Learning and Reasoning in History PDF
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INTERNATIONAL REVIEW OF HISTORY EDUCATION Woburn Education Series General Series Editor: Professor Peter Gordon For over twenty years this series on the history, development and policy of education, under the distinguished editorship of Peter Gordon, has been evolving into a comprehensive and balanced survey of important trends in teaching and educational policy. The series is intended to reflect the changing nature of education in present-day society. The books are divided into four sections - educational policy studies, educational practice, the history of education and social history - and reflect the continuing interest in this area. For a full series listing, please visit our website: www.woburnpress.com Educational Practice Slow Learners. A Break: in the Circle: A Practical Guide for Teachers Diane Griffin Games and Simulations in Action Alec Davison and Peter Gordon Music in Education: A Guide for Parents and Teachers Malcolm Carlton The Education of Gifted Children David Hopkinson Teaching and Learning Mathematics Peter G. Dean Comprehending Comprehensives EdwardS. Conway Teaching the Humanities edited by Peter Gordon Teaching Science edited by Jenny Frost The Private Schooling of Girls: Past and Present edited by Geoffrey Walford International Yearbook of History Education, Volume I edited by Alaric Dickinson, Peter Gordon, Peter Lee and John Slater A Guide to Educational Research edited by Peter Gordon INTERNATIONAL REVIEW OF HISTORY EDUCATION Volume 2 Learning and Reasoning in History edited by James F. Voss Learning Research Development Center, University ofP ittsburgh and Mario Carretero Autonoma University ofM adrid t/ ~~o~~~~~~:~:lmer LONDON AND NEW YORK First published in 1998 in Great Britain by RoutledgeFalmer 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN and in the United States ofA merica by RoutledgeFalmer 270 Madison Ave, New York NY 10016 Transferred to Digital Printing 2006 Website: http://www.routledge.com Copyright © 1998 The RoutledgeFalmer British Library Cataloguing in Publication Data: International review of history education Vol. 2: learning and reasoning in history.-(The Woburn education series) I. History - Study and teaching 2. History - Study and teaching - Congresses I. Voss, James F. (James Frederick) II. Carretero, Mario 907 ISBN 0-7130-0204-2 (cloth) ISBN 0-7130-4040-8 (paper) ISSN 1461-8141 This series was formerly published under the title International Yearbook ofH istory Education ISSN 1362-4822 All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher of this book. Contents Preface ix Series Editors' Introduction xi 1. Introduction James F. Voss and Mario Carretero Section I Narrative and Sociocultural Approach to History Teaching and Learning 2. The Structure of Historical Narratives and the Teaching 9 of History Jeretz Topolski 3. Historical Representation as Mediated Action: Official 23 History as a Tool William R. Penuel and James V. Wertsch 4. The Russian Revolution: Official and Unofficial Accounts 39 James V. Wertsch and Mark Rozin 5. Uses of Historical Knowledge: An Exploration of the 61 Construction of Professional Identity in Students of Psychology Alberto Rosa, Florentino Blanco and Juan A. Huertas 6. Total History and its Enemies in Present-Day Teaching 79 Carlos Martinez-Shaw Section II Uses of Texts, Documents and Images in History Learning 7. Understanding Historical Controversies: 95 Students' Evaluation and Use of Documentary Evidence Jean-Franfois Rouet, Maureen A. Marron, Charles A. Perfetti and Monik Favart 8. What Do Students Know and How Do They Seek 117 to Know More? Knowledge Base and the Search for Strategies in the Study of Art History Fernando Hernandez 9. Seeing the Past: Learning History through Group 132 Discussion of Iconographic Sources Alessandra Fasulo, Hilda Girardet and Clotilde Pontecorvo 10. Wildflowers, Sheep, and Democracy: The Role of 154 Analogy in the Teaching and Learning of History Kathleen McCarthy Young and Gaea Leinhardt Section III Historical Explanations 11. Causality in History: On the 'Intuitive' Understanding 199 ofthe Concepts of Sufficiency and Necessity James F. Voss, Joseph Ciarrochi and Mario Carretero 12. Influence of Intentional and Personal Factors in Recalling 214 Historical Texts: A Developmental Perspective Angel Riviere, Maria Nunez, Beatriz Barquero and Federico Fontela 13. Researching Children's Ideas about History 227 Peter Lee, Alaric Dickinson and Rosalyn Ashby 14. Evidence Evaluation and Reasoning Abilities in 252 the Domain of History: An Empirical Study Margarita Limon and Mario Carretero 15. On Reasoning in History 272 OlaHallden Section IV History Teaching and Understanding 16. Goals in History Teaching 281 Peter N Stearns 17. Generating Explanations in History 294 Liliana Jacott, Asuncion L6pez-Manj6n and Mario Carretero 18. Student Perceptions of History and Historical Concepts 307 James F. Voss, Jennifer Wiley and Joel Kennel 19. Constructing Historical Knowledge at High School: 331 The Case of the Industrial Revolution Teresa Fernandez-Corle and Juan Antonio Garcia-Madruga 20. Promoting the Learning of Causal Explanations in History 344 through Different Teaching Strategies Jesus Dominguez and Juan Ignacio Pozo 21. Representation and Understanding of History 360 Bodo von Borries Notes on Contributors 378 References 384 Index 413 Preface The chapters in this volume are derived from a conference held in 1994 that was organized at and supported by the Aut6noma University of Madrid, Spain. The purpose of the conference was to provide the opportunity to expand upon ideas expressed at a previous conference involving the cognitive and instructional study of history and the social sciences. We also hoped that this second conference would enable participants to present new ideas and new findings pertaining to this subject matter. It was devoted only to the cognitive study of and instruction in history. This decision was made because history is more widespread in school curricula than social sciences and we regarded it as important that the focus of the second conference be more delineated than that of the first. Even more important, the first conference produced a feeling that more historians interested in instruction should express their ideas, thereby facilitating the interaction of such historians and the individuals working in the cognitive study of history. The cognitive study of subject matter domains has produced interesting findings and theoretical developments regarding how individuals learn and reason in those domains. But this work has been largely conducted in the domains of physics and mathematics, and only in recent years has there been an interest developing in history. It is through work such as that found in this volume that we hope interest in learning and reasoning in history accelerates. Acknowledgments The conference on which this volume is based was made possible with the support of the Aut6noma University of Madrid and its Faculty of
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