In Search of the Philosophers' Stone: Modeling and Assessing Epistemological Beliefs in History Education

• In Event: Roundtable Session 26

Session Type: Roundtable Session

Abstract

Developing pupils’ understanding of history with its own disciplinary and epistemological problems can contribute to the education of a critical and peaceful diverse society. This symposium discusses results of four studies from the Netherlands, Germany and the USA addressing theoretical, methodological, and pedagogical issues in measuring epistemological beliefs in history. Two studies aim to develop a valid and reliable questionnaire for measuring epistemological beliefs in the domain of history in Europe. One study focuses on the historical topics history teachers use to teach that history involves interpretation and one study explores change in epistemic beliefs among history teachers in the USA during a professional development project. The symposium compares weaknesses and strengths in the use of questionnaires versus interviews.

Sub Unit

• SIG-Teaching History

Chair

• Albert Logtenberg, Leiden University

Papers

• "Do They Affect It All?" The Relationship Between Students' Epistemological Beliefs and Their Argumentation Skills in History - Marcel Mierwald; Thomas Lehmann, University of Bremen; Nicola Brauch, The University of Bochum (Germany)

• Developing a Questionnaire for Measuring Epistemological Beliefs in History Education - Gerhard Stoel, University of Amsterdam; Björn Wansink, Utrecht University; Albert Logtenberg, Leiden University; Timothy David Huijgen, University of Groningen

• History Teachers' Considerations Concerning the Applicability of a Historical Topic for Teaching History as an Interpretation - Björn Wansink, Utrecht University; Sanne Akkerman, Utrecht University; Theo Wubbels, Utrecht University

• Exploring Change in Epistemic Beliefs Among History Teachers in the United States - Sebastian Burkholdt, University of Georgia - Athens; Bruce A. VanSledright, University of North Carolina - Charlotte