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- W1505292639 abstract "MANy AMeRicANs participate in the time-honored tradition of lamenting the inadequacies of history education in the United states. Pundits and lawmakers offer various suggestions for improving this sorry state of affairs, sometimes by imposing inappropriate solutions. in 2006, concerned that too much ideology had been injected into K-12 history instruction, Florida’s government signed into law a requirement that history be taught as “factual, not constructed.”1 This view of history as the simple presentation of facts and the rejection of interpretation seems widely shared by the public, though a fact-based approach to history is one of the chief reasons the public finds classroom history boring. In opposition to this view, however, a consensus has formed recently within the scholarly community centered on the assumption that students learn by constructing factual information into meaningful patterns—patterns that differ from one discipline to another because definitions of knowledge vary across disciplines. As University of Michigan scholars Robert B. Bain and Jeffrey Mirel succinctly state, “disciplines organize facts in ways that give them meaning, making these facts more memorable because they are more meaningful.”2 The so-called “inquiry approach” to learning history suggests that teachers have more success with their students when they frame course content around meaningful questions, employ disciplinary habits of mind, and take students’ thinking seriously. inquiry instruction" @default.
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- W1505292639 date "2012-05-01" @default.
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- W1505292639 title "Training Teachers to Think Historically: Applying Recent Research to Professional Development." @default.
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