Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Tim Huijgen ^[1] ; Carla van Boxtel ^[2] ; Wim van de Grift ^[1] ; Paul Holthuis ^[1]
1. [1] University of Groningen
  
  University of Groningen
  
  Países Bajos
2. [2] University of Amsterdam
  
  University of Amsterdam
  
  Países Bajos
Localización: Theory and research in social education, ISSN 0093-3104, Vol. 45, Nº 1, 2017, págs. 110-144
Idioma: inglés
Texto completo no disponible (Saber más ...)

Resumen
- An important goal of history education is to promote the student’s ability to perform historical perspective taking (HPT). HPT refers to the ability to understand how people in the past viewed their world at various times and in various places to explain why they did what they did. In this study, we assessed a sample of 15- and 16-year-old pre-university students (n = 170) to determine their ability to contextualize the actions of people in the past. Subsequently, we explored their reasoning (n = 36) to uncover their contextualization process. The results of this mixed methodology study indicate that most of the students in the sample performed well when engaging in HPT.
  
  Moreover, protocol analysis identified the different reasoning strategies that students employed to successfully perform HPT. The results of this study provide insight into history instruction regarding HPT and into strategies for designing valid and reliable HPT tasks.