Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers

被引：102

作者：

De La Paz, Susan ^{[1
]}

Felton, Mark K. ^{[2
]}

机构：

[1] Univ Maryland, College Pk, MD 20742 USA

[2] San Jose State Univ, San Jose, CA 95192 USA

来源：

CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2010年 / 35卷 / 03期

关键词：

Historical reasoning; Disciplinary literacy; Argumentation; Pre-writing; Strategy instruction; KNOWLEDGE; ADOLESCENTS; EDUCATION; STUDENTS;

D O I：

10.1016/j.cedpsych.2010.03.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examined the effects of historical reasoning strategy instruction on 11th-grade students. Students learned historical inquiry strategies using 20th Century American history topics ranging from the Spanish-American war to the Gulf of Tonkin incident. In addition, students learned a pre-writing strategy for composing argumentative essays related to each historical event. Results indicate that in comparison to a control group (N = 79). essays written by students who received instruction (N = 81) were longer. were rated as having significantly greater historical accuracy, were significantly more persuasive, and claims and rebuttals within each argument became more elaborated. Importantly, students in the control group read the same primary and secondary source document sets, and received feedback on written essays on the same topics. (C) 2010 Elsevier Inc. All rights reserved.

引用

页码：174 / 192

页数：19