Struggling with historical significance: Reasoning, reading, and writing processes
نویسندگان
چکیده
Abstract The concept of historical significance is seen as a key reasoning. Assigning based on criteria and related to the identity who assigns significance. However, little known about reasoning-, reading-, writing processes when students attribute aim this study investigate how experienced history teachers with master’s degree reason, read, write while thinking aloud. We analyzed think-aloud protocols twelve 10th-grade four reasoning, reading, processes. While aloud, participants read two contrasting accounts after which they wrote an argumentative text Christopher Columbus. Analysis participants’ their written texts showed that did not recognize perspectives—influenced by context. In contrast, looked for authors’ judgement, evidence, addition, students’ limited use metaknowledge regarding hampered them. These out-comes provide direction teaching respect
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ژورنال
عنوان ژورنال: European journal of applied linguistics
سال: 2022
ISSN: ['2192-9521', '2192-953X']
DOI: https://doi.org/10.1515/eujal-2021-0004