Historical Thinking Skills: A Second Opinion

Autor/in	Maxwell, Mike
Titel	Historical Thinking Skills: A Second Opinion
Quelle	In: Social Education, 83 (2019) 5, S.290-295 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Stellungnahme; History Instruction; Teaching Methods; Thinking Skills; Knowledge Level; Educational Change; Critical Thinking; Skill Development + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Wissensbasis; Bildungsreform; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	After a quarter-century with historical thinking skills at the forefront of the history-teaching agenda, the news from history education is not good. In 2012, for example, the American Historical Association (AHA) observed, "the systematic teaching of history had all but ended in elementary schools across the country." In late 2018, the AHA reported, "Of all the major disciplines, history has seen the steepest declines in the number of bachelor degrees awarded." With the fortunes of history education declining despite the emphasis on historical thinking skills, it might be time to consider a second opinion. Following a seven-year study of contemporary history schooling, author Mike Maxwell concluded that historical thinking skills haven't lived up to their potential due to two limiting factors: (1) useful thinking requires useful knowledge to think about; and (2) historical thinking skills aren't exclusive to history. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01