Creativity is recognised as an essential twenty-first century skill. Despite the significant volume of research on creativity, there remains considerable ambiguity in the way it is conceptualised within education. This study uses a qualitative approach to explore primary educators' (n = 9) perceptions of creativity in English, science, and…

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…

The purpose of this study was to compare the effectiveness of two types of historical problem-solving instruction with advanced urban high school students' (N = 231) ability to reason with and contextualize historical evidence. Contextualization is a critical heuristic in the process of disciplinary thinking among historians. Yet, prior research…

Get started with an innovative approach to teaching history that develops literacy and higher-order thinking skills, connects the past to students' lives, and meets state and national standards (grades 7-12). Now in a second edition, this popular book provides an introductory unit to help teachers build a trustful classroom climate; over 70…

The present study aims to examine prospective history teachers' process of using digital games to design history lessons and delivering the designed lessons in virtual classrooms. The study employed a design-based research model and was conducted with 31 participants selected based on the criterion sampling method. Data were collected through…

As problem-based learning (PBL) has gained popularity across disciplines, its move from small medical-school inquiry groups into large-class undergraduate inquiry has led to an increasing need to understand the elements of successful PBL implementations in large classrooms. In this study, we investigated how PBL was appropriated among students to…

This article presents an analysis of historical thinking operations deployed in a student debate on Chile's difficult past. A discussion was held in a public school during the second semester of 2019 on sensitive issues in recent history. Twenty-seven students between eleven and fourteen years of age participated in the activity, corresponding to…

Digital Promise sought to create and validate historical thinking skills rubrics for use in its evaluation of Gates Ventures' World History Project (WHP) curriculum. Adopting a principled assessment development approach called Evidence Centered Design (Mislevy et al., 2003), the Digital Promise team began by conducting an academic literature…

This six-day research project examined the potential for how trade books and primary sources can be used in concert with each other to develop middle school students' disciplinary thinking skills in the manners advocated for in the C3 Framework. The project was focused on the trade book "Thurgood," a picture book biography about Supreme…

The purpose of this study was to examine the writing skills of 7th- and 8th-grade students with a high proportion of migration background in North Rhine-Westphalia, Germany. The study was part of the SchriFT project (2017-20), funded by the Federal Ministry of Education and Research. A writing task was given on the topic: "Why can we only…

This quantitative study developed a measurement instrument, The Assessment of Historical Perspective-Taking (AHPT), to evaluate historical perspective-taking skills among 15- and 16-year-old students within their United States History classes by adapting an existing measurement instrument developed in Germany. Applying a theoretical framework that…

Instructional time spent on elementary social studies is often marginalized due to the emphasis placed on other content areas. Therefore, social studies teachers must employ meaningful instructional strategies that will engage students while promoting content acquisition. This quasi-experimental study responds to this challenge by guiding a sample…

This study aims to give an insight into the beliefs that shape history teachers' orientations towards their subject and how they approach it. We take a closer look at the beliefs of a group of teachers to see if there is a connection between those beliefs and whether and how they teach historical thinking and reasoning (HTR). HTR has been…

This case study presents a problem-based learning (PBL) model that guides general education history students to practice and acquire more advanced problem-solving skills -- those found in postformal thinking systems -- and to apply these thinking skills to develop and share solution alternatives both to periodized historical issues and to current…

Historical reasoning, as a disciplinary literacy, aims to develop higher-order thinking in addition to depth of historical knowledge beyond the textbook and memorization of facts. It teaches students to use information across multiple sources to contextualize and corroborate historical accounts, constructing an informed yet critical interpretation…