Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past

By J. Drie, C. Boxtel. 2008

452 citations recorded by the source corpus.

This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students’ thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources, contextualization, argumentation, using substantive concepts, and using meta-concepts. Each component is discussed and illustrated by examples from our own research. The article concludes with suggestions on how to use the framework both in future research and in educational practice.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c46301e2a8853f0c9e9aac00d02895a0572bdf2f

Citations in the corpus

• Trends in Research on Writing as a Learning Activity (2016, unknown): “…addressed the effects of writing on learning can be found in the research literatures on cooperative learning, computer supported collaborative learning, and learning from primary sources in history (e.g., Dillenbourg, Järvelä & Fischer, 2009; Johnson & Johnson, 1985; Van Drie & Van Boxtel, 2008).”