Abstract This integrative literature review aims to find out how historical reasoning (HR) competence has been operationalized in history education empirical research. We focus on empirical studies that make use of the concept in the classroom context, aiming to provide a better understanding of what skills and activities have been used to promote HR among students of different ages. Our results show that within history education empirical research, HR “know how” skills, such as the ability of perspective taking and using evidence strongly co-appear with “know to be” skills, such as the ability to participate in a historiographic debate or to empathize with the past. However, the predominant emphasis on disciplinary history teaching approaches does not allow enough space for the development of historical consciousness skills, necessary for students’ civic engagement and identity construction. A more explicit place for argumentation in the history classroom is discussed.

中文翻译：

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走向（重新）定义历史推理能力：理论和实证研究回顾

摘要 本综合文献综述旨在了解历史推理 (HR) 能力如何在历史教育实证研究中得到运用。我们专注于在课堂环境中利用这一概念的实证研究，旨在更好地了解使用哪些技能和活动来促进不同年龄段学生的人力资源。我们的结果表明，在历史教育实证研究中，人力资源“知道如何”技能，例如观点采择和使用证据的能力，与“知道是”技能，例如参与史学辩论或去同情过去。然而，主要强调学科历史教学方法，并没有为历史意识技能的发展留出足够的空间，学生公民参与和身份建设所必需的。讨论了历史课堂中一个更明确的论证场所。