Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material-Reference-Cited by-同舟云学术

Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material

Published:2022-03-28 Issue:4 Volume:40 Page:517-539
ISSN:0737-0008
Container-title:Cognition and Instruction
language:en
Short-container-title:Cognition and Instruction

Author:

Marczyk Agnieszka Aya¹^ORCID,Jay Lightning²^ORCID,Reisman Abby²^ORCID

Affiliation:

1. Fortunoff Video Archive for Holocaust Testimonies and the Whitney and Betty MacMillan Center for International and Area Studies, Yale University, New Haven, CT, USA

2. Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USA

Funder

Fidelity Charitable Gift Fund

Publisher

Informa UK Limited

Subject

General Psychology,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/07370008.2022.2042301

Reference62 articles.

1. Understanding historical thinking at historic sites.

2. 'Digital authoring support for argumentative writing: what does it change?

3. ECG rhythm analysis with expert and learner-generated schemas in novice learners

4. Should learners reason one step at a time? A randomised trial of two diagnostic scheme designs

5. Bouie, J. (2019, August 23). Slavery was not a secondary part of our history. The New York Times. https://www.nytimes.com/2019/08/23/opinion/1619-liberty-slavery-constitution.html?smid=nytcore-ios-share

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1. The nature of historical knowledge in large-scale assessments – a study of the relationship between item formats and offerings of epistemic cognition in the Swedish national test in history;Frontiers in Education;2023-11-29