‘Because they measure success differently’: building students’ understandings of how historical accounts are made - possibility and potential

Autores

  • Arthur Chapman University College London

DOI:

https://doi.org/10.22228/rtf.v14i2.1161

Resumo

Abstract: There are extensive traditions of international research focused on developing thinking in history, however, research tends often to focus on students’ historical thinking more than on their metahistorical thinking. Drawing on historical theory and on research into children’s thinking  (Lee, 2001;  AUTHOR, 2009) and on teaching intervention studies (AUTHOR, 2010, AUTHOR, et al., 2012; AUTHOR 2015), this paper argues for the importance of a metahistorical approach to historical learning in order to help young people develop sophisticated understandings of historical debates and controversies and in order to provide them with the intellectual tools that they will need to think critically about historiography in the academy and, perhaps, more broadly.Keywords: History education; Epistemology;   Historiography.Resumo: Existem extensas tradições de pesquisa internacional focadas no desenvolvimento do pensamento em história, no entanto, a pesquisa tende muitas vezes a se concentrar no pensamento histórico dos estudantes mais do que em seu pensamento meta-histórico. Com base na teoria da história e na pesquisa sobre o pensamento infantil (LEE, 2001; AUTHOR, 2009) e no ensino de estudos de intervenção pedagógica (AUTHOR, 2010, AUTHOR, ET AL., 2012; AUTHOR 2015), este artigo defende a importância de uma abordagem meta-histórica da aprendizagem histórica para ajudar os jovens a desenvolver entendimentos sofisticados de debates e controvérsias históricas e, com isso, fornecer-lhes as ferramentas intelectuais de que precisarão para pensar criticamente sobre a historiografia na academia e, talvez, de forma mais ampla.Palavras-chave: Educação histórica; Epistemologia; Historiografia.

Biografia do Autor

Arthur Chapman, University College London

Associate Professor in History in Education at the UCL Institute of Education, University College London. He was a history teacher for 12 years prior to taking a university post in history education and has worked at the universities of Oxford, Cumbria and Edge Hill as well as London. He is a series editor of the International Review of History Education and managing editor of the History Education Research Journal. His main research interest is in developing historical thinking, and, in particular, in young peoples’ understandings of historical argument, of historical explanation and of conflicts of historical interpretation.

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Publicado

2022-02-10

Como Citar

Chapman, A. (2022). ‘Because they measure success differently’: building students’ understandings of how historical accounts are made - possibility and potential. Revista Territórios E Fronteiras, 14(2), 21–37. https://doi.org/10.22228/rtf.v14i2.1161

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v. 14 n. 2 (2021): "Historiografia e Ensino de História"

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Dossiê Temático

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Direitos Autorais para artigos publicados neste periódico são do autor, com direitos de primeira publicação para a revista, com o trabalho licenciado simultaneamente sob uma licença Creative Commons. Em virtude de os artigos serem publicados nesta revista de acesso público, eles são de uso gratuito, com atribuições próprias, em aplicações educacionais e não-comerciais.