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Best Practice When Engaging with the Many Aspects of the Written Word in History Teaching

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Title: Best Practice When Engaging with the Many Aspects of the Written Word in History Teaching
Language: English
Authors: Yosanne Vella (ORCID 0000-0003-0711-5129)
Source: Hungarian Educational Research Journal. 2023 13(4):543-551.
Availability: AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Descriptors: History Instruction, Writing (Composition), Teaching Methods, Primary Sources, History, Information Sources, Bias, Writing Improvement, Children, Adolescents
ISSN: 2064-2199
Abstract: The purpose of this paper is to present a theoretical examination on the importance of writing in history teaching in schools to age groups 7-16 year old. It presents a discussion and an overview of best and meaningful practice in history teaching when using written historical sources as evidence for analyses in the classroom. It also looks at how educators can support pupils' own writing in history lessons in effective ways. The paper attempts to do this by reporting on various pedagogical research work conducted specifically on writing in history and its many facets when it comes to history learning in schools. The author offers various pedagogical recommendations based on her own as well as others' research work on the written word in history teaching. The paper looks at written sources from four different aspects. It discusses written sources as primary historical sources in themselves and how they can be made more palpable, that is more tangible and easier to use for pupils. It then looks at secondary written sources, that is, historians' interpretation of history and how these can be presented to pupils, followed by how primary written sources can also produce opportunity to practice the skill of detecting bias. Lastly pupils' own writing is discussed and how their writing in history can be made better.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1410299
Database: ERIC
FullText Text:
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  Data: Best Practice When Engaging with the Many Aspects of the Written Word in History Teaching
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  Data: <searchLink fieldCode="AR" term="%22Yosanne+Vella%22">Yosanne Vella</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0711-5129">0000-0003-0711-5129</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Hungarian+Educational+Research+Journal%22"><i>Hungarian Educational Research Journal</i></searchLink>. 2023 13(4):543-551.
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  Data: AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com
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  Data: <searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Sources%22">Primary Sources</searchLink><br /><searchLink fieldCode="DE" term="%22History%22">History</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink>
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  Data: The purpose of this paper is to present a theoretical examination on the importance of writing in history teaching in schools to age groups 7-16 year old. It presents a discussion and an overview of best and meaningful practice in history teaching when using written historical sources as evidence for analyses in the classroom. It also looks at how educators can support pupils' own writing in history lessons in effective ways. The paper attempts to do this by reporting on various pedagogical research work conducted specifically on writing in history and its many facets when it comes to history learning in schools. The author offers various pedagogical recommendations based on her own as well as others' research work on the written word in history teaching. The paper looks at written sources from four different aspects. It discusses written sources as primary historical sources in themselves and how they can be made more palpable, that is more tangible and easier to use for pupils. It then looks at secondary written sources, that is, historians' interpretation of history and how these can be presented to pupils, followed by how primary written sources can also produce opportunity to practice the skill of detecting bias. Lastly pupils' own writing is discussed and how their writing in history can be made better.
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      – Text: English
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        PageCount: 9
        StartPage: 543
    Subjects:
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Primary Sources
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      – SubjectFull: History
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      – SubjectFull: Information Sources
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      – SubjectFull: Bias
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      – SubjectFull: Writing Improvement
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      – SubjectFull: Children
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      – SubjectFull: Adolescents
        Type: general
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      – TitleFull: Best Practice When Engaging with the Many Aspects of the Written Word in History Teaching
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