Abstract
The purpose of this study was to partially replicate the Historical Problem Solving: A Study of the Cognitive Process Using Historical Evidence study conducted by Sam Wineburg in 1991. The Historical Problem Solving study conducted by Wineburg (1991) sought to compare the ability of historians and top level students, as they analyzed pictures and written documents centered on the Battle of Lexington Green. In this version of the study, rather than compare historians and students, we sought out to compare the analytical skills of teachers and students. The main findings relate to the fact that the participants lacked the ability to engage in the very complex activities associated with historical inquiry and the utilization of primary sources in learning about the past. This lack of ability should be used to improve teacher professional development programs and help them develop the skills needed to not only engage in historical evaluation themselves but to also develop skills that will allow them to instruct students to do the same.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
