View in EDS PDF Full Text

History by the Numbers: A Quantitative Approach to Teaching the Importance of Conflicting Evidence.

Saved in:
Bibliographic Details
Title: History by the Numbers: A Quantitative Approach to Teaching the Importance of Conflicting Evidence.
Authors: Burkholder, Peter1
Source: History Teacher. Nov2020, Vol. 54 Issue 1, p69-106. 38p.
Subject Terms: *History education, *History students, Historical research, Complexity (Philosophy)
Abstract: The article offers a qualitative approach to teaching the importance of conflicting evidence to history students. The author cites how their students had shown an inconsistent ability to recognize and deal with the incongruent complexities of the past, which inspired to do further research into the problem. The author also claims that professional historians revel in uncertainty, understanding that it is evidentiary ambiguity and conflict that offer opportunities to ponder and explain.
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 148668852
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: History by the Numbers: A Quantitative Approach to Teaching the Importance of Conflicting Evidence.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burkholder%2C+Peter%22">Burkholder, Peter</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22History+Teacher%22">History Teacher</searchLink>. Nov2020, Vol. 54 Issue 1, p69-106. 38p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22History+students%22">History students</searchLink><br /><searchLink fieldCode="DE" term="%22Historical+research%22">Historical research</searchLink><br /><searchLink fieldCode="DE" term="%22Complexity+%28Philosophy%29%22">Complexity (Philosophy)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The article offers a qualitative approach to teaching the importance of conflicting evidence to history students. The author cites how their students had shown an inconsistent ability to recognize and deal with the incongruent complexities of the past, which inspired to do further research into the problem. The author also claims that professional historians revel in uncertainty, understanding that it is evidentiary ambiguity and conflict that offer opportunities to ponder and explain.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=148668852
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
        StartPage: 69
    Subjects:
      – SubjectFull: History education
        Type: general
      – SubjectFull: History students
        Type: general
      – SubjectFull: Historical research
        Type: general
      – SubjectFull: Complexity (Philosophy)
        Type: general
    Titles:
      – TitleFull: History by the Numbers: A Quantitative Approach to Teaching the Importance of Conflicting Evidence.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burkholder, Peter
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 00182745
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: History Teacher
              Type: main
ResultId 1