Berpikir Historis : Memetakan Masa Depan Mengajarkan Masa Lalu

xxxii+382 hlm.; 16 x 24 c

Berpikir Historis : Memetakan Masa Depan, Mengajarkan Masa Lalu

Judul Asli : Historical Thinking and Other Unnatural Acts Charting the Future of Teaching the Pastxxxii, 382 hlm. : Il.; 24 cm

Berpikir historis: Memetakan masa depan, mengajarkan masa lalu

Buku ini memberikan kajian yang menarik tentang bagaimana memanfaatkan sejarah sebagai sarana berfikir. Secara sistematis, kita diajak memasuki dimensi psikologi mengajar dan mempelajari sejarah. Pada bagian lain, kita diajak untuk belajar bagaimana berfikir kontekstual. Yang tidak kalah menarik adalah bagian yang membahas bagaimana membayangkan masa lalu, lengkap dengan ilustrasi peristiwa dan dokumen visual. Buku "Berfikir Historis" ini ditutup dengan bahasan tentang bagaimana memahami sejarah di millennium baru. Buku peraih Frederick W. Ness Book Award 2002 ini mengantar kita memetakan masa depan dan mengantar kita memetakan masa depan dan mengajarkan masa lalu

Berpikir Historis: Memetakan Masa Depan, Mengajarkan Masa Lalu

xxxii, 382 hal.; 24 c

Evaluating information: The cornerstone of civic online reasoning

Over the last year and a half, the Stanford History Education Group has prototyped, field tested, and validated a bank of assessments that tap civic online reasoning—the ability to judge the credibility of information that floods young people’s smartphones, tablets, and computers.  Between January 2015 and June 2016, we administered 56 tasks to students across 12 states. In total, we collected and analyzed 7,804 student responses. Our sites for field-testing included under-resourced, inner-city schools in Los Angeles and well-resourced schools in suburbs outside of Minneapolis. Our college assessments, which focused on open web searches, were administered online at six different universities that ranged from Stanford, an institution that rejects 94% of its applicants, to large state universities thatadmit the majority of students who apply. In what follows, we provide an overview of what we learned and sketch paths our future work might take. We end by providing samples of our assessments of civic online reasoning

Grossman, Pamela, Sam Wineburg, and Scott Beers, When Theory Meets Practice in the World of School\u27 pp. 1-16 in Sam Wineburg and Pam Grossman, eds., Interdisciplinary Curriculum: Challenges to Interpretation. New York: Teachers College Press, 2000.

Traces the development in the 20th century of interdisciplinary approaches to curriculum and notes gaps in our current understanding of these approaches (which the studies that follow begin to fill in)