I am aware of the relatively new C3 Framework and some of the alluded to work from Barton & Levstik but am curious if there is anything else or anything related that might inform a 'learning progressions' project in learning history.
Thanks!
Arithmetic progressions were solved by Ahmes, n Egyptian scribe 1650 BCE, that Gauss solved 1 to 100 by thinking 50 pairs of 101 equall 5050 as a child in school.geometric progressions were also solved by Ahmed in a manner that Fibonacci solved the going to st. Ives problems. Yes, progressions offer very old historical threads that modern students can enjoy reviewing
These are very helpful, Harshvardhan! Thank you.
Milo, thank you for your thoughts. They are, however, in a different arena than I was interested in but I appreciate them nonetheless!
Learning progression as a progression of historical thinking was developed by the so called `FUER-Projekt` in Germany. The center of the project is at the University of Eichstätt. You can inform yourself about this project under the attached link. The informations are available also in English.
http://www1.ku-eichstaett.de/GGF/Didaktik/Projekt/FUER.html
No progressions that I am aware of that are as specific as those developed in mathematics. I am attaching a paper that is in press in the Educational Psychologist that reviews a lot of the literature on children's historical thinking skills. THere is also a recently pubished volume edited by Ercikan and Seixas that you might want to take a look at: K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking. NY, NY: Routledge. There are an array of chapters, many of which take up the issue you are concerned with, although none propose any kind of developed learning progression.
Thank you Baerbel and Susan. I will explore each of those and, in particular, find the 'in press' paper valuable. I have read New Directions in Assessing Historical Thinking and Van Sledright's Assessing Historical Thinking & Understanding but feel that both do not explore historical understanding in its full complexity. The interest seems to be nearly universally epistemological, which is interesting, but incomplete I believe.
Thank you again!
As a science teacher I make use of the Content Representation (CoRe) format from Mulhall, Berry and Loughran. This forms part of my design down, deliver up approach (Spady) in developing my intended learning outcomes. Whilst working with trainee teachers I have used the CoRe as a discussion document with those training to teach history. They as a group start to construct a CoRe and then take it into their placements school to further develop with the subject specialists they are working with.
John, thank you for sharing the CoRe format. I've not seen it (I suppose since I've not been exploring much in science) so thank you!
Hi Kevin,
If you find the CoRe interesting and would like to see some examples - I only have science based examples - I am happy to send some to you.
Regards,
John
Thanks, John. I would appreciate your willingness to share some examples. Although they would be science-based it would certainly provide a fuller context of their application.
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