Towards (Re-)Defining historical reasoning competence: A review of theoretical and empirical research

• Published in: Educational research review Vol. 31; p. 100336
• Main Authors: Luís, Rita, Rapanta, Chrysi
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-11-2020
• Subjects: Argumentation; Classroom learning; Historical reasoning; History teaching; Integrative review; Integrative review; Historical reasoning; Argumentation; Classroom learning; History teaching
• ISSN: 1747-938X; 1878-0385
• DOI: 10.1016/j.edurev.2020.100336

This integrative literature review aims to find out how historical reasoning (HR) competence has been operationalized in history education empirical research. We focus on empirical studies that make use of the concept in the classroom context, aiming to provide a better understanding of what skills and activities have been used to promote HR among students of different ages. Our results show that within history education empirical research, HR “know how” skills, such as the ability of perspective taking and using evidence strongly co-appear with “know to be” skills, such as the ability to participate in a historiographic debate or to empathize with the past. However, the predominant emphasis on disciplinary history teaching approaches does not allow enough space for the development of historical consciousness skills, necessary for students’ civic engagement and identity construction. A more explicit place for argumentation in the history classroom is discussed.
•HR skills are defined as “know what”, “know how,” and “know to be” types.•44 studies were coded in terms of the HR skills promoted.•Disciplinary “doing history” approaches are still predominant.•Teaching methodologies that promote argumentation skills are encouraged.