Educational Psychology Review · 2007 · 502 citations · 51 references
The article investigates historical reasoning in history learning and proposes a theoretical framework. The framework comprises six components—asking historical questions, using sources, contextualization, argumentation, employing substantive concepts, and employing meta‑concepts—illustrated with examples from the authors’ research. The authors conclude by offering recommendations for applying the framework in future research and classroom practice.
This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students' thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources, contextualization, argumentation, using substantive concepts, and using meta-concepts. Each component is discussed and illustrated by examples from our own research. The article concludes with suggestions on how to use the framework both in future research and in educational practice.
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Education and thinking: The role of knowledge.
Robert Glaser · American Psychologist · 1984 · 1.2K citations