Use the historical reasoning framework to design and analyze tasks, tools, and assessments in history education¶

Strategy · All strategies
Evidence · 6 claims (6 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

The article proposes using the six-component framework "both in future research and in educational practice". In research it serves to code and compare reasoning in essays, chat discussions, and classroom talk; in practice it can guide the design of tasks, questions, and tools that provoke rich historical reasoning, such as evaluative questions and representational tools like argumentative diagrams.

Design Implications¶

Context¶

Requirements¶

• Tasks, topics, historical materials, and expected background knowledge must be specified for any meaningful statement about the level of historical reasoning displayed

Constraints¶

• The framework's components are analytical tools, not entities that occur clearly separated in reality

Target Learners¶

• secondary education students

Target Learning Goals¶

• historical reasoning: asking historical questions, using sources, contextualization, argumentation, using substantive and meta-concepts

Affordances¶

• Historical Reasoning Six Component Framework

Claims¶

• Evaluative questions elicit more historical reasoning than explanatory questions [+W]
• The format of a representational tool shapes the amount and type of historical reasoning [+W]
• Children's ideas about historical evidence progress through six identifiable steps between ages seven and fourteen [+W]
• Students' historical argumentation rarely includes counterarguments or weighing of arguments [+W]
• High-school students do not spontaneously use contextualization, sourcing, and corroboration heuristics when reading documents [+W]
• Students tend to explain historical events from an intentionalist, personalistic point of view [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Jannet van Drie & Carla van Boxtel. (2008). Historical Reasoning: Towards a Framework for Analyzing Students' Reasoning about the Past. Educ Psychol Rev. https://doi.org/10.1007/s10648-007-9056-1