Deepening historical consciousness through museum fieldwork: Implications for community-based history education
This dissertation explores the link between historical thinking and historical consciousness at middle school level. Over a 14-week unit of study, one entire class of seventh-grade students (n=24), along with a group of adult community history museum volunteers (n=5), engaged in historical thinking with a museum collection. Regarding historical thinking, this inquiry focused upon historical narratives, evidence, and sources—since these concepts are often encountered within informal learning settings such as community history museums. Indirectly, the concept of historical significance was also relevant to this inquiry.
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Historical Encounters is a double blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education.
The journal is published by the HERMES History Education Research Network concentrated at The University of Newcastle, Australia. The journal publishes a single regular issue in June each year, and a special issue in the December. To ensure timely availability of scholarship, articles and reviews are published as soon as they have been successfully through the peer review and editorial processes, adding cumulatively to the content for the single regular issue each year. No fees are charged for subscription or publication. The journal is indexed in SCOPUS, DOAJ, Index Didacticorum, and Google Scholar, and periodically archived in the National Library of Australia's PANDORA Archive. Contributors to the journal retain copyright to their work. Please read the Copyright Notice for full details.
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