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Historical Inquiry for Teaching Year 11 & 12 History Students

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The article demonstrates how by participation in individual research inquiries students can be engaged developing their own historical thinking. He shows how students were required to explain and elaborate the essential questions designed around the required outcome areas by evaluating the core historical concepts of significance, causation and change. The article concludes that in conducting this inquiry with students it enlivened the historical dialogues between students and engages them in sustained attention over the inquiry process, as well as building on the historical skills and concepts.

Keywords: historical inquiry; historical knowledge; historical thinking; history curriculum; secondary history

Document Type: Research Article


Publication date: January 1, 2011

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  • Learning and Teaching is a bi-annual, refereed, international journal providing a forum for discussion and analysis of the latest educational research on innovative approaches to classroom pedagogy and learning in the global culture. Articles are chosen for their originality, readability, and accessibility to wide audience of educational researchers, classroom-teachers, educational administrators and curriculum coordinators.

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