I have always thought that teachers should not teach what to think but how to think, and I wanted to embody this attitude within my own practice of teaching Classics. It was also interesting to me to link this to the ongoing debates in history teaching surrounding the relationship between the acquisition of substantive knowledge (i.e. the facts of history: dates, battles, names, etc.) and the acquisition of second-order concepts (i.e. the framework within which such knowledge is understood: e.g. historical interpretations, ascribing significance to events, understanding causation). According to Ford, ‘the challenge of restoring the link between substantive knowledge and conceptual understanding is one which the whole profession needs to address’ (Ford, 2014, p.33). Having previously taught philosophy, causation seemed to me to be a topic I would be well-suited to tackle, and I was intrigued to discover that there were opportunities to teach causation as early as Key Stage 3 (KS3). In fact, enshrined in the current National Curriculum (NC) for KS3 history is the key aim ‘to understand historical concepts such as … cause and consequence’ (DfE, 2013, p.1). Given that Stanford professor Sam Wineburg (2001) refers to historical thinking, albeit archly, as an ‘unnatural act’, I wondered whether it was possible for 12 and 13-year old students to ‘understand’ the complex concept of causation. But I was also eager to test out some of the pedagogical theories floated at the beginning of the PGCE course, in particular, Bruner's hypothesis that ‘any subject can be taught effectively in some intellectually honest form to any child at any stage of development’ (Bruner, 1960, p.33).

中文翻译：

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Boudicca、骨折和行为管理：关键阶段教学因果关系的案例研究 3

我一直认为老师不应该教什么想但是如何思考，我想在我自己的经典教学实践中体现这种态度。将这与历史教学中围绕获得实质性知识（即历史事实：日期、战斗、名称等）和获得二阶概念（即理解此类知识的框架：例如历史解释、赋予事件意义、理解因果关系）。根据福特的说法，“恢复实质性知识和概念理解之间的联系是整个行业需要解决的挑战”（福特，2014 年，第 33 页）。以前教过哲学，对我来说，因果关系似乎是一个非常适合解决的话题，我很感兴趣地发现早在关键阶段 3 (KS3) 就有机会教授因果关系。事实上，KS3 历史的当前国家课程 (NC) 中所载的关键目标是“理解诸如……原因和后果等历史概念”（DfE，2013 年，第 1 页）。鉴于斯坦福大学教授 Sam Wineburg（2001 年）将历史思维（尽管有点刻板）称为“不自然的行为”，我想知道 12 岁和 13 岁的学生是否有可能“理解”复杂的因果关系概念。但我也渴望检验在 PGCE 课程开始时提出的一些教学理论，特别是布鲁纳的假设，即“任何学科都可以以某种智力上诚实的形式有效地教授给处于任何发展阶段的任何孩子”（布鲁纳，1960 年，第 33 页）。