Cognitive and Instructional Processes in History and the Social Sciences

By Mario Carretero; James F. Voss | Go to book overview

their experience and developmental trajectories. It fails to present powerful lessons to help students understand processes as well as leaders' mental states or concrete manifestations of problems in the environment, and it isolates the school context too much from the contexts in which the majority of adolescents are most interested.


ACKNOWLEDGMENTS

This chapter was presented at a conference on Reasoning and Instruction in History and Social Sciences, Madrid, Spain, October 1992. I am grateful to Charles Middlestead, Susan Robertson, and Edmund Chia for assistance in data collection and coding; to James Byrnes and Joanne Hirsch for helpful discussions of the ideas underlying the paper; and to Jon Wilkenfeld, and the staff of the Maryland Summer Center for International Studies operating under the sponsorship of the Maryland State Department of Education. It is a wonderful place to observe conceptual change among adolescents.


REFERENCES

Berti A., & Bombi A. ( 1988). The child's construction of economics. Cambridge, England: Cambridge University Press.

Chi M. T. H., & Slotta J. D. ( 1993). "The ontological coherence ofintuitive physics". Cognition & Instruction, 10, 249-260.

Hallden O. ( 1986). "Learning history". Oxford Review of Education, 12, 33-66.

Haste H., & Torney-Purta J. ( 1992). "Introduction". In H. Haste & J. Torney-Purta (Eds.), The development of political understanding: A new perspective (pp. 3-10). San Francisco: Jossey-Bass.

Hess R., & Torney J. ( 1967). The development of political attitudes in children. Chicago: Aldine.

Hirsch J. ( 1992). Changes in the gifted early adolescent's schemata of the Holocaust: The impact of advance organizers and a museum exhibit. Unpublished doctoral dissertation, Department of Human Development, University of Maryland. (Available from University of Michigan Dissertation Reproduction Service, Ann Arbor, No. 9234579)

Lave J., & Wenger E. ( 1991). "Situated learning". Legitimate peripheral participation. Cambridge, England: Cambridge University Press.

McKeown M., & Beck I. ( 1990). "The assessment and characterization of young learners' knowledge of a topic in history". American Educational Research Journal, 27, 688-726.

Torney-Purta J. ( 1990). "From attitudes and knowledge to schemata: Expanding the outcomes of political socialization research". In O. Ichilov (Ed.), Political socialization, citizenship education, and democracy (pp. 98-115). New York: Teachers College Press.

Torney-Purta J. ( 1992). "Cognitive representations of the political system in adolescents: The continuum from pre-novice to expert". In H. Haste & J. Torney-Purta (Eds.), The development of political understanding: A new perspective (pp. 11-25). San Francisco: Jossey-Bass.

-121-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Cognitive and Instructional Processes in History and the Social Sciences
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 455

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.