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Hello Everyone, I finished a recent evening with a glass of iced tea and Adele Nye's report -- it's an impressive, exciting study! Maybe Adele will add travel to the U.S. to her list of dissemination activities. I suspect many of us would like to have that glass of tea with her across the table. A few quick thoughts... The differences the Australian team found in historians' and students' concepts of historical thinking and the activities that develop it provides empirical evidence of a situation for which I suspect many of us have anecdotal evidence. Given the disconnect between teachers and their students, it would be interesting to ask the historians to twice rank the activities that develop historical thinking... Which activities are important vs. which do you incorporate systematically in your teaching? In the list of activities that develop historical thinking, the study seems to conflate source analysis with archival and field work. I'm curious about what led to that conflation and if it may have had any effect on how students ranked that item. I'm intrigued by the emphasis on "historicizing" the experiences of students and historians alike. It reminds me of Vinten-Johansen's account of how he came to incorporate historiography into an undergrad history course; the term historicize seems just right to describe his piece, and offers an inspired way to talk about "longitudinal" ed issues using history jargon instead. What a wonderful example of tackling the issue Suzanne Wilson posed in her 2001 review of research on history teaching: "The challenge that future research on history teaching faces is to help the historian act like a psychologist or sociologist while helping the educational researchers learn to act--and think-- like historians so we might draw a better sketch." [McDiarmid and Vinten-Johansen, (1993). The teaching and learning of history -- From the inside out. NCRTL Special Report. available from Michigan State University's National center for research on teacher learning. Wilson, S. (2001). Research on History Teaching. In Richardson, V. (Ed.) Handbook of Research on Teaching. 4th ed. Washington, D.C.: American Educational Research Association, 527-544.] Sending a big THANK YOU to Adele for her research and for making us aware of it, Elise Elise Fillpot, Ph.D., Director Bringing History Home Visiting Scholar, The University of Iowa 1111 Downey Drive Iowa City 52240 319-358-1434 Office 319-430-3953 Mobile
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