Struggling with historical significance: Reasoning, reading, and writing processes

Abstract

Abstract The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and writing processes when students attribute significance. The aim of this study is to investigate how students and experienced history teachers with a master’s degree reason, read, and write about historical significance while thinking aloud. We analyzed the think-aloud protocols of twelve 10th-grade students and four history teachers on reasoning, reading, and writing processes. While thinking aloud, participants read two contrasting accounts after which they wrote an argumentative text about the historical significance of Christopher Columbus. Analysis of participants’ think-aloud protocols and their written texts showed that students did not recognize historical accounts as perspectives—influenced by the historical context. In contrast, teachers looked for the authors’ judgement, evidence, and context. In addition, students’ limited use of metaknowledge regarding texts and the concept of historical significance hampered them. These out-comes provide direction for teaching reasoning, reading, and writing with respect to historical significance.