Start Date

19-8-2021 12:30 PM

End Date

19-8-2021 1:30 PM

Subjects

History teaching, Learning progressions, Academic achievement, Concept formation, Skills, Performance indicators, Monitoring (Assessment), Primary secondary education

Abstract

In this session, Dr Zarmati will share her research on efforts to map and describe progress in the learning area of History.

Learning progression is a continuum that measures advances in learning by tracking development from early learning to more sophisticated levels of mastery. Mathematics relies on an understanding of empirical knowledge and concepts in a hierarchical sequence; students need to understand (or master) one mathematical concept before they can proceed to the next. In comparison, progress of understanding in history is not necessarily hierarchical because it is based on mastery of concepts and skills rather than historical knowledge, which is geographically and temporally variable. With history, it is not necessary to progress sequentially from one concept in order to comprehend another; learning is measured by mastery of levels of complexity within each skill or understanding and mastery can be concurrent and interrelated. The essential characteristic of progression in history is that students can demonstrate an increase in their cognitive ability to think analytically and critically.

Place of Publication

Melbourne Australia

Publisher

Australian Council for Educational Research

ISBN

978-1-74286-638-3

DOI

https://doi.org/10.37517/978-1-74286-638-3_19

Share

COinS
 
Aug 19th, 12:30 PM Aug 19th, 1:30 PM

How might we identify and measure learning progression in history?

In this session, Dr Zarmati will share her research on efforts to map and describe progress in the learning area of History.

Learning progression is a continuum that measures advances in learning by tracking development from early learning to more sophisticated levels of mastery. Mathematics relies on an understanding of empirical knowledge and concepts in a hierarchical sequence; students need to understand (or master) one mathematical concept before they can proceed to the next. In comparison, progress of understanding in history is not necessarily hierarchical because it is based on mastery of concepts and skills rather than historical knowledge, which is geographically and temporally variable. With history, it is not necessary to progress sequentially from one concept in order to comprehend another; learning is measured by mastery of levels of complexity within each skill or understanding and mastery can be concurrent and interrelated. The essential characteristic of progression in history is that students can demonstrate an increase in their cognitive ability to think analytically and critically.

 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.