A Content Means to a Critical Thinking End: Group Quizzing in History Surveys
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| Title: | A Content Means to a Critical Thinking End: Group Quizzing in History Surveys |
|---|---|
| Language: | English |
| Authors: | Burkholder, Peter |
| Source: | History Teacher. Aug 2014 47(4):551-578. |
| Availability: | Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Critical Thinking, History Instruction, College Faculty, Course Content, Teaching Methods, Teacher Attitudes, Outcomes of Education, Thinking Skills, Case Studies, Introductory Courses, World History, Course Descriptions, Tests |
| ISSN: | 0018-2745 |
| Abstract: | This article seeks to promote contemplation, even debate, among history professors on how to balance factual content with historical thinking, with the latter term incorporating elements of critical thinking that are conspicuously absent in many college students. This study emphasizes the importance of thoughtful, deliberate course planning that is built solidly around desired learning outcomes, whatever those may be. In addition, it offers a specific technique for treating large chunks of historical content quickly and effectively, freeing up precious class time to develop students' critical thinking and other skills. This case study focuses on one of the most challenging of introductory courses: the first half of a world history survey. The techniques and rationale described in this article can apply equally well to other introductory classes. |
| Abstractor: | ERIC |
| Entry Date: | 2020 |
| Access URL: | https://www.societyforhistoryeducation.org/pdfs/A14_Burkholder.pdf |
| Accession Number: | EJ1276797 |
| Database: | ERIC |
| Abstract: | This article seeks to promote contemplation, even debate, among history professors on how to balance factual content with historical thinking, with the latter term incorporating elements of critical thinking that are conspicuously absent in many college students. This study emphasizes the importance of thoughtful, deliberate course planning that is built solidly around desired learning outcomes, whatever those may be. In addition, it offers a specific technique for treating large chunks of historical content quickly and effectively, freeing up precious class time to develop students' critical thinking and other skills. This case study focuses on one of the most challenging of introductory courses: the first half of a world history survey. The techniques and rationale described in this article can apply equally well to other introductory classes. |
|---|---|
| ISSN: | 0018-2745 |
