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Titel: Historical perspective taking. A standardized measure for an aspect of students' historical thinking
Autoren: ;
Originalveröffentlichung: Learning and individual differences 18 (2008) 2, S. 264-270
Dokument:
(formal und inhaltlich überarbeitete Version)
Lizenz des Dokumentes: Lizenz-Logo 
Schlagwörter (Deutsch): Geschichte <Histor>; Geschichtsunterricht; Schüler; Denken; Verstehen; Kompetenz; Kompetenzmessung; Schuljahr 10; Gymnasium
Pädagogische Teildisziplin: Empirische Bildungsforschung
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 1041-6080
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): Researchers widely agree that learning history should involve more than learning historical facts and should include competencies of historical thinking. Various models of historical thinking view students' competency to take historical perspectives as a standard in history education. In this study we introduce a standardized measure for historical perspective taking (HPT) consisting of a short scenario set in the German Weimar Republic. We assessed students' HPT by using rating scales; our data were obtained in grammar schools from 170 German 10th graders. Latent class analyses identified three types of students with similar profiles of HPT. One was present-oriented and two showed more or less contextualized historical thinking. Students' history grades were connected to their HPT competency. We discuss limitations of the study and argue for further research on measures assessing students' historical thinking. (DIPF/Orig.)
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Eintrag erfolgte am: 15.01.2016
Empfohlene Zitierung: Hartmann, Ulrike; Hasselhorn, Marcus: Historical perspective taking. A standardized measure for an aspect of students' historical thinking - In: Learning and individual differences 18 (2008) 2, S. 264-270 - URN: urn:nbn:de:0111-pedocs-116378