokes, Brigham Young University; Alisa Kesler-Lund, Brigham Young University
Students' use of data visualizations in historical reasoning: A think-aloud investigation with elementary, middle, and high school students
This study investigates the role that data visualizations play in historical reasoning. Twenty-seven students were asked to think aloud about a historical question while using a textbook entry. Students tended to ignore the text's data visualization on their own, but historical reasoning improved by using the data visualization.
Tamara Shreiner, Grand Valley State University
Internet as archive: Expertise in searching for digital sources on a contentious historical question
Fact checkers, historians, and Stanford University students thought aloud while completing Intern