Exploring Historical "Frameworks" as a Curriculum Goal: A Case Study Examining Students' Notions of Historical Significance When Using Millennia-Wide Time Scales

Autor/in	Carroll, James Edward
Titel	Exploring Historical "Frameworks" as a Curriculum Goal: A Case Study Examining Students' Notions of Historical Significance When Using Millennia-Wide Time Scales
Quelle	In: Curriculum Journal, 27 (2016) 4, S.454-478 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carroll, James Edward)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2016.1191362
Schlagwörter	History; History Instruction; Case Studies; Thinking Skills; Curriculum; Educational Objectives; Interviews; Observation; Writing (Composition); Generalization; Student Attitudes; Slavery; Secondary School Students; Foreign Countries; Social Change; Conflict; Concept Formation; Haiti; United Kingdom (England) + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Denkfähigkeit; Curricula; Lehrplan; Rahmenplan; Educational objective; Bildungsziel; Erziehungsziel; Interviewing; Interviewtechnik; Beobachtung; Schreibübung; Schülerverhalten; Sklaverei; Sekundarschüler; Ausland; Sozialer Wandel; Konflikt; Concept learning; Begriffsbildung
Abstract	History teachers, teacher-researchers, government agencies and history education academics in England often report that students are frequently incapable of producing complex, polythetic or developmental narratives over long time scales. This lack of an overview tends to result in deficiencies in their application of the key concepts of the discipline. Consequently Shemilt has recommended the use of synoptic, millennia-wide "frameworks" of knowledge in order to counteract these issues. With some notable exceptions, however, practising history teachers have appeared sceptical of the benefits of such an approach. I conducted an exploratory case study investigating in what ways a pre-taught framework, in which I had responded to some practitioners' criticisms, appeared to be manifested in my students' subsequent thinking regarding historical significance. My goal was to contribute to professional curricular theorising about what constitutes a framework and how it might be expressed as a curricular goal. Themes were derived from pupils' writing, lesson evaluations, group interviews and observations. Possible curricular goals that were characterised in the students' work included the pupils producing millennia-wide narratives based on colligatory generalisations and assessments of historical significance incorporating scale-shifting over long time scales. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01