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Finally, they argue that student drawings, though only one form of inquiry, help illustrate the fundamental point that, if educational reforms are to succeed, we must treat teachers and students not just as the objects, but also as the agents, of re-form and improvement.
3 Αυγ 2020 · For this review, we discuss studies that (a) addressed students’ and/or teachers’ monitoring/regulation accuracy, (b) used mapping or drawing as a generative activity, and (c) reliably coded one or more cues from the maps or drawings to infer cue diagnosticity and/or cue utilization.
19 Αυγ 2020 · In this study, 10 history teachers and 17 students in secondary school (age 16–17) were interviewed about their beliefs about historical empathy, objectives, and teaching strategies. The results show that the participants primarily saw historical empathy as a skill that can be learned.
13 Ιαν 2021 · The technique of drawing to learn has received increasing attention in recent years. In this article, we will present distinct purposes for using drawing that are based on active, constructive,...
Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading.
1 Ιαν 2018 · After making an argument for the importance of visuospatial forms, I provide an extensive review of the cognitive and psychological literature covering various key aspects of visualisation and how...
The NCSS curriculum standards provide a framework for professional deliberation and planning about what should occur in a social studies program in grades pre-K through 12. The framework provides ten themes that represent a way of organizing knowledge about the human experience in the world.
