國立虎尾科技大學 |

Understanding Historical Empathy in the Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Understanding Historical Empathy in the Classroom./
作者:	Dillenburg, Margery.
面頁冊數:	1 online resource (149 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
標題:	Social sciences education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369861266

Understanding Historical Empathy in the Classroom.
Dillenburg, Margery.

Understanding Historical Empathy in the Classroom. - 1 online resource (149 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Boston University, 2017.

Includes bibliographical references

Historical empathy is a topic that is decades old in history education research, but has been stunted in it's implementation due to a lack of conceptual clarity, and a lag in balanced research grounding the term. Also, classroom practices and pedagogy have had some implementation missteps that have encouraged over identification and unrestrained emotional engagement between students of history and historical agents. These missteps run counter to the practice of quality, unbiased historical inquiry. The goal of this research study is to contribute to the field and knowledge in area of historical empathy, and to provide knowledge that help practitioners avoid such missteps. This study intends to help stabilize the term, and to investigate the dual-process (affective and cognitive) nature of historical empathy engagement. Through investigates the different conceptualizations and frameworks, especially in digging deeper into students' affective process in historical empathy engagement, this study intends to balance the field's understanding of the affective process in a dual-process model. The findings highlight the areas where current knowledge was echoed, where research may be misunderstood or fall short, and where further research and study is needed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369861266Subjects--Topical Terms:

1179940
Social sciences education.
Index Terms--Genre/Form:

554714
Electronic books.

Understanding Historical Empathy in the Classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Advisers: Bruce Fraser; Christine Baron.
502 $a Thesis (Ed.D.)--Boston University, 2017.
504 $a Includes bibliographical references
520 $a Historical empathy is a topic that is decades old in history education research, but has been stunted in it's implementation due to a lack of conceptual clarity, and a lag in balanced research grounding the term. Also, classroom practices and pedagogy have had some implementation missteps that have encouraged over identification and unrestrained emotional engagement between students of history and historical agents. These missteps run counter to the practice of quality, unbiased historical inquiry. The goal of this research study is to contribute to the field and knowledge in area of historical empathy, and to provide knowledge that help practitioners avoid such missteps. This study intends to help stabilize the term, and to investigate the dual-process (affective and cognitive) nature of historical empathy engagement. Through investigates the different conceptualizations and frameworks, especially in digging deeper into students' affective process in historical empathy engagement, this study intends to balance the field's understanding of the affective process in a dual-process model. The findings highlight the areas where current knowledge was echoed, where research may be misunderstood or fall short, and where further research and study is needed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Social sciences education. $3 1179940
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Boston University. $b Education SED. $3 1185336
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