Historical Thinking: Analyzing Student and Teacher Ability to Analyze Sources
The purpose of this study was to partially replicate the Historical Problem Solving: A Study of the Cognitive Process Using Historical Evidence study conducted by Sam Wineburg in 1991. The Historical Problem Solving study conducted by Wineburg (1991) sought to compare the ability of historians and t...
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| Format: | Article |
| Language: | English |
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Journal of Social Studies Education Research
2017-05-01
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| Series: | Journal of Social Studies Education Research |
| Subjects: | |
| Online Access: | https://www.jsser.org/index.php/jsser/article/view/182 |
| _version_ | 1797755769410551808 |
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| author | Daniel Armond Cowgill II Scott M. Waring |
| author_facet | Daniel Armond Cowgill II Scott M. Waring |
| author_sort | Daniel Armond Cowgill II |
| collection | DOAJ |
| description | The purpose of this study was to partially replicate the Historical Problem Solving: A Study of the Cognitive Process Using Historical Evidence study conducted by Sam Wineburg in 1991. The Historical Problem Solving study conducted by Wineburg (1991) sought to compare the ability of historians and top level students, as they analyzed pictures and written documents centered on the Battle of Lexington Green. In this version of the study, rather than compare historians and students, we sought out to compare the analytical skills of teachers and students. The main findings relate to the fact that the participants lacked the ability to engage in the very complex activities associated with historical inquiry and the utilization of primary sources in learning about the past. This lack of ability should be used to improve teacher professional development programs and help them develop the skills needed to not only engage in historical evaluation themselves but to also develop skills that will allow them to instruct students to do the same. |
| first_indexed | 2024-03-12T17:51:58Z |
| format | Article |
| id | doaj.art-d21fb1c22e9948618f8950f02659621b |
| institution | Directory Open Access Journal |
| issn | 1309-9108 |
| language | English |
| last_indexed | 2024-03-12T17:51:58Z |
| publishDate | 2017-05-01 |
| publisher | Journal of Social Studies Education Research |
| record_format | Article |
| series | Journal of Social Studies Education Research |
| spelling | doaj.art-d21fb1c22e9948618f8950f02659621b2023-08-03T06:19:35ZengJournal of Social Studies Education ResearchJournal of Social Studies Education Research1309-91082017-05-0181115145Historical Thinking: Analyzing Student and Teacher Ability to Analyze SourcesDaniel Armond Cowgill II0Scott M. Waring1Oviedo High SchoolUniversity of Central FloridaThe purpose of this study was to partially replicate the Historical Problem Solving: A Study of the Cognitive Process Using Historical Evidence study conducted by Sam Wineburg in 1991. The Historical Problem Solving study conducted by Wineburg (1991) sought to compare the ability of historians and top level students, as they analyzed pictures and written documents centered on the Battle of Lexington Green. In this version of the study, rather than compare historians and students, we sought out to compare the analytical skills of teachers and students. The main findings relate to the fact that the participants lacked the ability to engage in the very complex activities associated with historical inquiry and the utilization of primary sources in learning about the past. This lack of ability should be used to improve teacher professional development programs and help them develop the skills needed to not only engage in historical evaluation themselves but to also develop skills that will allow them to instruct students to do the same.https://www.jsser.org/index.php/jsser/article/view/182: document analysishistorical literacyhistorical thinkinginquiryprimary sourcesteacher education |
| spellingShingle | Daniel Armond Cowgill II Scott M. Waring Historical Thinking: Analyzing Student and Teacher Ability to Analyze Sources Journal of Social Studies Education Research : document analysis historical literacy historical thinking inquiry primary sources teacher education |
| title | Historical Thinking: Analyzing Student and Teacher Ability to Analyze Sources |
| title_full | Historical Thinking: Analyzing Student and Teacher Ability to Analyze Sources |
| title_fullStr | Historical Thinking: Analyzing Student and Teacher Ability to Analyze Sources |
| title_full_unstemmed | Historical Thinking: Analyzing Student and Teacher Ability to Analyze Sources |
| title_short | Historical Thinking: Analyzing Student and Teacher Ability to Analyze Sources |
| title_sort | historical thinking analyzing student and teacher ability to analyze sources |
| topic | : document analysis historical literacy historical thinking inquiry primary sources teacher education |
| url | https://www.jsser.org/index.php/jsser/article/view/182 |
| work_keys_str_mv | AT danielarmondcowgillii historicalthinkinganalyzingstudentandteacherabilitytoanalyzesources AT scottmwaring historicalthinkinganalyzingstudentandteacherabilitytoanalyzesources |