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This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students' thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources, contextualization,(More)
Whole-class discussions in which students and teacher reason together and co-construct knowledge are, next to small group work, important in communities of learners. In this study we address the question of what strategies history teachers use to provoke and support collaborative historical reasoning in whole-class discussions. Analyses included transcripts(More)
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