Examining students’ historical reasoning during students’ composition process
Michael Bolz, Ph.D. Student, Learning Sciences, the University of Illinois at Chicago
Research examining students’ historical reasoning has heavily relied on evidence in the form of students’ written work to make claims about students’ ability to reason historically and have argued that the document-based history essay holds the most promise for assessing students’ historical thinking (Nokes & De La Paz, 2018). However, relatively little research has sought to understand the extent to which students’ written essays are an accurate proximation of students’ historical reasoning. This talk presents findings from an investigation of the historical reasoning that students engage in during the composing process and attempts to unpack methodological decisions made during analysis.