历史教育中的认识信念研究综述

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/hej9.102

G. Stoel, A. Logtenberg, M. Nitsche

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引用次数: 3

摘要

从VanSledright和Maggioni(2016)的开创性工作出发，本文重新审视了有关认识论信念的问题以及这些信念在历史教学中所起的作用。本文以概念化、与其他构念(如历史推理和教学信念)的关系、师生的信念表达、年龄和教育水平的差异、对教学原则的建议以及抑制或支持历史教师“将其信念付诸实践”的背景因素等问题为指导，回顾了18项关于历史教师(n=7)和学生(n=11)认识论信念的最新研究。结果表明，认知信念是基于发展和维度框架概念化的，尽管最近的研究将发展和维度方法结合起来。强调了关于学生和教师的重要发现，从而对研究和实践产生影响。

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Researching epistemic beliefs in history education: A review

Departing from the pioneering work of VanSledright and Maggioni (2016), this article revisits questions about epistemic beliefs and the role these beliefs play in the teaching and learning of history. Eighteen recent studies on epistemic beliefs of history teachers (n=7) and students (n=11) are reviewed, guided by questions regarding conceptualization, relationships with other constructs (e.g., historical reasoning and teaching beliefs), expression of beliefs in teachers and students, differences in age and educational level, suggestions for pedagogical principles, and contextual factors that inhibit or support history teachers in “putting their beliefs into practice”. Results reveal that epistemic beliefs are conceptualized based on developmental and dimensional frameworks, although most recent studies integrated developmental and dimensional approaches. Important findings regarding students and teachers are highlighted, resulting in implications for research and practice.

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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.