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Questioning and preparation for teachers of history
https://doi.org/10.15027/42679
https://doi.org/10.15027/426794af1737f-ab2f-457c-a73f-fff3d821ee8e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
TRDLS-en_3_1.pdf (255.2 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||
| タイトル | ||||||||
| タイトル | Questioning and preparation for teachers of history | |||||||
| 言語 | en | |||||||
| 作成者 |
Levstik, Linda S.
× Levstik, Linda S.
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| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 権利情報 | ||||||||
| 権利情報 | Copyright (c) 2017 Research Initiative for Developing Learning Systems | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | History Education | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Questioning | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Inquiry | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Teacher Preparation | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Aims and Purposes of History Education | |||||||
| 主題 | ||||||||
| 主題Scheme | NDC | |||||||
| 主題 | 370 | |||||||
| 内容記述 | ||||||||
| 内容記述 | When history education researchers discuss historical inquiry they describe a process of asking questions about and investigating human experience using skills and concepts from history and the social sciences. Classroom teachers often see inquiry quite differently. As noted in Teaching History for the Common Good, purpose has a great deal to do with how (or whether) teachers implement practices as challenging as historical inquiry. Purpose alone, however, cannot prepare a teacher to conduct instructional practices for which their own experience as learners has ill-prepared them. Questioning, for instance, is an often over-looked feature of historical inquiry. Too often teachers do not see questions as opportunities to engage students in reflective, disciplined inquiry—using historical skills and concepts to build a deeper understanding of the world or encourage civic engagement. Rather, their purposes focus more on motivating students to learn content covered on a test. As a result, teachers tend to be less interested in students building evidence-based interpretations than in whether students got the “right" answer for a test. Drawing on a number of studies that examine this and other challenges involved in formulating questions that motivate and sustain historical inquiry, this paper argues that teachers must themselves learn skills, concepts and content so deeply that inquiry initiated by historically compelling questions becomes normal practice. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | Research Initiative for Developing Learning Systems (RIDLS) | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | journal article | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| ID登録 | ||||||||
| ID登録 | 10.15027/42679 | |||||||
| ID登録タイプ | JaLC | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 2189-9460 | |||||||
| 開始ページ | ||||||||
| 開始ページ | 1 | |||||||
| 書誌情報 |
Theory and Research for Developing Learning Systems Theory and Research for Developing Learning Systems 巻 3, p. 1-5, 発行日 2017-03 |
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| 見出し | ||||||||
| 大見出し | Special Articles | |||||||
| 言語 | en | |||||||
| 旧ID | 42679 | |||||||
