Cognitive and Instructional Processes in History and the Social Sciences

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

it is not constrained or limited by them. It is not a collection of reminiscences or anecdotal chit-chat any more than it is a list of vacuous dates. Thinking in history means being literate within these frames and being capable of analysis, synthesis, and case building. To achieve these goals, students need to have both opportunities to reason in history and guidance from history teachers who are able to think flexibly, dynamically, and powerfully within their discipline.


ACKNOWLEDGMENTS

The research reported in this chapter was supported in part by a grant from the Office of Educational Research and Improvement (OERI), United States Department of Education, to the Center for the Study of Learning, Learning Research and Development Center; in part by the Mellon Foundation; and in part by support to the first author from the Spencer Foundation. The opinions expressed do not necessarily reflect the position of the sponsoring agencies, and no endorsement should be inferred.


REFERENCES

Bean T. W., Singer H., Sorter J., & Frazee C. ( 1987). "Acquisition of hierarchically organized knowledge and prediction of events in world history". Reading Research and Instruction, 26( 2), 99-114.

Beck I. L., & McKeown M. G. ( 1988). Toward meaningful accounts in history texts for young learners. Educational Researcher, 17( 6), 31-39.

Beck I. L., & McKeown M. G. ( 1989). "Expository text for young readers: The issue of coherence". In L. Resnick (Ed.), Knowing and learning. Issues for a cognitive psychology of instruction (pp. 47-66). Hillsdale, NJ: Lawrence Erlbaum Associates.

Collingwood R. G. ( 1946). The idea of history. London: Oxford University Press.

D'Emilio J. ( 1992). Making trouble. New York: Routledge.

Evans R. ( 1989, March). Meaning in history: Philosophy and teaching. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

FitzGerald F. ( 1979). America revised. Boston: Little, Brown & Co.

Gagnon P. (Ed.). ( 1989). Historical literacy: The case for history education in America. Boston: Houghton Mifflin.

Gibbon E. ( 1910). Decline and fall of the Roman empire. New York: Dutton. (Original work published in 1776)

Goold G. P. (Ed.). ( 1920). Herodotus (Vol. 1; A. D. Godley, Trans.). Cambridge, MA: Harvard University Press.

Goold G. P. (Ed.). ( 1921). Herodotus (Vol. 2; A. D. Godley, Trans.). Cambridge, MA: Harvard University Press.

Hempel C. G. ( 1962). "Explanation in science and in history". In R. G. Colodny (Ed.), Frontiers of science and philosophy (pp. 7-33). Pittsburgh: University of Pittsburgh Press.

Hempel C. G. ( 1965). Aspects of scientific explanation. New York: Free Press.

Herodotus. ( 1987). The history ( D. Grene, Trans.). Chicago: University of Chicago Press.

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