ERIC Number: EJ801118
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-4476
EISSN: N/A
Improving Classroom Instruction: Understanding the Developmental Nature of Analyzing Primary Sources
Dutt-Doner, Karen M.; Cook-Cottone, Catherine; Allen, Susan
RMLE Online: Research in Middle Level Education, v30 n6 p1-20 2007
Authentic and constructive learning experiences that include analysis of primary source documents are necessary elements of effective social studies teaching (Bailyn, 1994; Leinhardt, Stainton, & Virji, 1994; Wineburg & Wilson, 1991; Young & Leinhardt, 1998). This study examines the abilities of 70 fifth and seventh grade students to complete individual and multiple primary source document analyses based on their current background knowledge. Three researchers coded by grade, level of response (content), and type of processing (analysis of written discourse connectors and organization of written discourse) the completed document analysis tool responses. Rather than relying on others to interpret history for them, findings indicate that engaging students with primary source documents exercises the critical-thinking skills needed to analyze and interpret historical documents. However, this can be a very challenging task for students at this level. After connecting the study's results to current research, the article concludes with a set of practical suggestions. (Contains 5 tables.)
Descriptors: Primary Sources, Grade 7, Thinking Skills, Classroom Environment, Classroom Research, Classroom Techniques, Instructional Improvement, Social Studies, Grade 5, Historical Interpretation, Interpretive Skills, Educational Practices, Scoring Rubrics, Performance Based Assessment
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Grade 7
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A