Use the self-perspectives framework to analyze how seemingly similar HPT tasks elicit different processes¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

Educators and researchers can apply the four-self-perspectives framework to diagnose what different HPT tasks actually ask of learners, since tasks operationalized as constructing hypothetical people, weighing prominent figures' thoughts, or reasoning abstractly may elicit different self perspectives. The article states the framework "can help educators to test new ways of facilitating HPT" and aims to "demonstrate how learning scientists and history educators can use the framework to understand how seemingly similar tasks may elicit very different processes among learners."

Design Implications¶

Context¶

Requirements¶

• Access to learners' discourse (e.g. think-aloud or writing) so grammatical markers of self perspectives can be examined

Constraints¶

• Demonstrated on first-person versus third-person writing tasks and victim/perpetrator, distant/recent material; other task dimensions remain to be compared

Target Learners¶

• history educators
• learning scientists
• museum professionals designing first-person story experiences

Target Learning Goals¶

• designing and differentiating historical perspective taking tasks

Claims¶

• All four participants used all four self perspectives, with rapid shifts among them during HPT [+W]
• HPT is not a simple shedding of presentist perspectives: multiple selves of one learner intertwine with the target's perspective [+W]
• Imagining (imagined past self) may give learners a greater feeling of entry into a historical situation than hypothesizing [+W]
• The now-self functions as an anchor in HPT: participants began in now-self and frequently returned to it [+W]
• Shifts among self perspectives are locatable moments of learning in which the self develops and expands [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Nilsen, A. P. (2016). Navigating windows into past human minds: A framework of shifting selves in historical perspective taking. Journal of the Learning Sciences, 25, 372-410. https://doi.org/10.1080/10508406.2016.1160830