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16.024 - International Research on Teaching and Learning History: Findings From Belgium, Israel, Sweden, and the United States
Thu, April 16, 2:15 to 3:45pm, Sheraton, Floor: Second Level, HuronSession Type: Symposium
Abstract
Drawing from diverse theoretical perspectives and methodological approaches, and conducted in four countries, the papers in this session present findings from five international studies investigating the construction of meaning in historical learning environments. Taken together, these papers examine how cognitive processes, instructional opportunities, and wider sociocultural settings influence history education. The studies focus on Belgian students’ understanding of the Flemish national past; collaborative essay writing among diverse Israeli and Arab students; Swedish students’ understanding of historical agency and structure; contextual influences on the teaching of heritage historians in classrooms with Chinese American, Hmong American, and Jewish American students; and U.S. teachers’ perspectives on textbook accounts of the Trail of Tears.
Sub Unit
Chair
Papers
Belgian Students and the National Past: Representation and Beliefs Among 12th-Grade Students - Karel Van Nieuwenhuyse, University of Leuven; Kaat Wils, University of Leuven; Fien Depaepe, University of Leuven; Lieven Verschaffel, University of Leuven
Toward a Dialogical Conceptualization of Learning History Within Israeli Multiple-Perspective Educational Environments - Yifat Ben-David Kolikant, The Hebrew University of Jerusalem; Sarah Pollack, Hebrew University of Jerusalem
Agency and Structure in Swedish Students' Historical Reasoning - Anna-Lena Lilliestam, Göteborgs University
Contextual Influences on the Teaching and Learning of Heritage Histories - Sara A. Levy, Wells College
Textbook Representations and Teacher Understandings of Political Violence: Interrogating the Trail of Tears Narrative - Angela Bermudez, Harvard University; Alan Stoskopf, University of Massachusetts - Boston