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      Re-positioning historical thinking: a framework for classroom practice

      research-article
      Social Studies Research and Practice
      Emerald Publishing Limited
      Historical thinking, Stances of history, Constructivism, Progression, History teaching

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          Abstract

          Purpose

          Over the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve.

          Design/methodology/approach

          This paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve.

          Findings

          The paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education.

          Originality/value

          This paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching.

          Related collections

          Most cited references107

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          Teaching History for the Common Good

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            • Record: found
            • Abstract: not found
            • Article: not found

            A Model of Historical Thinking

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              • Record: found
              • Abstract: not found
              • Book: not found

              Mind in Society: The development of higher psychological processes

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                Author and article information

                Contributors
                Journal
                SSRP
                10.1108/SSRP
                Social Studies Research and Practice
                SSRP
                Emerald Publishing Limited
                1933-5415
                05 October 2020
                18 November 2020
                : 15
                : 3
                : 277-289
                Affiliations
                [1] School of Education , The University of Newcastle , Callaghan, Australia
                Author notes
                Gideon Boadu can be contacted at: gideon.boadu@newcastle.edu.au
                Article
                653393 SSRP-07-2020-0030.pdf SSRP-07-2020-0030
                10.1108/SSRP-07-2020-0030
                10e46f66-04ac-4012-8417-fe1510ccbaaa
                © Emerald Publishing Limited
                History
                : 12 July 2020
                : 10 September 2020
                : 11 September 2020
                Page count
                Figures: 3, Tables: 0, Equations: 0, References: 66, Pages: 13, Words: 6942
                Categories
                research-article, Research paper
                cat-EDUN, Education
                , Teacher education
                Custom metadata
                No
                Yes
                Journal
                included

                Stances of history,History teaching,Progression,Constructivism,Historical thinking

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