1,076
views
0
recommends
+1 Recommend
1 collections
    1
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

      research-article

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Multiple-documents-based (inquiry) tasks are often used to examine historical thinking, as they require students to apply discipline-specific ways of reasoning and writing. Intervention studies using such tasks have often relied on principles from cognitive apprenticeship to make these discipline-specific heuristics explicit to students. While several studies have found positive results, they offer little insight into how and where exactly students’ progress on historical thinking manifests itself, nor into the differential effects of the intervention. Building on essay data gathered during an intervention study on students’ historical inquiry skills, this study explores differential effects of the intervention according to students’ initial historical inquiry ability. To this end, a purposeful sample of students was selected for whom the intervention was particularly effective. The qualitative analysis of students’ essay tasks (pretest and posttest) revealed remarkable differences between students with high and low pretest scores. Although both groups made progress on all aspects of the essay task, they differed in terms of where and how this progress manifested itself: at posttest, students with a high initial score outperformed others in evaluating sources and rebuttals. This study offers insight into patterns of progress in students’ historical inquiry skills which can inform differentiation in instructional practices.

          Most cited references58

          • Record: found
          • Abstract: not found
          • Article: not found

          Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology.

            Bookmark
            • Record: found
            • Abstract: not found
            • Book: not found

            Qualitative Research & Evaluation Methods : Integrating Theory and Practice

              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Computing Inter-Rater Reliability for Observational Data: An Overview and Tutorial

                Bookmark

                Author and article information

                Journal
                Hist_Educ_Res_J
                History Education Research Journal
                Hist_Educ_Res_J
                UCL Press
                2631-9713
                24 August 2023
                : 20
                : 1
                : 5
                Affiliations
                [1 ]Faculty of Arts, KU Leuven, Leuven, Belgium
                [2 ]Center for Instructional Psychology and Technology, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium; ITEC, imec research group at KU Leuven, Leuven, Belgium
                Author notes
                Author information
                https://orcid.org/0000-0001-7789-7643
                https://orcid.org/0000-0001-5440-1318
                https://orcid.org/0000-0001-6901-0555
                Article
                Hist_Educ_Res_J-20-5
                10.14324/HERJ.20.1.05
                d66189e7-2bdc-4f42-8723-448fd758769c
                © 2023, Marjolein Wilke, Fien Depaepe and Karel Van Nieuwenhuyse.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/HERJ.20.1.05.

                History
                : 08 August 2022
                : 14 July 2023
                Page count
                Pages: 33
                Funding
                Funded by: Special Research Funds, KU Leuven
                Award ID: 3H180247
                This work was supported by the Special Research Funds, KU Leuven (grant number 3H180247). The funding agency was not involved in the research.
                Categories
                Research article
                Custom metadata
                Wilke, M., Depaepe, F. and Van Nieuwenhuyse, K. (2023) ‘Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress’. History Education Research Journal, 20 (1), 5. DOI: https://doi.org/10.14324/HERJ.20.1.05.

                Educational research & Statistics,General education,History
                intra-class differentiation,historical inquiry,historical thinking,secondary education,history education,multiple-documents-based tasks,qualitative analysis

                Comments

                Comment on this article