Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study
Abstract: This study aims to describe the teaching of historical thinking and reasoning in upper secondary education in Iceland and to what extent teachers teach for these higher order thinking skills in their daily practice. We used the observation instrument, Teach-HTR, to rate 54 history lessons....
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Karlstads Universitet
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ftopinvisindi:oai:opinvisindi.is:20.500.11815/2510 2023-05-15T16:47:57+02:00 Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study Gestsdóttir, Súsanna Margrét van Drie, Jannet van Boxtel, Carla Menntavísindasvið (HÍ) School of education (UI) Háskóli Íslands University of Iceland 2019 90–113 https://hdl.handle.net/20.500.11815/2510 en eng Karlstads Universitet Nordidactica;2019(2) http://www.kau.se/nordidactica Gestsdóttir, S.M., van Drie, J. & van Boxtel, C. (2019). Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study. Nordidactica: Journal of Humanities and Social Education (2), 90-113. 2000-9879 https://hdl.handle.net/20.500.11815/2510 Nordidactica - Journal of Humanities and Social Education info:eu-repo/semantics/openAccess History education Historical thinking Classroom observation info:eu-repo/semantics/article 2019 ftopinvisindi https://doi.org/20.500.11815/2510 2022-11-18T06:52:08Z Abstract: This study aims to describe the teaching of historical thinking and reasoning in upper secondary education in Iceland and to what extent teachers teach for these higher order thinking skills in their daily practice. We used the observation instrument, Teach-HTR, to rate 54 history lessons. It is now apparent that some form of HTR is present in nearly all of them. Nearly all included teacher’s demonstration of historical thinking and reasoning and teachers also engaged students in individual or group assignments that asked for various HTR activities. However, it does not seem to be built upon in a strategic manner and certain areas are almost completely left out. The vocabulary of HTR is not deliberately used, which indicates that teachers may be drawing more from their education as historians than as history teachers. This study may provide important indicators for professional development that can be of use in teacher training and professionalization. With the help of the instrument Teach-HTR and the literature it should be possible to design a program that helps teachers focus on basic components of historical thinking and reasoning and specific behaviour, discourse and activities that bring it forward. Peer Reviewed Article in Journal/Newspaper Iceland Opin vísindi (Iceland) |
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Open Polar |
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Opin vísindi (Iceland) |
op_collection_id |
ftopinvisindi |
language |
English |
topic |
History education Historical thinking Classroom observation |
spellingShingle |
History education Historical thinking Classroom observation Gestsdóttir, Súsanna Margrét van Drie, Jannet van Boxtel, Carla Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study |
topic_facet |
History education Historical thinking Classroom observation |
description |
Abstract: This study aims to describe the teaching of historical thinking and reasoning in upper secondary education in Iceland and to what extent teachers teach for these higher order thinking skills in their daily practice. We used the observation instrument, Teach-HTR, to rate 54 history lessons. It is now apparent that some form of HTR is present in nearly all of them. Nearly all included teacher’s demonstration of historical thinking and reasoning and teachers also engaged students in individual or group assignments that asked for various HTR activities. However, it does not seem to be built upon in a strategic manner and certain areas are almost completely left out. The vocabulary of HTR is not deliberately used, which indicates that teachers may be drawing more from their education as historians than as history teachers. This study may provide important indicators for professional development that can be of use in teacher training and professionalization. With the help of the instrument Teach-HTR and the literature it should be possible to design a program that helps teachers focus on basic components of historical thinking and reasoning and specific behaviour, discourse and activities that bring it forward. Peer Reviewed |
author2 |
Menntavísindasvið (HÍ) School of education (UI) Háskóli Íslands University of Iceland |
format |
Article in Journal/Newspaper |
author |
Gestsdóttir, Súsanna Margrét van Drie, Jannet van Boxtel, Carla |
author_facet |
Gestsdóttir, Súsanna Margrét van Drie, Jannet van Boxtel, Carla |
author_sort |
Gestsdóttir, Súsanna Margrét |
title |
Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study |
title_short |
Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study |
title_full |
Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study |
title_fullStr |
Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study |
title_full_unstemmed |
Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study |
title_sort |
teaching historical thinking and reasoning in upper secondary schools in iceland: results of an observation study |
publisher |
Karlstads Universitet |
publishDate |
2019 |
url |
https://hdl.handle.net/20.500.11815/2510 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Nordidactica;2019(2) http://www.kau.se/nordidactica Gestsdóttir, S.M., van Drie, J. & van Boxtel, C. (2019). Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study. Nordidactica: Journal of Humanities and Social Education (2), 90-113. 2000-9879 https://hdl.handle.net/20.500.11815/2510 Nordidactica - Journal of Humanities and Social Education |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/20.500.11815/2510 |
_version_ |
1766038054076678144 |