Skip to content Skip to navigation

Roundtable #2: Thinking and Inquiring about History

Thu Nov 29 3:30 pm to 4:45 pm
Grand Ballroom B, Ballroom Level, East Tower

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