Blog
About

49
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Qualifying counterfactuals: Students' use of counterfactuals for evaluating historical explanations

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The study investigates upper secondary school students' use of counterfactual reasoning when engaging in a task concerning historical explanation. The study analyses student answers to a prompt asking them to evaluate the causal importance of a historical actor for a historical event, aiming to characterize the counterfactuals used, as well as applying possible criteria for what can be considered a qualified counterfactual. The criteria for qualification of counterfactuals are based on theoretical proposals about the potential of counterfactuals in relation to historical explanation. The findings indicate that a majority of the students involved use counterfactuals in their reasoning about explanatory importance, most of them employing counterfactual reasoning in relation to the historical actor. The analysis of qualification indicates that student reasoning becomes more qualified when students instead focus on structural factors, include both structures and actors in their counterfactual reasoning, or support their reasoning by making comparisons.

          Related collections

          Author and article information

          Journal
          75011015
          History Education Research Journal
          UCL IOE Press
          1472-9474
          1472-9466
          01 April 2020
          : 17
          : 1
          : 50-67
          Article
          1472-9474(20200401)17:1L.50;1- s5.phd /ioep/herj/2020/00000017/00000001/art00005
          10.18546/HERJ.17.1.05
          Product
          Categories
          Articles

          Comments

          Comment on this article

          History Education Research Journal
          Volume 17, Issue 1

          Similar content 513