{"id":{"repo_id":"temple","oai_identifier":"oai:scholarshare.temple.edu:20.500.12613/1898"},"canonical_url":"https://search.dev.ndltd.org/etd/temple/oai:scholarshare.temple.edu:20.500.12613/1898","repository":{"repo_id":"temple","name":"Temple University","base_url":"https://scholarshare.temple.edu/server/oai/request"},"display":{"title":"The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy","abstract":"The purpose of this study was to determine if the use of primary source historical documents used in conjunction with the heuristics associated with historical reasoning (sourcing, corroboration, and contextualization) would lead to a subsequent development of historical empathy. Three intact groups (already formed history classes) from Northeast High School in Philadelphia, Pennsylvania were studied throughout a baseline and four trials for this study. One group was designated as the experimental condition and received primary source historical documents as well as scaffolding of the historical reasoning heuristics of sourcing, corroboration, and contextualization. The next group was designated as the comparison condition which received the primary source historical documents but no scaffolding on the aforementioned heuristics. The final group was designated as the control condition and received traditional textbook instruction throughout the four main trials of the study. Results showed that mean scores of the heuristics involved in historical reasoning as well as historical empathy increased simultaneously for the experimental as well as the comparison group throughout the study, with the experimental group showing the highest mean gains. However, whether training in the historical reasoning heuristics of sourcing, corroboration, and contextualization lead to historical empathy cannot be conclusively proven from this current study.","abstract_html":"The purpose of this study was to determine if the use of primary source historical documents used in conjunction with the heuristics associated with historical reasoning (sourcing, corroboration, and contextualization) would lead to a subsequent development of historical empathy. Three intact groups (already formed history classes) from Northeast High School in Philadelphia, Pennsylvania were studied throughout a baseline and four trials for this study. One group was designated as the experimental condition and received primary source historical documents as well as scaffolding of the historical reasoning heuristics of sourcing, corroboration, and contextualization. The next group was designated as the comparison condition which received the primary source historical documents but no scaffolding on the aforementioned heuristics. The final group was designated as the control condition and received traditional textbook instruction throughout the four main trials of the study. Results showed that mean scores of the heuristics involved in historical reasoning as well as historical empathy increased simultaneously for the experimental as well as the comparison group throughout the study, with the experimental group showing the highest mean gains. However, whether training in the historical reasoning heuristics of sourcing, corroboration, and contextualization lead to historical empathy cannot be conclusively proven from this current study.","abstract_has_math":false,"creators":["Meier, Daniel John"],"institution":"Temple University. 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Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["864884660"],"render_values":[{"text":"864884660","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12613/1898","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["DuCette, Joseph P."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Thurman, S. 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Three intact groups (already formed history classes) from Northeast High School in Philadelphia, Pennsylvania were studied throughout a baseline and four trials for this study. One group was designated as the experimental condition and received primary source historical documents as well as scaffolding of the historical reasoning heuristics of sourcing, corroboration, and contextualization. The next group was designated as the comparison condition which received the primary source historical documents but no scaffolding on the aforementioned heuristics. The final group was designated as the control condition and received traditional textbook instruction throughout the four main trials of the study. Results showed that mean scores of the heuristics involved in historical reasoning as well as historical empathy increased simultaneously for the experimental as well as the comparison group throughout the study, with the experimental group showing the highest mean gains. However, whether training in the historical reasoning heuristics of sourcing, corroboration, and contextualization lead to historical empathy cannot be conclusively proven from this current study."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph.D."]},{"key":"dc:title","label":"Title","values":["The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy"]}]}],"canonical_facts":{"dc:contributor.advisor":["DuCette, Joseph P."],"dc:contributor.committeemember":["Thurman, S. 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The next group was designated as the comparison condition which received the primary source historical documents but no scaffolding on the aforementioned heuristics. The final group was designated as the control condition and received traditional textbook instruction throughout the four main trials of the study. Results showed that mean scores of the heuristics involved in historical reasoning as well as historical empathy increased simultaneously for the experimental as well as the comparison group throughout the study, with the experimental group showing the highest mean gains. However, whether training in the historical reasoning heuristics of sourcing, corroboration, and contextualization lead to historical empathy cannot be conclusively proven from this current study."],"dc:description.degree":["Ph.D."],"dc:identifier.other":["864884660"],"dc:identifier.uri":["http://hdl.handle.net/20.500.12613/1898"],"dc:language.iso":["eng"],"dc:publisher":["Temple University. Libraries"],"dc:rights":["IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Education, Educational Psychology","Education, Curriculum and Instruction","Heuristics","Historical Empathy","Historical Reasoning"],"dc:title":["The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy"],"dc:type":["Text"]},"updated_at":"2026-07-27T21:22:26Z"}