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Cognitive and Instructional Processes in History and the Social Sciences
This volume is a direct result of an international conference that brought together a number of scholars from Europe and the United States to discuss their ideas and research about cognitive and instructional processes in history and the social sciences. As such, it fills a major gap in the study of how people learn and reason in the context of particular subject matter domains and how instruction can be improved in order to facilitate better learning and reasoning. Previous cognitive work on subject matter learning has been focused primarily upon mathematics and physics; the present effort provides the first such venture examining the history and social science domains from a cognitive pers...
Learning from Scant Beginnings
Using the teaching of John Milton as a case study, this book describes how a university English professor teaches an undergraduate course over a semester. Employing a 'situated learning' model, the author describes the details of literary learning and student development.
Teaching and Learning in History
Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the stud...
Knowing, Teaching, and Learning History
This four-part volume identifies the problems and issues in late 20th and early 21st-century history education, working towards an understanding of this evolving field. It aims to give both students and teachers insights into the best way of developing historical understanding in pupils.
Teaching History for the Common Good
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information th...
A Poisoned Past
This is the story of Margarida de Portu, a medieval French woman accused of poisoning her husband to death. Through the depositions and accusations made in court, the reader learns not only about Margarida herself, but also about medieval women, female agency, kin networks, solidarity, sex, sickness, medicine, and law. Unlike most histories, this compelling book does not remove the author from the analysis. Rather, it lays bare the working method of the historian, helping the reader learn how historians "do" history and discover the rewards and pitfalls of working with primary sources. The book opens with a chapter on microhistory as a genre, explaining its strengths, weaknesses, and inherent risks. It then tells the narrative of Margarida's criminal trial, including chapters on the civil suits, appeal, and Margarida's eventual fate. A map of late medieval Manosque is provided, as well as an example of a court notary's rough copy, a notarial act, a sample folio of a criminal inquest record. A timeline of Margarida?s life, list of characters, and two family trees provide useful information on key people in the story.
Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society
This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 17th annual meeting of the Cognitive Science Society.
Using Primary Sources in the Classroom, 2nd Edition
Teaching with primary sources can be overwhelming to teachers who have minimal time to teach social studies. Turn your classroom into a primary source learning environment with this easy-to-use resource that has everything you need to incorporate primary sources into today’s classrooms. Primary sources provide firsthand accounts of history that will capture students’ curiosity about the past. Students who observe, reflect on, and question primary sources understand history at a deeper level than students who only learn about social studies through textbooks. With more than 100 digital primary sources, this book by Kathleen Vest delves deeply into a wide variety of primary sources and details how they can be used in any K–12 classroom. Model lessons for three grade ranges (K–3, 4–8, 9–12) reduce teacher prep time. With fun and engaging activities and a chapter devoted to strategies for using social media posts as primary sources in the classroom, this resource is essential for today’s social studies classrooms.
Narration, Identity, and Historical Consciousness
A generally acknowledged characteristic of modern life, namely the temporalization of experience, inextricable from our intensified experience of contingency and difference, has until now remained largely outside psychology's purview. Wherever questions about the development, structure, and function of the concept of time have been posed - for example by Piaget and other founders of genetic structuralism - they have been concerned predominantly with concepts of "physical", chronometrical time, and related concepts (e.g., "velocity"). All the contributions to the present volume attempt to close this gap. A larger number are especially interested in the narration of stories. Overviews of the relevant literature, as well as empirical case studies, appear alongside theoretical and methodological reflections. Most contributions refer to specifically historical phenomena and meaning-constructions. Some touch on the subjects of biographical memory and biographical constructions of reality. Of all the various affinities between the contributions collected here, the most important is their consistent attention to issues of the constitution and representation of temporal experience.
