Beyond Names and Dates: Teaching Students to Employ Historical Reasoning

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dc.contributor.author Kelley, Matthew
dc.date.accessioned 2008-08-19T16:02:49Z
dc.date.available 2008-08-19T16:02:49Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/1803/1219
dc.description Teaching and Learning Department Capstone project en
dc.description.abstract This essay explores several obstacles that a student brings into a high school history classroom. Since the main goal of history is to develop abstract reasoning, it is troublesome that a student's cognitive development could impede this end. In addition to barely having developed what Piaget refers to as formal operation, the student's previous history training, as well as other classes, have led to a complacency with reading texts at face-value. As an adolescent, the learner will be, to a certain degree, egocentric, and will judge historical figures and events from his or her own perspective. Several researched methods are explored to alleviate these issues, including such tasks as developing specific historical skills within Vygotsky's zone of proximal development, creating representations that guide students toward the teacher's level of reasoning, and discussing paths of reasoning as a class during the lesson. These ideas are applied to a European History class, in a hypothetical attempt to demonstrate their applications. en
dc.language.iso en_US en
dc.publisher Vanderbilt University. Peabody College en
dc.subject Historical Reasoning en
dc.subject.lcsh Reasoning en
dc.subject.lcsh History -- Study and teaching (Secondary) -- Philosophy en
dc.subject.lcsh Cognitive learning theory en
dc.title Beyond Names and Dates: Teaching Students to Employ Historical Reasoning en
dc.type Capstone en
dc.description.college Peabody College of Education and Human Development en
dc.description.department Department of Teaching and Learning en

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