Historical Thinking Ability among Talented Math and Science Students: An Exploratory Study (original) (raw)
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Historical Thinking Skills of Education Students Across Specializations
Psychology and Education: A Multidisciplinary Journal, 2024
A trend in history education has been a transition from a more banking approach where students are expected to memorize discrete dates, names, and places, towards a focus on historical thinking skills. In this quantitative research, the self-reported historical thinking skills of education students measured through a validated tool (Meral, et al., 2022) across seven specializations at Bohol Island State University are described and compared along with demographic profile. Results indicate that students exhibit proficient levels of historical thinking, with overall mean scores of 3.69 across the components. Significant differences were found in self-reported historical thinking skills based on the Senior High School (SHS) strand (p=0.039) and specialization (p=0.006), while no significant differences were observed based on age (p=0.723) or religious affiliation (p=0.663). The limited explanatory power of demographic factors (1.2%) highlights the need for future research to explore other potential influences, such as instructional strategies and cognitive differences. The study's limitations include its reliance on self-reported data and the specificity to students, calling for broader and more comprehensive future studies.
Historical Thinking: Analyzing Student and Teacher Ability to Analyze Sources
Journal of Social Studies Education Research, 2017
The purpose of this study was to partially replicate the Historical Problem Solving: A Study of the Cognitive Process Using Historical Evidence study conducted by Sam Wineburg in 1991. The Historical Problem Solving study conducted by Wineburg (1991) sought to compare the ability of historians and top level students, as they analyzed pictures and written documents centered on the Battle of Lexington Green. In this version of the study, rather than compare historians and students, we sought out to compare the analytical skills of teachers and students. The main findings relate to the fact that the participants lacked the ability to engage in the very complex activities associated with historical inquiry and the utilization of primary sources in learning about the past. This lack of ability should be used to improve teacher professional development programs and help them develop the skills needed to not only engage in historical evaluation themselves but to also develop skills that wi...
Assessing Historical Thinking Skills.pdf
The Leader, 2018
The author describes a public school district's experience in moving from traditional assessments of historical content to assessments that measure historical thinking skills. Using a Teaching American History Grant, the district developed a website with resources and an item bank to provide educators with tools to make the same transition.
Historical Thinking Skills and Fake News Susceptibility of Learners, 2022
One Section of the Research Proposal Entitled “Historical Thinking Skills and Fake News Susceptibility of Learners” by Mark Steven Pandan, Lovely Joy Bantugan, Rowena Liguid, and Grace Albarico.
Historical Thinking Skills – The Forgotten Skills
This article explains the discipline structure of History subject in Malaysia. The discipline consists of five concepts: Historical Inquiry, Historical Information Gathering, Historical Thinking Skills (HTS), Historical Explanation, Understanding History and Empathy. Among the five concepts, this article discusses HTS which has been specifically emphasizes in the curriculum. Inclusive in the discussion is the meaning of HTS and the skills it covers-Understanding Chronology, Discovering Historical Evidence, Interpretation, Imagination and Rationalize Facts; its present application in the teaching of history in the classroom, the possibility of its inculcation in the teaching, and the significance of HTS if taught to the younger generation.
sources from the Library of Congress. With these tools, teachers can gauge students' historical understanding and ability to apply critical thinking skills by evaluating their analysis of primary source materials.
Assessing Historical Thinking Skills: A District's Experience
The Leader, 2017
The author describes a public school district's experience in moving from traditional assessments of historical content to assessments that measure historical thinking skills. Using a Teaching American History Grant, the district developed a website with resources and an item bank to provide educators with tools to make the same transition. Using sample multiple choice and weighted multiple choice items, as well as performance assessment tasks using novel tools, a new way to assess historical thinking is explored.
The Current State of Assessing Historical Thinking: A Literature Analysis
The Nebraska Educator
In American schools since the mid 2000's, social studies departments and state departments of education have created goals and updated standards prioritizing critical thinking engagement. Promotion of critical thinking has created a wealth of scholarship on developing a specific type of critical thinking, or cognition, called historical thinking. Imperative to the promotion of teaching historical thinking is in how teachers can assess the inquiries that make it up. Unfortunately, standardized social studies assessments have failed to measure the acquisition of the new historical thinking standards. In order to improve the assessment practices of history teachers, I wish to do two things: (1) switch the focus from recall-memorization assessments to those that will focus on a diverse array of historical thinking inquiries; and (2) improve the assessments that we currently use to measure historical thinking skills. In order to accomplish these two objectives, I will examine empirical research studies that focused on how students obtain historical thinking skills. From the data, I ascertain how practicing teachers and researchers currently measure historical thinking skills, and from that, propose improvements.
Why Historical Thinking Skills was not there
This qualitative study was done to understand the reasons for the absent of historical thinking skills (HTS) from the teaching of history in the classroom. The participants were four experience history teachers teaching in four secondary schools. Interviews and observations were carried out to collect the data needed. The findings showed these teachers incorporated two of the skills; understanding chronology and exploring the evidence. These skills are known as the lower level of HTS. The higher level of HTS; interpretation, imagination and rationalization, were superficially found in the teaching of two of the participants. The reasons for the absent of the higher level of HTS as identified from the data were the excessive used of the textbook, the focus of the teaching was to prepare students for examination and teachers' unawareness of HTS. Teachers need to be exposed with the concept of HTS to enable HTS to be incorporated in the teaching of history in the classroom.