Evoking Students’ Curiosity and Complicating Their Historical Thinking through Manageable, Engaging Confusion

John H. Bickford; Molly Sigler Bickford

Evoking Students’ Curiosity and Complicating Their Historical Thinking through Manageable, Engaging Confusion

Eastern Illinois University

Producción científica › revisión exhaustiva

Resumen

 STATE AND NATIONAL educational initiatives have increased
 expectations for students’ historical thinking and civic involvement. 1
 Guidance for relevant, purposeful classroom experiences with age
 appropriate, rigorous content has never been clearer, 2 yet teachers
 still feel unprepared.3 Towards these ends, we direct attention to the
 antecedent of discovery: confusion. Confusion sparks the motivation
 to explore and solve mysteries. Manageable, engaging mysteries
 provide students the space and incentive to explore for answers they
 know are discoverable. Teachers can position students to identify
 the enigma as they scrutinize the documents; educators should
 recognize, and ease, students’ emergent frustration with clues. Using
 Lev Vygotsky’s zone o f proximal development as a guide,4 educators
 should provide students suitable levels of challenge and support.

Idioma original	American English
Publicación	The History Teacher
Volumen	49
Estado	Published - nov 2015

Disciplines

Education
Curriculum and Instruction
Curriculum and Social Inquiry
Educational Methods

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