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Citation: 

VanSledright, Bruce. “Confronting History's Interpretive Paradox while Teaching Fifth Graders to Investigate the Past.” American Educational Research Journal 39(4) (2002): 1089-115.

Abstract/Summary: 

Engaged a class of 23 diverse fifth graders in historical investigation of U.S. colonial history to help their thinking skills and understanding of the past. Focused on a teaching dilemma provoked by history's interpretive paradox and showed how the teacher /researchers found his pedagogical thinking changed by that encounter.

 

Source/Credit: 
ERIC