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This chapter examines the role of cultivating historical thinking and historical understanding in history pedagogies in the classroom, grounded in constructivist, both cognitive and social, and transformational paradigms, have the power to engage the learner in a significant and meaningful learning experience. This chapter examines the use of critical discourse analysis (CDA) in history classrooms. It is argued that history pedagogies, grounded in discourse analysis, and constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences of historical thinking, informed by multiple discourses of our historical narratives and those of other nations.

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Historical Thinking: Procedural Concepts for Learning and Teaching History

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  • 发表日期：

    2026年

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  • John Whitehouse

摘要

This chapter examines the role of cultivating historical thinking and historical understanding in history pedagogies in the classroom, grounded in constructivist, both cognitive and social, and transformational paradigms, have the power to engage the learner in a significant and meaningful learning experience. This chapter examines the use of critical discourse analysis (CDA) in history classrooms. It is argued that history pedagogies, grounded in discourse analysis, and constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences of historical thinking, informed by multiple discourses of our historical narratives and those of other nations.