Strengthening Methods for Assessing Students' Metahistorical Conceptions: Initial Development of the Historical Account Differences Survey

Autor/inn/en	O'Neill, D. Kevin; Guloy, Sheryl; Sensoy, Özlem
Titel	Strengthening Methods for Assessing Students' Metahistorical Conceptions: Initial Development of the Historical Account Differences Survey
Quelle	In: Social Studies, 105 (2014) 1, S.1-14 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2013.763524
Schlagwörter	Teaching Methods; History Instruction; Student Evaluation; Surveys; Grade 11; High School Students; Concept Formation; Student Attitudes; Foreign Countries; Validity; Student Characteristics; Historians; Item Analysis; Profiles; Epistemology; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Schulnote; Studentische Bewertung; Survey; Umfrage; Befragung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept learning; Begriffsbildung; Schülerverhalten; Ausland; Gültigkeit; Historian; Historiker; Itemanalyse; Charakterisierung; Profilanalyse; Erkenntnistheorie; Kanada
Abstract	To prepare students for participation in a pluralistic, democratic society, history curriculum should help them develop mature ideas about why multiple accounts of the same events exist. But how can we know if we are successful? In this article, we describe work on the design, validation, and piloting of a paper-and-pencil instrument called the Historical Account Differences (HAD) survey. It is intended to add to the tool set that researchers and practitioners can use to evaluate students' developing metahistorical conceptions. Data are presented from a pilot involving sixty-five eleventh-grade students. One group completed the survey once, whereas the other completed it prior to and after a curriculum unit designed to enhance their conceptions about multiple accounts of past events. Initially, the two groups' responses were not detectably different. However, students completing the two-week curriculum unit showed an increase in mature conceptions. The limitations of this work and plans for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10