Cognitive Tools for Understanding History: What More Do We Need?

Fuente: ERIC Institute of Education Sciences
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Bibliographic Details
Main Authors: O'neill, D. K., Weiler, M. J.
Format: Recurso educativo Open Access
Language:en
Published: 2006
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author O'neill, D. K.
Weiler, M. J.
author_facet O'neill, D. K.
Weiler, M. J.
O'neill, D. K.
Weiler, M. J.
collection Education Resources Information Center
contents Cognitive Tools for Understanding History: What More Do We Need? O'neill, D. K. Weiler, M. J. Historical Interpretation History Instruction Elementary Secondary Education Information Retrieval Scaffolding (Teaching Technique) Libraries Computer Uses in Education Computer-based cognitive tools may have an important role to play in making widespread improvements in history teaching. Scholars agree that one important way to help students understand history is to involve them in historical interpretation, and there have been promising developments in the design of tools that scaffold students' interpretation of historical sources. However, some of the researchers themselves have pointed out important limits to this approach. Using participant-observer data from a classroom project aimed at improving students' grasp of "metahistorical" ideas, this article further illuminates the challenge of helping students to understand historical interpretation, and sketches the rough outlines of a library-based system that would augment existing cognitive tools. (Contains 2 footnotes.)
format Recurso educativo Open Access
id eric_EJ757186
institution ERIC Institute of Education Sciences
language en
publishDate 2006
record_format eric
spellingShingle Cognitive Tools for Understanding History: What More Do We Need?
O'neill, D. K.
Weiler, M. J.
Historical Interpretation
History Instruction
Elementary Secondary Education
Information Retrieval
Scaffolding (Teaching Technique)
Libraries
Computer Uses in Education
Cognitive Tools for Understanding History: What More Do We Need? O'neill, D. K. Weiler, M. J. Historical Interpretation History Instruction Elementary Secondary Education Information Retrieval Scaffolding (Teaching Technique) Libraries Computer Uses in Education Computer-based cognitive tools may have an important role to play in making widespread improvements in history teaching. Scholars agree that one important way to help students understand history is to involve them in historical interpretation, and there have been promising developments in the design of tools that scaffold students' interpretation of historical sources. However, some of the researchers themselves have pointed out important limits to this approach. Using participant-observer data from a classroom project aimed at improving students' grasp of "metahistorical" ideas, this article further illuminates the challenge of helping students to understand historical interpretation, and sketches the rough outlines of a library-based system that would augment existing cognitive tools. (Contains 2 footnotes.)
title Cognitive Tools for Understanding History: What More Do We Need?
topic Historical Interpretation
History Instruction
Elementary Secondary Education
Information Retrieval
Scaffolding (Teaching Technique)
Libraries
Computer Uses in Education
url https://eric.ed.gov/?id=EJ757186