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Why Am I Accused of Being a Heretic?' A Pedagogical Framework for Stimulating Historical Contextualisation.

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... To make students in history classrooms aware of their presentism, Havekes et al. (2012) argued that creating cognitive incongruity that is aimed at testing students' assumptions or creating a conflict with their prior knowledge can promote historical contextualization. In previous research, we therefore explored the use of cognitive conflicts to trigger and prevent presentism among students (Huijgen & Holthuis, 2015). In this approach, possible present-oriented perspectives among students become 'visible' by presenting a historical event that students find difficult to explain. ...
... In previous research, we found indicators that students who combine different frames of reference are more successful in reconstructing the historical context to explain historical agents' actions. To reconstruct a context successfully, it is important to provide good examples and scaffolds of contextualized thinking (Havekes et al., 2012;Huijgen & Holthuis, 2015;Reisman & Wineburg, 2008). For example, teachers could provide students with scaffolds that focus on examining the different frames of reference before students formulate arguments and present conclusions. ...
Article
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The aim of this explorative study was to develop and test a pedagogy aimed at promoting students’ ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining the past, (2) enhancing the reconstruction of a historical context, (3) enhancing the use of the historical context to explain historical phenomena and (4) enhancing historical empathy. The effectiveness of these principles was explored in a lesson unit focusing on the seventeenth and eighteenth centuries. In a quasi-experimental pre-test–post-test design with experimental and control conditions, the effects of the pedagogy on 15- and 16-year-old students’ ability to perform historical contextualization were examined (n = 131). The results indicated that students in the experimental condition significantly improved their ability to perform historical contextualization compared to students in the control condition. These findings could be used to help teachers and other educational professionals design and implement historical contextualization tasks and instructions.
... Ten eerste vormt het een uitdaging om de beginsituatie bij leerlingen in te schat- (Huijgen & Holthuis, 2015). ...
Book
Leraren geschiedenis moeten over een rijke vakdidactische kennis beschikken om effectieve lessen te kunnen voorbereiden. Het is daarom van cruciaal belang dat ze een goed begrip hebben van welke lesdoelen ze precies willen bereiken alsook van de moeilijkheden die leerlingen daar dikwijls bij ervaren. Een rijk arsenaal aan strategieën en werkvormen is nodig om de inhoud en de vorm van geschiedenisonderwijs goed op elkaar af te stemmen. Dit handboek werd geschreven door een uitgebreid team van ervaren lerarenopleiders geschiedenis. Hoe laat je leerlingen inzicht verwerven in historische begrippen? Hoe reflecteer je met leerlingen over concepten als ‘causaliteit’ of ‘agency’? Welke plaats krijgen historische vraagstukken in een les geschiedenis? Hoe laat je jongeren argumenteren met en over historische bronnen? Deze en vele andere vragen vormen de leidraad van dit boek. Dit boek biedt een overzicht van recente inzichten uit het internationale wetenschappelijke vakdidactisch onderzoek, en illustreert deze met bruikbare praktijkvoorbeelden. Kortom, een startpunt én een naslagwerk voor zowel de beginnende als de ervaren geschiedenisleerkracht!
... Fuente: Huijgen y Holthuis (2015) La herramienta de contextualización es una serie de preguntas que facilitan la comprensión, reconociendo la influencia del espacio-tiempo en que surge la fuente. Es |importante recalcar que no es obligatorio responder las diez preguntas para contextualizar, pero se sugiere que, en las primeras ocasiones, se contesten todas para que el estudiante reconozca las informaciones que cada una aporta a la comprensión y cómo la fuente histórica se ve influenciada por diversas dimensiones culturales. ...
Book
La escritura académica ocupa un rol preponderante en los procesos de investigación científica y humanística. La presente obra parte de la necesidad de reflexionar sobre la enseñanza de los géneros discursivos académicos en el ámbito universitario a partir de experiencias de docentes e investigadores de Argentina, Chile, Ecuador, México, Perú y Venezuela. El resultado es un panorama de experiencias que nos acercan a problemáticas clave sobre la escritura de los diferentes géneros discursivos (resumen, tesis, artículo académico), además de abordar aspectos éticos, manejo de fuentes, entre otros. La publicación se complementa con el análisis de experiencias de procesos formativos de escritura; mismas que son relevantes al momento de reflexionar sobre su enseñanza en el ámbito de la educación superior.
... Learning within social studies classrooms requires beyond surface-level comprehension as students are thinking critically, negotiating and understanding diverse perspectives, problemsolving together, using multiple pieces of evidence to create and support claims and counter-claims to construct accounts, explanations, and arguments, all while collaboratively researching and discussing (Wineburg et al., 2013). This type of close reading requires students to read and analyse sources multiple times for different purposes (Frey & Fisher, 2013), such as assessing validity and reliability (Grant et al., 2017;Lent, 2016), questioning potential author bias, and understanding time and place of when the text was written (Huijgen & Holthuis, 2015;Lesh, 2011, pp. 7e12). ...
Article
Although there is a growing body of research related to disciplinary and critical literacy practices within social studies classrooms, little is known about how teachers cultivate these practices through structured debates within the school day. Focusing on teachers at one high school, the researchers used a qualitative case study to explore how debate promoted critical and disciplinary literacy, simultaneously providing space for student empowerment and agency. Findings demonstrated an increased focus by teachers on student-led learning, highlighting how teachers made incremental changes that prioritised students’ argumentation skills and comfort in sharing their voice throughout the debate process and beyond.
... The first component of the framework is making students aware of their possible present-oriented perspectives. Building upon work in the field of cognitive conflicts (e.g., Johnson and Johnson, 2009), scholars argue that 'historical tension' might contribute to students' ability to perform historical contextualization (Havekes et al., 2012;Huijgen and Holthuis, 2015). Historical tension is created when students are unable to explain a historical event or a historical agent's action because of their present-oriented perspectives. ...
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This exploratory study presents an example of how a historical contextualization framework can be used to develop and implement a lesson unit on Cold War events. The effects of the lesson unit on students’ ability to perform historical contextualization are explored in a quasi-experimental pre-test–post-test design with an experimental (n = 96) and a control (n = 73) condition. The students’ answers on a historical contextualization test were analysed. The results indicate that students in the experimental condition increased their ability to perform historical contextualization and displayed less present-oriented perspectives in their answers compared to students in the control condition.
... Presenting the past as strange (e.g. child labour and the poor working conditions in the eighteenth century compared to the daily life of a child currently) could promote awareness of the differences and connections between the past and present (Huijgen and Holthuis 2015;Seixas and Morton 2013). Furthermore, the teachers in our sample did not explicitly teach students how to perform historical contextualisation. ...
Article
The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals’ actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and actions. Using the Framework for Analysing the Teaching of Historical Contextualisation (FAT-HC), five trained raters observed eight history teachers twice. To further analyse the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualisation and items focusing on engaging students in historical contextualisation processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualisation in their lessons. No teacher obtained a mean FAT-HC score >2.00 on a four-point scale. The teachers mainly demonstrated historical contextualisation, while engaging students in historical contextualisation processes was observed far less often. The findings can be used to help teachers formulate domain-specific instruction to promote students’ ability to perform historical contextualisation.
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Christian education is very important. It can help to bring a holistic liberation and development of people. A good education can be a key to a good life. Our reflection is on Christian education; quo vadis, meaning where are you going? Chapter one will be a general introduction. Chapter two will focus on a brief historical survey of Christian education. It will reflect, among others, on the way Christian education was brought to Africa from Europe. In some places, it was regarded as a colonial tool. The analysis of the state of Christian education will be in chapter three. It will, among other things, evaluate the merits and demerits of Christian education in Africa in its current form. Chapter four will focus on the future of Christian education in Africa. It will contain our suggestions to improve Christian education in Africa. It will provide some propositions not only on how to bring about the decolonisation of Christian education but also its Africanisation. There should be a deconstruction of colonial Christian education and the reconstruction of an Africanised Christian education. The suggestions will be associated with the contextualization, decontextualization, and recontextualization of Christian education in Africa. Through, inter alia, its proper Christian education, Africa should be able to “think globally but act locally”. The last chapter will be the general conclusion.
Thesis
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“Why on earth would you burn those women alive? It is obvious that witches do not exist, do they? That is just cruel. People in the past were indeed stupid.” This statement is a reaction from a student when the witch hunts in the Early Modern Period were the topic under study. This student viewed the witch hunts from a present-oriented perspective in which the past is examined with present beliefs, values, and knowledge. This process often results in misunderstanding historical phenomena and historical agents’ actions. Historical contextualization, the main focus of this thesis, can help prevent present-oriented perspectives among students when they examine the past (Wineburg, 2001). It is therefore considered a key component of historical thinking and reasoning (Lévesque, 2008; Van Drie & Van Boxtel, 2008). Historical contextualization is the ability to situate phenomena and people’s actions in a historical context in order to give meaning to these phenomena and actions (Van Boxtel & Van Drie, 2012). It is not the same as relativism or the justification of controversial historical events and agents’ actions. Instead, historical contextualization should lead to reasoned ethical judgments about past events and help students to explain historical phenomena and agents’ actions (Seixas & Morton, 2013). It is not wrong for students to think that, for example, slavery or child labor is awful. However, to explain and interpret such historical phenomena successfully, students need to become aware that the past differs from the present, that people in the past held different beliefs and values and that these people might not have possessed the same knowledge as the students themselves. Teaching historical contextualization in this thesis was conceptualized as four interrelated components: (1) reconstructing a historical context, (2) raising awareness of present-oriented perspectives, (3) enhancing historical empathy, and (4) creating opportunities for students to practice historical contextualization to enable historical reasoning. All components of this theoretical framework for teaching historical contextualization should occur in interactions between teachers and students. The framework is visualized in Figure 1 in the first chapter of this thesis. Despite the importance of historical contextualization in history education, there is a lack of (1) standardized instruments that measure students’ ability to perform historical contextualization, (2) observation instruments that provide insight intohow teachers promote historical contextualization, and (3) classroom materials that promote historical contextualization. To examine these problems, we formulated the following main research question for this thesis: How can students’ ability to perform historical contextualization be promoted? To answer the main research question, a total of five research questions were formulated: 1. How can we measure elementary and secondary school students’ ability to contextualize historical agents’ actions? 2. How successfully can secondary school students contextualize historical agents’ actions? 3. What instrument can be used to observe how history teachers promote historical contextualization in classrooms? 4. How do history teachers promote historical contextualization in their classrooms? 5. What are the effects of a lesson unit designed to promote secondary school students’ ability to perform historical contextualization? The first two research questions focused on students’ ability to contextualize historical agent’s actions (historical perspective taking). The framework for teaching historical contextualization was used in these two studies to design and test instruments and to analyze how students performed historical contextualization. The third and fourth research questions examined teachers’ instructions with regard to historical contextualization. In these two studies, the framework was used to develop an observation-instrument to explore how teachers promote historical contextualization in classrooms. To answer the final research question, the framework was used to design classroom materials. The effects of these materials on student’s ability to perform historical contextualization were tested in two intervention studies.
Chapter
In this chapter, I use the Inquiry Arc of the College, Career, and Civic Life (C3) Framework to explore the teaching of history in elementary and secondary schools. I begin by recounting the national and state-level developments in the United States since the No Child Left Behind legislation and the Common Core State Standards surfaced. The bulk of the chapter highlights the scholarship on history teaching organized under the four dimensions of the Inquiry Arc: (1) developing questions and planning inquiries, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action.
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