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'Because they measure success differently': Buidling students' understandngs of how historical accounts are made - possibility and potential

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) (In press).

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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
Publisher version: http://www.ppghis.com/territorios&fronteiras/index...
Language: Portuguese
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
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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