Description
Title: Exploring Historical Thinking Patterns in Argumentative Writing by Eighth Grade Students
Abstract: The new study, which builds on previous research on Writing and how children acquire historical thinking, examines patterns in the source-related Writing of 427 eighth-grade students to determine how sophisticated the students’ historical reasoning is. This study builds on previous writing research and how children acquire historical thinking. It has been recommended that a spectrum should be used to illustrate the five ever more sophisticated degrees of document source writing. By utilizing examples of students’ Writing, this research illustrates how lower-level students misunderstand or fail to identify the origins of documents. Students who are studying at higher levels of the spectrum, on the other hand, evaluate the papers’ sources analytically, and some of them even use the information provided by the sources to support their ideas in their written work. The frequency with which students cite their sources in their work positively correlates with the spectrum that categorizes the quality of the students’ citations, suggesting a connection between the utilization of techniques and historical reasoning. Therefore, it is advised that students’ historical thinking be evaluated by constructing written assessments
Keywords: Evaluations of historical pondering and Writing, as well as historical literacy, historical reading, and historical instruction
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Paper Quality: SCOPUS / Web of Science Level Research Paper
Subject: ELT – English Language Teaching
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