Teaching historical thinking and reasoning: Construction of an observation instrument.

• Published in: British Educational Research Journal
• Main Authors: Gestsdóttir, S.M., van Boxtel, C., van Drie, J.
• Format: Article in Journal/Newspaper
• Language: English
• Published: 2018
• Subjects: Iceland
• Online Access: https://dare.uva.nl/personal/pure/en/publications/teaching-historical-thinking-and-reasoning-construction-of-an-observation-instrument(b16c1e52-336e-4dbb-bc4d-ff42d8913cad).html; https://doi.org/10.1002/berj.3471; https://hdl.handle.net/11245.1/b16c1e52-336e-4dbb-bc4d-ff42d8913cad; https://pure.uva.nl/ws/files/32224847/Gestsd_ttir_et_al_2018_British_Educational_Research_Journal.pdf

For some years, historical thinking and reasoning (HTR) have been important educational goals for upper secondary education in many countries. Nevertheless, teachers are often unsure of how to realise these ideas in the classroom. This article reports on the development of the domain‐specific observation instrument Teach‐HTR. It is intended for the further professional development of experienced history teachers who wish to foster historical thinking and reasoning, as well as to assist those who are doing their initial teacher training. The observation instrument was developed in several phases. A literature review was conducted to operationalise the dimensions of learning and teaching involved in historical thinking and reasoning. The content validity of this first version was evaluated by experts using a content validity rating form and subsequently revised. The final instrument consists of seven categories of teaching historical reasoning and 33 items. The instrument was piloted in 10 history lessons in Iceland and subsequently in 10 lessons in the Netherlands. Inter‐rater reliability was evaluated using intraclass correlation coefficients (ICCs) and percentage of agreement. The internal consistency was evaluated using Cronbach's alpha. In the second pilot, the instrument showed acceptable inter‐rater reliability and internal consistency. The outcomes of the two pilots are described, and examples are given of lessons with high and low scores. The instrument can help identify concrete examples of teaching historical thinking and reasoning and points for development, which makes it a promising instrument for professional development.