Chapman, A;
(2022)
'Because they measure success differently': Buidling students' understandngs of how historical accounts are made - possibility and potential.
Revista Territórios e Fronteiras
, 14
(2)
pp. 21-37.
10.22228/rt-f.v14i2.1161.
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Abstract
There are extensive traditions of international research focused on developing thinking in history, however, research tends often to focus on students’ historical thinking more than on their metahistorical thinking. Drawing on historical theory and on research into children’s thinking (LEE, 2001; CHAPMAN, 2009) and on teaching intervention studies (CHAPMAN, 2010, CHAPMAN, ET AL., 2012; CHAPMAN & GOLDSMITH, 2015), this paper argues for the importance of a metahistorical approach to historical learning in order to help young people develop sophisticated understandings of historical debates and controversies and in order to provide them with the intellectual tools that they will need to think critically about historiography in the academy and, perhaps, more broadly.
| Type: | Article |
|---|---|
| Title: | 'Because they measure success differently': Buidling students' understandngs of how historical accounts are made - possibility and potential |
| Location: | Brazil |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.22228/rt-f.v14i2.1161 |
| Publisher version: | https://doi.org/10.22228/rt-f.v14i2.1161 |
| Language: | Portuguese |
| Additional information: | Copyright for articles published in this journal is owned by the author, with first publication rights for the journal, with the work simultaneously licensed under a Creative Commons license. Because the articles are published in this public access journal, they are free to use, with their own attributions, in educational and non-commercial applications. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10141010 |
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