Teaching high school students to use heuristics while reading historical texts.

By J. Nokes, J. Dole, Douglas J. Hacker. 2007

259 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/287f6ff14d5b73356b2539ecda5cdce2d2305700

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, background): “Whereas some of these studies (eg, Nokes, Dole, & Hacker, 2007 ; VanSledright, 2002 ) focus on efforts to expose students to multiple sources while externalizing construction and integration processes in the classroom, other studies (eg, Britt & Aglinskas, 2002 ; Britt, Wiemer-Hastings, Larson, ”
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, unknown): “In these three studies, the interventions were embedded in the schools’ curriculum, and in two of the studies, teachers were also involved in planning the interventions (De La Paz & Felton, 2010; Nokes et al., 2007).”
Multiple text analysis in narrative research: visual, written, and spoken stories of experience (2009, background): “The more perspectives students are exposed to, the more likely it will be for them to have a greater accuracy in, and complexity of, 10.1177/1468794108099320 182 their conceptual understanding of the content (e.g., Boyd and Ikpeze, 2007; Nokes et al., 2007).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “These findings should not be surprising given that most history classrooms do not teach students to engage in historical inquiry practices or foster students’ understandings about history as a discipline (Neumann, 2010; Nokes et al., 2007).”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “More recently, Nokes, Dole, and Hacker (2007) demonstrated benefits in teaching students to apply Wineburg’s (1991a) sourcing, contextualization, and corroboration heuristics to reading historical documents as students wrote arguments that used documents as evidence, and De La Paz and Felton (2010)…”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “Likewise, other research on multiple-text comprehension utilizing the documents model framework (Britt & Aglinskas, 2002; Nokes et al., 2007; Wiley et al., 2009; Wolfe & Goldman, 2005) has not considered the potential role played by epistemic belief dimensions in documents model construction.”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, background): “With some success, researchers have tried to improve students’ multiple-documents literacy, with students ranging from elementary school (Guthrie et al. 2004; VanSledright 2002) through high school (Britt and Aglinskas 2002; Nokes et al. 2007 ) to college students (Britt et al. 2004).”
Facilitating Student Learning Through Contextualization (2011, background): “environment in which a primary document was written (Nokes et al., 2007), or to teach”