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- W2400519017 abstract "A major shift in thinking is taking place in the teaching and learning of history. Increasingly, history teachers, teacher educators, and curriculum developers are viewing history “as ‘an approach to knowledge” as well as ‘a body of knowledge.’” (Shemilt, 1978). From the elementary grades up, more students are “doing history.” That is, they are using historical evidence to write family history, to present the perspectives of people who lived in other times, and to construct their own version of historical events. It is comparable to a shift in perspective that is taking place in other subject areas as well. The movement toward a “thinking curriculum” as it is sometimes called, is fueled by recent developments in cognitive psychology and constructivist pedagogy, and by teachers’ observations that the best way to help their students acquire knowledge is to engage them intellectually with the subject matter. The British Schools Council 13-16 Project was the first major effort to implement a thinking curriculum for history in the schools (Samec, 1979). Initiated in the early 1970s, it approached history as an explanation-seeking, knowledgeconstructing discipline and organized a four-year syllabus designed to explore different approaches to doing history. The project demonstrated that virtually all" @default.
- W2400519017 created "2016-06-24" @default.
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- W2400519017 date "1995-01-01" @default.
- W2400519017 modified "2023-09-27" @default.
- W2400519017 title "DOING HISTORY IN A FIFTH-GRADE CLASSROOM: PERSPECTIVE TAKING AND HISTORICAL THINKING" @default.
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