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Books > Social sciences > Psychology > Cognition & cognitive psychology
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Text-based Learning and Reasoning - Studies in History (Paperback)
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Text-based Learning and Reasoning - Studies in History (Paperback)
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History is both an academic discipline and a school subject. As a
discipline, it fosters a systematic way of discovering and
evaluating the events of the past. As a school subject, American
history is a staple of middle grades and high school curricula in
the United States. In higher education, it is part of the liberal
arts education tradition. Its role in school learning provides a
context for our approach to history as a topic of learning. In
reading history, students engage in cognitive processes of
learning, text processing, and reasoning. This volume touches on
each of these cognitive problems -- centered on an in-depth study
of college students' text learning and extended to broader issues
of text understanding, the cognitive structures that enable
learning of history, and reasoning about historical problems.
Slated to occupy a distinctive place in the literature on human
cognition, this volume combines at least three key features in a
unique examination of the course of learning and reasoning in one
academic domain -- history. The authors draw theory and analysis of
text understanding from cognitive science; and focus on multiple
"natural" texts of extended length rather than laboratory texts as
well as multiple and extended realistic learning situations.
The research demonstrates that history stories can be described by
causal-temporal event models and that these models capture the
learning achieved by students. This text establishes that history
learning includes learning a story, but does not assume that story
learning is all there is in history. It shows a growth in students'
reasoning about the story and a linkage -- developed over time and
with study -- between learning and reasoning. It then illustrates
that students can be exceedingly malleable in their opinions about
controversial questions -- and generally quite influenced by the
texts they read. And it presents patterns of learning and reasoning
within and between individuals as well as within the group of
students as a whole.
By examining students' ability to use historical documents, this
volume goes beyond story learning into the problem of
document-based reasoning. The authors show not just that history is
a story from the learner's point of view, but also that students
can develop a certain expertise in the use of documents in
reasoning.
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