Toward Historical Understanding: Leveraging Cognitive Psychology for Progression in School History
Toward Historical Understanding: Leveraging Cognitive Psychology for Progression in School History
复制标题
走向历史理解：利用认知心理学促进学校历史的进步
DOI：
10.1080/00377996.2019.1659748
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
D. Donnelly
中科院分区：
文献类型：
--
作者：
G. Boadu;D. Donnelly
摘要历史教学对教师和学生都提出了智力要求，要求他们回到过去，参与复杂的问题和遥远的生活方式。历史教育研究提倡使用的方法，描绘历史作为一个智力参与的主题，但应用认知研究历史没有得到太多的关注，在最近的时间。本文着重探讨认知心理学在历史教学中的作用，并论证皮亚杰的智力发展观与历史教学法之间的联系。文章认为，即使实体和程序的概念的应用是必要的，以实现历史的理解，知识建构的认知过程的深思熟虑的考虑是必不可少的思想和理解的进展。
Abstract History teaching and learning make intellectual demands on both teachers and students, requiring them to travel back in time and engage with complex issues and distant lifestyles. History education research advocates the use of approaches that portray History as an intellectually engaging subject but the application of cognitive research to History has not received much attention in recent times. This article focuses on the role of cognitive psychology in the teaching and learning of History and argues for a linkage between Piaget’s concept of intellectual development and History pedagogy. The article suggests that even though the application of substantive and procedural concepts are necessary for attaining historical understanding, thoughtful consideration of the cognitive processes of knowledge construction is essential for progression in thinking and understanding.