HISTORICAL THINKING AND THE HISTORY TEXTBOOK

This study sought to answer the following question: In what ways do the textbooks currently being used in Ontario intermediate and senior history classes exemplify and invite historical thinking and in what ways do they not? To answer this, four textbooks were analyzed using the methodology of content analysis. The academic literature on historical thinking provided the theoretical framework for this study. The textbooks chosen for analysis are all found on the Ministry of Education’s Trillium list of approved textbooks for use in Ontario schools. The findings o f this study revealed that discrepancy exists among the texts regarding their conduciveness to the development of historical thinking skills in students. Although some are more exemplifying and inviting than others, none of the texts examined should serve as an exclusive resource in the classroom. History educators must utilize additional resources to assist their students in the development of historical thinking.

Name thesis:degree_name

M Ed

Discipline thesis:degree_discipline

Education

Year dc:date.issued

2009

Author dc:creator

• Wilson, Kerry Elizabeth

Advisor dc:contributor.advisor

• Larsen, Marianne

• textbooks
• history textbooks
• historical thinking
• Ontario curriculum

Handle dc:identifier.uri

https://hdl.handle.net/20.500.14721/19241

OAI identifier oai:identifier

oai:uwo.scholaris.ca:20.500.14721/19241