Living and dormant collective memories as contexts of history learning

Tsafrir Goldberg; Baruch B. Schwarz; Dan Porat

doi:10.1016/j.learninstruc.2007.04.005

Living and dormant collective memories as contexts of history learning

Tsafrir Goldberg, Baruch B. Schwarz, Dan Porat

Research output: Contribution to journal › Article › peer-review

Abstract

This article investigates the effect of the vitality of historical issues in collective memory on students' history learning processes and products. Forty 12th grade students of different ethnic background participated in two historical problem-solving learning tasks. The historical issues were found to differ in their vitality in collective memory as signified by students' consensus, certainty, and reference to the present. Findings showed effects of issue vitality on narrative and argumentative change, and on the relation of historical source evaluation with narrative change. An interaction was found between issue vitality and ethnicity in the source evaluation: more vital collective memory narratives were more resistant to change and more prone to ethnic identity bias.

Original language	English
Pages (from-to)	223-237
Number of pages	15
Journal	Learning and Instruction
Volume	18
Issue number	3
DOIs	https://doi.org/10.1016/j.learninstruc.2007.04.005
State	Published - Jun 2008
Externally published	Yes

Keywords

Argumentation
Collective memory
Historical thinking
History learning

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1016/j.learninstruc.2007.04.005

Cite this

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title = "Living and dormant collective memories as contexts of history learning",

abstract = "This article investigates the effect of the vitality of historical issues in collective memory on students' history learning processes and products. Forty 12th grade students of different ethnic background participated in two historical problem-solving learning tasks. The historical issues were found to differ in their vitality in collective memory as signified by students' consensus, certainty, and reference to the present. Findings showed effects of issue vitality on narrative and argumentative change, and on the relation of historical source evaluation with narrative change. An interaction was found between issue vitality and ethnicity in the source evaluation: more vital collective memory narratives were more resistant to change and more prone to ethnic identity bias.",

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AU - Schwarz, Baruch B.

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AB - This article investigates the effect of the vitality of historical issues in collective memory on students' history learning processes and products. Forty 12th grade students of different ethnic background participated in two historical problem-solving learning tasks. The historical issues were found to differ in their vitality in collective memory as signified by students' consensus, certainty, and reference to the present. Findings showed effects of issue vitality on narrative and argumentative change, and on the relation of historical source evaluation with narrative change. An interaction was found between issue vitality and ethnicity in the source evaluation: more vital collective memory narratives were more resistant to change and more prone to ethnic identity bias.

KW - Argumentation

KW - Collective memory

KW - Historical thinking

KW - History learning

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DO - 10.1016/j.learninstruc.2007.04.005

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SP - 223

EP - 237

JO - Learning and Instruction

JF - Learning and Instruction

IS - 3

ER -

Living and dormant collective memories as contexts of history learning

Abstract

Keywords

ASJC Scopus subject areas

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