"You teach them to yearn for the unending sea": towards a pedagogy for historical thinking.

Year: 2017

Author: Golledge, Claire

Type of paper: Abstract refereed

In recent years there has been growing interest in researching and mapping the ways in which students best engage in deep disciplinary learning in the history classroom. The development of various (but interrelated) frameworks for 'historical thinking' have made explicit the concepts and questions that can scaffold students' growing understanding of history not merely as a knowledge set, but as a suite of skills and procedures that can encourage a particular way of thinking about the past (L