TY - JOUR
T1 - Conceptual Devices in the Work of World Historians
AU - Harris, Lauren
N1 - Funding Information:
This work was funded in part by fellowships from the University of Michigan. The author thanks Robert Bain in particular and also Annemarie Sullivan Palincsar, Douglas Northrop, Jeffrey Mirel, Anne-Lise Halvorsen, Tamara Shreiner, Melissa Stull, Brian Girard, as well as Cognition and Instruction’s editors and anonymous reviewers for their thoughtful comments. Any errors are mine alone.
PY - 2012/10
Y1 - 2012/10
N2 - This article explores articles from the Journal of World History, from 1990 to 2008, to uncover conceptual devices world historians use in their work. The goal is to identify promising devices for improving world history instruction. While teaching world history is viewed as increasingly important, lack of clarity regarding course structures and teacher preparation has left many teachers wondering how to help students make sense of the subject. This article aims to provide greater coherence in world history by pursuing a line of inquiry parallel to one researchers have used for history education in general: investigating how experts conduct their work to inform educational models. Results show that these world historians argue for and use multiple, nested units of analysis and shifting temporal and spatial schemes. I discuss the instructional implications of these devices and conclude with recommendations for empirical research on teacher and student cognition in world history.
AB - This article explores articles from the Journal of World History, from 1990 to 2008, to uncover conceptual devices world historians use in their work. The goal is to identify promising devices for improving world history instruction. While teaching world history is viewed as increasingly important, lack of clarity regarding course structures and teacher preparation has left many teachers wondering how to help students make sense of the subject. This article aims to provide greater coherence in world history by pursuing a line of inquiry parallel to one researchers have used for history education in general: investigating how experts conduct their work to inform educational models. Results show that these world historians argue for and use multiple, nested units of analysis and shifting temporal and spatial schemes. I discuss the instructional implications of these devices and conclude with recommendations for empirical research on teacher and student cognition in world history.
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U2 - 10.1080/07370008.2012.716884
DO - 10.1080/07370008.2012.716884
M3 - Article
AN - SCOPUS:84867502956
SN - 0737-0008
VL - 30
SP - 312
EP - 358
JO - Cognition and Instruction
JF - Cognition and Instruction
IS - 4
ER -