Writing to learn history: intertextuality in secondary school and university students in Chile

IF 0.5 Q1 HISTORY

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2023-08-07 DOI:10.52289/hej10.110

R. Henríquez, Daniela Luque, Mabelin Garrido

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引用次数: 0

Abstract

The objective of this article is to identify and compare some features of intertextuality in texts written by secondary school and university students in Chile. Employing the perspective afforded by historical literacy, academic discourse analysis, and expert-novice studies, we analyzed 17 written texts based on questions and historical evidence. The two groups were found to differ in terms of evidence usage and writing quality. Intertextual resources are much more commonly used in university-level expert writing than in secondary education. However, surprisingly, they also appeared in a significant part of the texts produced by secondary school students through elements such as paraphrasis, direct and indirect discourse, and integral and non-integral citations. These findings provide a comparative and situated perspective of historical writing across two educational levels, posing some challenges to literate practices in Historical Education and their modeling for learning.

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写作学习历史:智利中学生和大学生的互文性

本文的目的是识别和比较智利中学生和大学生撰写的文本中的互文性的一些特征。采用历史素养、学术话语分析和专家-新手研究提供的视角，我们基于问题和历史证据分析了17个书面文本。发现两组在证据使用和写作质量方面存在差异。互文资源在大学水平的专业写作中比在中学教育中更常用。然而，令人惊讶的是，它们也通过意译、直接和间接话语、完整和非完整引用等元素出现在中学生创作的相当一部分文本中。这些发现提供了跨两个教育水平的历史写作的比较和情境视角，对历史教育中的文学实践及其学习模式提出了一些挑战。

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.