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Historical Thinking: A Framework for Learning and Teaching Historyi

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This article surveys recent research on historical thinking. It synthesises two leading approaches to construct a combined model of historical reasoning. The combined model consists of eight components: ask historical questions, establish historical significance, use sources as evidence, identify continuity and change, analyse cause and consequence, explore historical perspectives, examine ethical dimensions of history, and construct historical arguments. Each of these procedural concepts is discussed. This research is designed to inform the practice of curriculum developers and history teachers.

Keywords: curriculum, pedagogy; historical reasoning; historical thinking; learning and teaching history

Document Type: Research Article

Publication date: January 1, 2015

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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