Title: | Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study |
Author: |
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Date: | 2019 |
Language: | English |
Scope: | 90–113 |
University/Institute: | Háskóli Íslands University of Iceland |
School: | Menntavísindasvið (HÍ) School of education (UI) |
Series: | Nordidactica;2019(2) |
ISSN: | 2000-9879 |
Subject: | History education; Historical thinking; Classroom observation |
URI: | https://hdl.handle.net/20.500.11815/2510 |
Citation:Gestsdóttir, S.M., van Drie, J. & van Boxtel, C. (2019). Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study. Nordidactica: Journal of Humanities and Social Education (2), 90-113.
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Abstract:Abstract: This study aims to describe the teaching of historical thinking and
reasoning in upper secondary education in Iceland and to what extent teachers
teach for these higher order thinking skills in their daily practice. We used the
observation instrument, Teach-HTR, to rate 54 history lessons. It is now apparent
that some form of HTR is present in nearly all of them. Nearly all included
teacher’s demonstration of historical thinking and reasoning and teachers also
engaged students in individual or group assignments that asked for various HTR
activities. However, it does not seem to be built upon in a strategic manner and
certain areas are almost completely left out. The vocabulary of HTR is not
deliberately used, which indicates that teachers may be drawing more from their
education as historians than as history teachers. This study may provide
important indicators for professional development that can be of use in teacher
training and professionalization. With the help of the instrument Teach-HTR and
the literature it should be possible to design a program that helps teachers focus
on basic components of historical thinking and reasoning and specific behaviour,
discourse and activities that bring it forward.
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Rights:CC BY 4.0
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