{"id":4394,"date":"2023-03-03T08:52:11","date_gmt":"2023-03-03T08:52:11","guid":{"rendered":"https:\/\/hsseonline.nie.edu.sg\/?p=4394"},"modified":"2023-03-26T04:19:19","modified_gmt":"2023-03-26T04:19:19","slug":"developing-historical-and-metahistorical-thinking-in-history-classrooms-some-reflections-on-research-and-practice","status":"publish","type":"post","link":"https:\/\/hsseonline.nie.edu.sg\/developing-historical-and-metahistorical-thinking-in-history-classrooms-some-reflections-on-research-and-practice\/","title":{"rendered":"Developing Historical and Metahistorical Thinking in History Classrooms: Some Reflections on Research and Practice"},"content":{"rendered":"<p><a href=\"\/author\/arthur-chapman\">Arthur Chapman<\/a>\u00a0<span class=\"content clearfix author-affiliations\">(UCL Institute of Education)<\/span><\/p>\n<p><strong>Keywords<\/strong><br \/>\n<a href=\"\/category\/subjects\/history\">History<\/a><br \/>\n<a href=\"\/category\/levels\/junior-college\">Junior College<\/a><br \/>\n<a href=\"\/category\/levels\/secondary-school\">Secondary School<\/a><br \/>\n<a href=\"\/category\/topics\/approaches-to-teaching-history\">Approaches to teaching history<\/a><br \/>\n<a href=\"\/category\/topics\/teachers-practice\">Teachers\u2019 Practice<\/a><\/p>\n<p><strong>Abstract<\/strong><br \/>\nThe history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of \u2018history\u2019 and \u2018history education\u2019 vie for dominance (Nakou and Barca, 2010). A common polarity in debates on history curricula is the opposition between \u2018knowledge\u2019 and \u2018skill\u2019, an opposition that has had considerable currency in recent curriculum reform processes in England which have emphasized \u2018core knowledge\u2019 (DfE, 2013).<\/p>\n<p>Drawing on examples of classroom practice (Chapman, 2003; Woodcock, 2005; Buxton, 2010) and on systematic research and theorizing (Shemilt, 1983; Lee and Shemilt, 2009) this paper aims to destabilize such binary talk and to explore the ways in which \u2018first order\u2019 knowledge and understanding about the past and \u2018second order\u2019 or metahistorical knowledge and understanding of how the discipline of history works are both logically inter-related and inseparable in practical terms. The notion of historical \u2018enquiry\u2019 (Counsell, 2011) is explored as a pedagogic tool for the simultaneous development of these inter-related dimensions of historical thinking.<\/p>\n<p><strong>Introduction<\/strong><br \/>\nAs has often been the case around the world (Carretero, 2011; Nakou and Barca, eds., 2010; Taylor and Guyver, eds., 2011), recent public discussions of history curriculum and pedagogy in England have tended to be structured through overdrawn dichotomies &#8211; between \u2018content\u2019 and \u2018skills\u2019, between \u2018traditional\u2019 and \u2018progressive\u2019 and between \u2018child-centred\u2019 and \u2018subject-centred\u2019 pedagogies (Lee, 2011, pp.132-134). This paper aims to demonstrate the emptiness of these oppositions through discussion of a key aspect of historical understanding &#8211; historical explanation. It will argue that these oppositions present us with fallacious choices that restrict options to \u2018either \/ or\u2019 where, in reality, more complex choices, including \u2018both \/ and\u2019, are possible and desirable and, very probably, inevitable.<\/p>\n<p><a class=\"elementor-button-link elementor-button elementor-size-sm downloadbtn\" role=\"button\" href=\"\/wp-content\/uploads\/2023\/03\/1-Chapman_0.pdf\" target=\"blank\" rel=\"noopener\"><span class=\"elementor-button-content-wrapper\"><span class=\"elementor-button-text\">Download Full Article<\/span><\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Arthur Chapman\u00a0(UCL Institute of Education) Keywords History Junior College Secondary School Approaches to teaching history Teachers\u2019 Practice Abstract The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of \u2018history\u2019 and \u2018history education\u2019 vie for dominance (Nakou and Barca, 2010). A common [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[223,57,62,64,312,43],"tags":[],"ppma_author":[116],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Developing Historical and Metahistorical Thinking in History Classrooms: Some Reflections on Research and Practice - HSSE Online<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/hsseonline.nie.edu.sg\/developing-historical-and-metahistorical-thinking-in-history-classrooms-some-reflections-on-research-and-practice\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Developing Historical and Metahistorical Thinking in History Classrooms: Some Reflections on Research and Practice - HSSE Online\" \/>\n<meta property=\"og:description\" content=\"Arthur Chapman\u00a0(UCL Institute of Education) Keywords History Junior College Secondary School Approaches to teaching history Teachers\u2019 Practice Abstract The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of \u2018history\u2019 and \u2018history education\u2019 vie for dominance (Nakou and Barca, 2010). 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