Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study
Dick van Straaten|Arie Wilschut|Ruben Fukkink
Although history standards generally aim at developing historical consciousness among secondary school students, there is not much research-based knowledge to support making connections between the past, present, and future in teaching. This study examines effects of teaching analogous cases an enduring human issue 2 experimental conditions: 1 which grade 10-12 students (n = 460) were actively encouraged compare draw analogies with present studied without comparisons or drawing 273). Set against results a group who followed usual curriculum 289), multilevel regression analyses on collected data revealed that both conditions positively affected students’ appraisals relevance history, more so case-comparison condition than separate-case condition. Students also deemed lesson course valuable experienced less difficulty applied pedagogical approach Case comparison did negatively affect acquisition factual knowledge. Implications for further research are discussed.
Cognition and Instruction|Wiardi Beckman Foundation (Wiardi Beckman Foundation)