- Engaging Students in Historical Reasoning
- The Need for Dialogic History Education
- Book title
- Palgrave Handbook of Research in Historical Culture and Education
- Pages (from-to)
- London: Palgrave Macmillan
- ISBN (electronic)
- Document type
- Faculty of Social and Behavioural Sciences (FMG)
Faculty of Humanities (FGw)
- Research Institute of Child Development and Education (RICDE)
Amsterdam School of Historical Studies (ASH)
In this chapter, Van Boxtel and Van Drie argue that dialogic teaching is needed to develop students’ historical reasoning ability. First, the authors specify types of historical reasoning and the activities and underlying knowledge, interest and beliefs that constitute a historical reasoning. Second, important characteristics of dialogic teaching are discussed. In dialogic education, the teacher and students explore multiple perspectives, challenge ideas and co-construct historical insights. The chapter offers examples of how a dialogic way of teaching opens up, widens and deepens historical reasoning in the classroom. Students are enhanced to ask historical questions, to explain and compare, and critically assess interpretations and evidence. It is concluded that dialogic history education can prepare students to become more able and informed participants in a democratic society.
- go to publisher's site
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library, or send a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.