Blog
About

159
views
0
recommends
+1 Recommend
1 collections
    1
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Dutch students’ understanding of the interpretative nature of textbooks when comparing two texts about a significant event in the development of democracy

      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

          In history education, the deconstruction of narratives is an important skill for students. The skill teaches them to look critically at the offered texts. In this study, we investigated the extent to which students are able to critically analyse the narratives in their history textbooks. To answer this question, we asked 106 students in pre-university education (16–17 years of age) to read and compare two texts – from two different textbooks – about a turning point in the development of the Dutch state and democracy: the introduction of universal suffrage for men and women in 1917–19. One group of students (N=10) worked on the assignment while thinking aloud. We found that most students recognized the author’s voice in the selection of persons and dates and in the attention paid to a particular topic, but that they hardly mentioned recognizing the voice in aspects such as the choice of words or headings. The students who analysed and compared the texts while thinking aloud all indicated after the assignment that they understood that these texts are different interpretations of the same historical development.

          Related collections

          Most cited references 42

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

          Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence.

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

            Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools

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

              Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

                Bookmark

                Author and article information

                Journal
                herj
                herj
                History Education Research Journal
                HERJ
                UCL Press (UK )
                2631-9713
                20 October 2020
                : 17
                : 2
                : 214-228
                Affiliations
                Drachtster Lyceum and University of Amsterdam, The Netherlands
                University of Amsterdam, The Netherlands
                University of Groningen, The Netherlands
                Author notes
                Corresponding author: Email: m.a.houwen@ 123456uva.nl
                Article
                10.14324/HERJ.17.2.06
                Copyright © 2020 Houwen, Van Boxtel and Holthuis

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 24, Pages: 16
                Product

                Comments

                Comment on this article

                History Education Research Journal
                Volume 17, Issue 2

                Similar content 65

                Most referenced authors 69