Fifth Graders Investigating History in the Classroom: Results from a Researcher-Practitioner Design Experiment

By B. Vansledright. The Elementary school journal, 2002

154 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/f2a961b14ef2ad0e3486906ebba4af2f57b53bc0

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Citations in the corpus

Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, methodology): “Following Wood and Kardash (2002), these 13 items were eliminated from further analysis.”
Reading multiple texts about climate change: The relationship between memory for sources and text comprehension (2010, background): “In elementary school, VanSledrigth (2002) demonstrated that even fifth graders may profit from more explicit teaching of sourcing and how to evaluate different kinds of documents.”
Elicitation Techniques: Getting People to Talk About Ideas They Don’t Usually Talk About (2015, methodology): “To investigate the effect of classroom investigations with historical evidence, for example, VanSledright (2002) asked fifth-graders to think aloud as they examined sets of written and visual sources.”
The Development of Expertise: The Journey From Acclimation to Proficiency (2003, background): “Others have conducted studies of the MDL in such domains as history, technology, music therapy, and physical education (e.g., Chen, Shen, Scrabis, & Tolley, 2002; Lawless & Kulikowich, 1998; VanSledright, 2002a).”
The Role of Reader Characteristics in Processing and Learning From Informational Text (2009, methodology): “, 1991), aiming primarily at textbase construction and resolution of comprehension problems (Deegan, 1995; Langer, 1993; Martin, 1988; Steinberg et al., 1991; VanSledright, 2002), with less effective metacognition in adapting processing to the task (Langer, 1993; Linderholm & van den Broek, 2002), a”
Understanding and Promoting Thinking About Knowledge (2016, background): “, 1999), history (Nokes, 2014; VanSledright, 2002), and language arts (Reznitskaya et al.”
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).”