"They Thought the World Was Flat?" Applying the Principles of How People Learn in Teaching High School History

By Robert B. Bain. 2005

134 citations recorded by the source corpus.

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Citations in the corpus

Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years (2013, background): “Bain and Harris (2009) explained that the “importance of having a ‘big picture’ to help situate all the details that so define history at any level” is particularly challenging in world history (p. 34). World history teachers grapple with decisions about where to begin, what to include, which perspe”
The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers (2012, background): “The OUT activity asks students to consider how selected primary sources either expand, challenge, or corroborate the textbook’s account (cf. Bain 2005).”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “Approaching history as an inquiry into the past that fosters analyzing evidence, developing arguments, and conveying these interpretations in writing supports students’ learning in the discipline (Bain, 2005; Holt, 1990).”
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge (2011, background): “Researchers agree that experts and novices think differently about history and that addressing this divide is key to advancing students’ historical understanding (Bain, 2005; VanSledright, 2002; Wineburg, 2001).”
Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation (2011, background): “Although in the United States individual teachers have written about teaching history from a disciplinary stance (e.g., Bain, 2005; Holt, 1990; VanSledright, 2002), large-scale change has not been forthcoming.”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “Historians read traces of the past to make sense of the past, whether that past is yesterday or centuries ago (Bain, 2005; Carr, 1987; Collingwood, 1994; Munslow, 1997; NCSS, 2013).”