Wilke, M.;
Depaepe, F.;
Van Nieuwenhuyse, K.;
(2023)
Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress.
History Education Research Journal
, 20
(1)
, Article 5. 10.14324/HERJ.20.1.05.
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Abstract
Multiple-documents-based (inquiry) tasks are often used to examine historical thinking, as they require students to apply discipline-specific ways of reasoning and writing. Intervention studies using such tasks have often relied on principles from cognitive apprenticeship to make these discipline-specific heuristics explicit to students. While several studies have found positive results, they offer little insight into how and where exactly students’ progress on historical thinking manifests itself, nor into the differential effects of the intervention. Building on essay data gathered during an intervention study on students’ historical inquiry skills, this study explores differential effects of the intervention according to students’ initial historical inquiry ability. To this end, a purposeful sample of students was selected for whom the intervention was particularly effective. The qualitative analysis of students’ essay tasks (pretest and posttest) revealed remarkable differences between students with high and low pretest scores. Although both groups made progress on all aspects of the essay task, they differed in terms of where and how this progress manifested itself: at posttest, students with a high initial score outperformed others in evaluating sources and rebuttals. This study offers insight into patterns of progress in students’ historical inquiry skills which can inform differentiation in instructional practices.
| Type: | Article |
|---|---|
| Title: | Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.20.1.05 |
| Publisher version: | https://doi.org/10.14324/HERJ.20.1.05 |
| Language: | English |
| Additional information: | © 2023, Marjolein Wilke, Fien Depaepe and Karel Van Nieuwenhuyse. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | history education, secondary education, historical thinking, historical inquiry, qualitative analysis, multiple-documents-based tasks, intra-class differentiation |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10176781 |
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