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Historical thinking online: An analysis of expert and non-expert readings of historical websites
Journal of the Learning Sciences ( IF 6.083 ) Pub Date : 2020-11-18 , DOI: 10.1080/10508406.2020.1834396
James Goulding 1
Affiliation  

ABSTRACT

Background

This paper outlines the findings of a sociocultural study that examined how digital contexts shape historical thinking. It was assumed that the tools used to engage with historical information mediate thinking, and that when evaluating historical information online, participants would draw upon heuristics associated with Historical Thinking (Wineburg, 1991) and website evaluation.

Method

The study involved qualitative interviews with historians and university students who evaluated three historical websites using a think-aloud protocol followed by semi-structured questioning.

Findings

While sourcing, corroboration and contextualization remain the basis of disciplinary inquiry, the specific nature of each heuristic shifted when being used to evaluate online material, and a new category of intertextual ‘hybrid’ heuristics was formed as participants adapted general digital heuristics to evaluate historical information. Furthermore, these ‘hybrid heuristics’ had divergent effects on participants: for the students it appeared to inhibit critical historical thinking, whereas for the historians it formed the basis of their deep critical appraisal.

Contribution

The findings have implications for research on historical thinking, history education and critical website evaluation.



中文翻译:

在线历史思维:对历史网站的专家和非专家阅读的分析

摘要

背景

本文概述了一项社会文化研究的结果,该研究研究了数字环境如何塑造历史思维。假定用于与历史信息互动的工具会介导思维,并且在在线评估历史信息时,参与者会借鉴与历史思维(Wineburg,1991)和网站评估相关的启发式方法。

方法

这项研究包括对历史学家和大学生的定性采访,他们使用思考方法对三个历史网站进行了评估,然后进行了半结构化提问。

发现

虽然采购,确证和情境化仍然是学科研究的基础,但每种启发式方法在用于评估在线资料时的具体性质都发生了变化,并且随着参与者采用通用的数字启发式方法来评估历史信息,形成了一种新的互文式“混合”启发式方法。此外,这些“混合启发法”对参与者产生了不同的影响:对学生而言,它似乎抑制了批判性的历史思维,而对历史学家而言,则构成了对其进行深刻批判性评估的基础。

贡献

这些发现对历史思维,历史教育和重要网站评估的研究具有启示意义。

更新日期:2020-11-18
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