Assessing Finnish and Californian high school students’ historical literacy through a document-based task

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http://hdl.handle.net/10138/233635

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Veijola , A & Rantala , J T 2018 , ' Assessing Finnish and Californian high school students’ historical literacy through a document-based task ' , Nordidactica : Journal of Humanities and Social Science Education , vol. 8 , no. 1 .

Title: Assessing Finnish and Californian high school students’ historical literacy through a document-based task
Author: Veijola, Anna; Rantala, Jukka Tapani
Contributor organization: Department of Education
Hu­man­it­ies and So­cial Sci­ences Edu­ca­tion (Hu­SoEd)
Date: 2018-03-20
Language: eng
Number of pages: 21
Belongs to series: Nordidactica : Journal of Humanities and Social Science Education
ISSN: 2000-9879
URI: http://hdl.handle.net/10138/233635
Abstract: This article presents a study examining the historical literacy skills of Finnish (N=86) and Californian (N=131) high school students. Our goal was to discover how students read and subsequently interpret historical documents. For this purpose we created a document-based task. We analysed the data by surveying how students interpreted the documents and used them in their texts. The students were capable of identifying the content of each document and most crafted coherent conclusions based on the given sources. The most problematic aspect of historical literacy in our study was contextualising documents. However, there were differences in the results for the groups. Among the Finnish high school students, the variation was great. Those students who mastered historical content knowledge also mastered historical literacy; those whose historical content knowledge or Finnish language skills were weak also had weak historical literacy. This polarization was not evident among the Californian students we examined. However, their disciplinary literacy skills were reduced to generic text skills; students took the document-based interpretation task as a reading comprehension task and did not evaluate the authors’ intentions.
Subject: 516 Educational sciences
Peer reviewed: Yes
Rights: unspecified
Usage restriction: openAccess
Self-archived version: publishedVersion


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