Epistemic beliefs and written historical reasoning: Exploring their relationship

IF 0.5 Q1 HISTORY

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2022-04-15 DOI:10.52289/hej9.108

Kristin A. Sendur, J. van Drie, Carla A. M. van Boxtel

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引用次数: 1

Abstract

In this descriptive study, we investigated undergraduate students’ epistemic beliefs in history and examined the relationship between students’ beliefs and their performance in written historical reasoning in the context of a historical reasoning course. We measured students’ expressed epistemic beliefs in history through a discipline-specific survey, which we compared with students’ performance when writing a source-based historical argument. A subset of students also participated in a task-based interview to investigate more tacit epistemic beliefs related to the second-order concept, account. We found a significant correlation between students’ performance in source-based argumentative writing and their epistemic beliefs regarding historical methodology. Most students’ interview answers corresponded to their epistemic beliefs as indicated in the survey, but there was less correspondence between students’ interviews and writing. This study demonstrates the usefulness of the epistemic beliefs survey and provides evidence that students’ conceptions of the second-order concept, account, may be related to their epistemic beliefs.

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认识论信念和书面历史推理:探索他们的关系

在本研究中，我们调查了本科生的历史认知信念，并在历史推理课程的背景下考察了学生的信仰与他们在书面历史推理中的表现之间的关系。我们通过一项特定学科的调查来衡量学生对历史的认知信念，并将其与学生在撰写基于资料的历史论点时的表现进行比较。一部分学生还参加了一个基于任务的访谈，以调查与二阶概念“账户”相关的更多隐性认知信念。我们发现学生在基于资料的议论文写作中的表现与他们对历史方法论的认知信念之间存在显著的相关性。大多数学生的访谈回答与调查中显示的他们的认知信念相对应，但学生的访谈与写作之间的对应较少。本研究证明了认知信念调查的有效性，并提供了证据，证明学生对二阶概念的概念，帐户，可能与他们的认知信念有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education HISTORY-

CiteScore

0.80

自引率

33.30%

发文量

审稿时长

10 weeks

期刊介绍： Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.