Collingwood's ideas about how historical knowledge is produced offer teachers sound reasons for using constructivist approaches in their classrooms¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The paper argues that Collingwood's theory of historical knowledge production provides theoretical support for constructivist classroom approaches. → Lemisko 2004

Evidence¶

Lemisko 2004¶

Lemisko, L.S. (2004). The Historical Imagination: Collingwood in the Classroom. Canadian Social Studies. https://www.quasar.ualberta.ca/css doi:10.29173/css130

q1 · i? · theoretical · r2

The author's interpretive argument (type e): because historical knowledge is itself constructed imaginatively from evidence, teachers have theoretical grounds for letting students construct their own understandings. The paper offers this as a reasoned position, not an empirical test; it also cites Seixas's argument that good history teaching exposes the process of constructing warranted historical accounts through critical inquiry.

"First, I think that Collingwood's ideas about how historical knowledge is produced offers teachers sound reasons for using constructivist approaches in their classrooms."

Discussion¶

Related Claims¶

• Collingwood argues historical knowledge differs from natural-science knowledge because historical events have both an observable 'outside' and an unobservable 'inside' of thought — related
• Because past events cannot be observed, historians must necessarily use imagination to reconstruct the past, and the resulting picture is legitimate rather than fictional when constrained by evidence — related
• Immersion in IBL improves student teachers' self-reported understanding of the interpretative nature of historical research — related
• The authors argue that constructivists talking about constructivist learning environments is not necessarily a paradox — related
• Connectivism is an iteration of architectonic/constructivist thought rather than a new theory of learning — related
• Before developing historical thinking skills, students approach the past with common sense, including presentism — seeing past people as sharing contemporary values — related
• Active and collaborative approaches promote higher-order thinking and complex reasoning (attributed to earlier studies in a framework paper) — a broader claim this one bears on