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Historical thinking is a set of critical literacy skills for evaluating and analyzing primary source documents to construct a meaningful account of the past. Sometimes called historical reasoning skills, historical thinking skills are frequently described in contrast to historical content knowledge such as names, dates, and places.
The goal of the Document Based Question was for students to be "less concerned with the recall of previously learned information" and more engaged in deeper historical inquiry. Hayes, in particular, hoped students would "become junior historians and play the role of historians for that hour" as they engaged in the DBQ. [1]
Historical thinking skills are a set of reasoning skills, including close reading, corroboration, and contextualization, that help students think critically about the past. [9] These skills require a style of teaching that goes beyond lectures and rote memorization. [10] Teachinghistory.org is based on and adds to new research in history education.
Historical method is the collection of techniques and guidelines that historians use to research and write histories of the past. Secondary sources, primary sources and material evidence such as that derived from archaeology may all be drawn on, and the historian's skill lies in identifying these sources, evaluating their relative authority, and combining their testimony appropriately in order ...
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
History is a wide field of inquiry encompassing many branches. Some branches focus on a specific time period. Others concentrate on a particular geographic region or a distinct theme. Specializations of different types can usually be combined. For example, a work on economic history in ancient Egypt merges temporal, regional, and thematic ...
Comparative historical research is a method of social science that examines historical events in order to create explanations that are valid beyond a particular time and place, either by direct comparison to other historical events, theory building, or reference to the present day.
The teachers’ role in discovery learning is therefore critical to the success of learning outcomes. Students must build foundational knowledge through examples, practice and feedback. This can provide a foundation for students to integrate additional information and build upon problem solving and critical thinking skills. [citation needed]