Deepening historical consciousness through museum fieldwork: Implications for community-based history education

Cynthia Dawn Wallace-Casey


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. 


Historical Thinking; Museum Education; Historical Consciousness

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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.

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