Citation:
Voss, James F. and Jennifer Wiley. "A Case Study of Developing Historical Understanding via Instruction: The Importance of Integrating Text Components and Constructing Arguments." In Knowing, Teaching, and Learning History: National and International Perspectives, edited by Peter N. Stearns, Peter Seixas and Sam Wineburg, 375-89. New York: New York University Press, 2000.
Abstract/Summary:
In this chapter Voss and Wiley look at the factors going into students’ processing and understanding of causation, argument construction, and multiple source literacy. In particular, they focus on their past research that looked at the differences between using multiple sources and single sources for student performance, and on research that looked at the effectiveness of writing argumentative essays on historical reasoning and synthesis.
Source/Credit:
Samantha Cutrara 