Historical reasoning: conceptualizations and educational applications

Reasoning about processes of change, causes, consequences, similarities, and differences in historical phenomena and periods helps students to give meaning to the past. This chapter defines types and components of historical reasoning and the factors that shape the quality of this reasoning. Historical reasoning is conceptualized as an integrative and socially situated activity. We discuss empirical studies that shed light on how historical reasoning is shaped by students’ understanding of historical metaconcepts, substantive knowledge, epistemological beliefs, reading and writing abilities, and interest in history but also by the broader historical culture in which history education is embedded. Using insights from empirical studies, we discuss promising pedagogies to enhance students’ historical reasoning in the classroom.