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Elementary school children thinking ...

The University of Texas at Austin.

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Elementary school children thinking about history: Use of sources and empathy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Elementary school children thinking about history: Use of sources and empathy./
Author:	Pate, Shana.
Description:	379 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-09, Section: A, page: 3314.
Contained By:	Dissertation Abstracts International60-09A.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9947349
ISBN:	9780599495173

Elementary school children thinking about history: Use of sources and empathy.
Pate, Shana.

Elementary school children thinking about history: Use of sources and empathy. - 379 p.

Source: Dissertation Abstracts International, Volume: 60-09, Section: A, page: 3314.

Thesis (Ph.D.)--The University of Texas at Austin, 1999.

This study focused on the illumination of uncharted territory in educational research. The basic questions addressed fifth graders' use of primary sources, their development of empathy (perspective taking), and their abilities to exhibit empathy for historical individuals and situations. During the research period, students studied about the U.S. Civil War and used a set of original source documents, five personal letters written from the war's battlefields by four Confederate soldiers, all brothers, to their parents. Research data included audiotaped classroom discussions and interactions of students and teacher, pupil written compositions, and talk-aloud interviews with pupils about their thinking and writing.

ISBN: 9780599495173Subjects--Topical Terms:

516171
Education, Elementary.

Elementary school children thinking about history: Use of sources and empathy.
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020 $a 9780599495173
035 $a (UMI)AAI9947349
035 $a AAI9947349
040 $a UMI $c UMI
100 1 $a Pate, Shana. $3 1022310
245 1 0 $a Elementary school children thinking about history: Use of sources and empathy.
300 $a 379 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-09, Section: A, page: 3314.
500 $a Supervisor: O. L. Davis, Jr.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1999.
520 $a This study focused on the illumination of uncharted territory in educational research. The basic questions addressed fifth graders' use of primary sources, their development of empathy (perspective taking), and their abilities to exhibit empathy for historical individuals and situations. During the research period, students studied about the U.S. Civil War and used a set of original source documents, five personal letters written from the war's battlefields by four Confederate soldiers, all brothers, to their parents. Research data included audiotaped classroom discussions and interactions of students and teacher, pupil written compositions, and talk-aloud interviews with pupils about their thinking and writing.
520 $a In the analysis of the data and an interpretation of the findings, the researcher determined that these fifth graders' use of primary sources was basic and that they exhibited only a beginning sense of historical perspective taking. Clearly the students were fascinated with the information about the four Confederate soldiers and their family, but they did not have the necessary experiential base to rely only on the soldiers' letters for a deep understanding of historical events and figures. Their use of the primary sources was only in the beginning stages.
520 $a As students studied the soldiers' letters, they learned much about these particular brothers and their family, but they had difficulty exhibiting true empathy for those historical figures. Pupils employed a variety of means by which they constructed basic historical empathy---comparing themselves to historical figures; comparing the present to the past; and imagining events, feelings, and actions of historical figures. The students, however, did not use these methods to their full potential for a robust sense of empathy; they exhibited only a beginning use of these methods. With more experience with ways to construct historical empathy, and with guidance from a teacher, fifth graders can mature in their abilities to exhibit empathy for historical individuals and situations.
520 $a More opportunities must be provided for the children to glean rich details from primary sources. Historical perspective taking should be integrated into the regular curriculum. Pupils' enthusiasm and interest provide the appropriate setting for more in-depth studies to develop empathy using primary source documents.
590 $a School code: 0227.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0524
690 $a 0534
710 2 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 60-09A.
790 $a 0227
790 1 0 $a Davis, O. L., Jr., $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9947349