Promoting historical thinking for pre-service social studies teachers: A case study from Thailand
AbstractThe present study analyzes the development of historical thinking among undergraduate students engaged in the cause and effect instruction model, and majoring in social studies at an open-admission university in Bangkok, Thailand. The study participants included 30 undergraduate students enrolled in the course entitled “Current Events for Social Studies Teachers”. The research instruments included: Four lesson plans built on the cause and effect instruction model which lasted for 16 hours; and a historical thinking assessment form. Repeated measures ANOVA was employed to analyze the data. The study results reveal that both overall and for each criterion (i.e. historical significance; continuity and change; cause and consequence; and progress and decline) of historical thinking ability progressively improved at the four measurement periods, at a statistical significance level of .05.
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