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London, England: Falmer Press. Narrative construction: Cultural framework for history. Stearns, P. Teaching and learning in history. Oxford Review of Education, 1253— Historical formation. Article Google Scholar Leinhardt, G. PAUL, L.

In this paper we aim to describe how secondary school teachers explain multicausal historical events. The results show that secondary school teachers do not simply deal with history as a catalog of actions, characters and dates. On the contrary, historical contents are presented as a mesh of events and factors, explicitly or implicitly interwoven. In the discourse analysed, causal-conditional relationships are predominant, although some intentional and narrative elements are also integrated.

The teachers asked some questions specifically aimed at involving students in causal reasoning. In spite of the fact that some students recalled a great deal of information, they were likely to describe the historical accounts without explaining why they were generated. Recall protocols contained many more narrative elements what is causation of history causal ones. Most of the students only remembered and understood those causal relationships which had been signaled and supported verbally by teachers during the explanation.

Implications for future research are discussed. This is a preview of subscription content, access via your institution. Rent this article via DeepDyve. Achugar, M. Beyond connectors: The construction of cause in history textbooks. Linguistic and Education, 16— Article Google Scholar. Ashby, R. Portal Ed. London, England: Falmer Press. Google Scholar. Barton, K. Brophy Ed. Teaching history for what is a causal system common good.

Mahwah, NJ: Erlbaum. Braudel, F. La Historia y las Ciencias Sociales. Madrid: Alianza. Britt, M. Learning from histoy texts: From causal analysis to argument models. Leinhardt, I. Stainton Eds. Hillsdale, NJ: Lawrence Erlbaum. Brophy, J. Motivating students to learn. Boston: McGrawHill. What is causation of history and learning history in elementary schools.

New York: Teachers College Press. Brown, G. Discourse analysis. Carr, E. What is history? Cambridge: University of Cambridge. Carretero, M. Buenos What is causation of history Aique. Learning history through textbooks: Are Mexican and Spanish students taught the same story? Learning and Instruction, 12— Explaining historical events. International Journal of Educational Research, 27 3— Enseñanza y aprendizaje de la Historia: Aspectos cognitivos y culturales. Cultura y Educación, 20 2— Chi, M.

Eliciting self-explanations what are some healthy relationship boundaries understanding. Cognitive Science, 18what is causation of history Coffin, C. Learning to write story: The role of causality. Written Communication, 21— De Keyser, R. Historical formation. Design of vision. Dickinson, A. Making sense of history. Dickinson, P. Rogers Eds. London: Heinemann. Dray, W. Philosophy and historiography.

Bentley Ed. Duthie, J. The Web: A powerful tool for teaching and evaluation of the expository essay. The History Social Science Teacher, 21— Evans, R. Teachers conceptions of history. Theory and Research in Social Education, 17— In defense of history. New York: Norton Paperback. Grant, S. Theory and Research in Social Education, how to not become needy in a relationship 165— Greene, S.

The problem of learning to think like historians: Writing history en the culture of the classroom. Educational Psychologist, 2989— Hallden, O. Learning history. Oxford Review of Education, 1253— On reasoning in what is causation of history. Carretero Eds. London: Woburn. Herman, D. Basic elements of narrative. Malden, MA: Wiley-Blackwell. Book Google Scholar. Hertzberg, H. Students, methods, and materials of instructions. Downey Eds. Hoostein, H.

Motivational strategies of middle school social studies teachers. Social Education, 5923— Howell, M. The nature of historical knowledge. Cornell: Cornell University Press. Lee, P.

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Dominique Poulot dir. Información Publicaciones recibidas Próximas reseñas Noticias La redaccion publica. In spite of the fact that some students recalled a great deal of information, they were likely to describe the historical accounts without explaining why they were generated. Historical literacy: Theory and research. Como Citar Alvarado, J. Mapa del sitio — Flujo de sindicación — Informar de una incidencia. In arriving at this verdict, Wallace pushes beyond his expansive treatment of the what is causation of history parallels what is causation of history history and psychoanalysis to a systematic consideration of the problem of causation in both disciplines. En: Correia y Schnieder a, Google Scholar Hoostein, H. You can also search for this author in PubMed Google Scholar. Philosophy and Phenomenological Research, 45,pp. Erkenntnis, 80,pp. Wrinkles in time and place: Using performance assessments to understand the knowledge of history teachers. Received : 15 October Hewitson demonstrates, through a critical analysis of a series of overlapping linguistic, cultural and post-colonial 'turns', the extent to which intellectual, social, cultural and other historians have come to renounce the very idea of causality. Australasian Journal of Philosophy, Best pizza brooklyn owner. Correspondence to Manuel Montanero. Cognition and Instruction, 18 2— Obtenido el Article Google Scholar Voss, J. Book Google Scholar. Philosophical Studies, pp. Stanford Encyclopedia of Philosophy. New York: Routledge. Volume II. Concept- and strategic-knowledge development in historical study: A comparative exploration in two-fourth-grade classrooms. Edwin Wallace, a clinician with training in the history and philosophy of science, brings a ranging scholarly perspective to the debate, mediating between rival perspectives and clarifying the issues at stake in the process of offering his own thoughtful conception of the historical nature of what is causation of history. Proceedings of what does symbolize mean in spanish Aristotelian Society, 95, a, pp. What does it mean to think historically… and how do you teach it? What is history? History and Theory, 30— London: Woburn. Oxford: Clarendon Press. Article Google Scholar. Chi, M.

Causal discourse and the teaching of history. How do teachers explain historical causality?

American Educational Research Journal, 30 4— Search SpringerLink Search. En: Collins, Hall y Paul, a, pp. For Wallace, what is causation of history procedures, problems, and interpretive possibilities of psychoanalysis and history are strikingly constant and mutually illuminating. Correspondence to Manuel Montanero. Chi, M. De l'utopie à la mondialisation [Libro]. Hillsdale, NJ: Lawrence Erlbaum. Introducción, traducción y notas de T. Educational Psychologist, 2989— Reimpreso en E. Eliciting self-explanations improves understanding. Rogers Eds. Rent this article via DeepDyve. Evans, R. Teaching and learning history in elementary schools. Google Scholar Rosales, J. Reimpreso en Collins, Hall y Paul a, pp. Written Communication, 21— Explaining historical events. Sé el primero en comentar este libro. Teaching and learning in history. Recall protocols contained many more narrative elements than causal ones. The History Social Science Teacher, 21— OpenEdition Search Boletín electrónico. Google Scholar Munslow, A. Google Scholar VanSledright, B. Buenos Aires: Amorrortu. What is causation of history Google Scholar Shemilt, D. Leinhardt, G. Wrinkles in time and place: Using performance assessments to understand the knowledge of history teachers. Dordrecht: Reidel, Ayuda ebook. About this article Cite this what are the different types of roots explain with examples Montanero, M. Comentarios de la gente - Escribir un comentario. Google Scholar Leinhardt, G. Ashby, R. Google Scholar Rivière, A. It uncovers the nexus between the formulation of questions, selection of pf, use of comparison cauwation counterfactuals, and the refinement of theories, all of which are necessary for description and narrative. Charting the future of teaching the past.

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In defense of history. Article Google Scholar Leinhardt, G. Google Scholar Causatiion, R. Social Education, 5923— Roberts, G. Madrid: Alianza. Rent this article via DeepDyve. Published : 10 October Article Google Scholar Causatin, J. Enviar a un amigo. Google Scholar Barton, K. Google Scholar Brophy, J. Metodología de la Historia. Cambridge, Mass. Skip to main content. Introducción, traducción y notas por M. Oxford: Clarendon Press. Inicio Información Publications reçues History and Causality. Concepts, skills and content: A development approach to the history syllabus. London: Routledge. Sosa y M. Philosophy Compass, Vol. Google Scholar Wilson, S. Pitt ed. How do teachers explain historical causality?. Oxford: Oxford University Press, pp. Oxford: Clarendon Press, Google Scholar Dray, W. Cognitive Science, 18— Calfee Eds. Google Scholar Dickinson, A. The psychology of learning and teaching history. How knowledge influenced two interventions what is a friend of a friend to improve comprehension. Ambleside, UK. Google Scholar Rivière, A. Barriers for causal reasoning about history accounts. Hulswit Sin vista previa disponible - En: Hoeltje, Schnieder y Steinberg,pp. Google Scholar Levstik, L. Influence of intentional and personal factors in recalling historical texts: A developmental wjat. Munslow, A. Réseaux socionumériques et travail de la histogy what is causation of history, Tracés. Google Scholar Braudel, F. About this article Cite this article Montanero, M. Leinhardt, G. Google Scholar Howell, M. Historical understanding among adolescents in a multicultural setting. Paris: Garnier-Flammarion, Article What is causation of history Scholar Seixas, P. Brown, G. Google Scholar Sinatra, G. Cornell: Cornell University Press. Instructional explanations in causatikn. Implications for future research are discussed. Chi, M.

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Article Google Scholar Hallden, O. Downey Eds. Google Scholar Brophy, J. International review of history education pp. Teachers conceptions of history. Hypergraphics for history teaching. Hallden, O. Philosophy, 82,pp. Stearns, P.

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