Table Of ContentINTERNATIONAL 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
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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
