Let's Play Supermarket 'Evidential' Sweep: Developing Students' Awareness of the Need to Select Evidence
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| Title: | Let's Play Supermarket 'Evidential' Sweep: Developing Students' Awareness of the Need to Select Evidence |
|---|---|
| Language: | English |
| Authors: | Foster, Rachel, Gadd, Sarah |
| Source: | Teaching History. Sep 2013 (152):24-29. |
| Availability: | Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2013 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Evidence, History Instruction, Teaching Methods, Instructional Innovation, Instructional Effectiveness, Educational Practices, Educational Strategies, Literacy, Information Skills, Historical Interpretation, Evaluative Thinking, Inferences, Foreign Countries, Secondary School Curriculum |
| Geographic Terms: | United Kingdom |
| ISSN: | 0040-0610 |
| Abstract: | Despite having built a sustained focus on historical thinking into their planning for progression across Years 7 to 13, Rachel Foster and Sarah Gadd remained frustrated with stubborn weaknesses in the evidential thinking of students in examination classes. Students slipped too easily into grabbing any fact or source extract as evidence, and failed to think hard about what constituted evidence in the first place, about the strength of the claim that they could advance on the basis of that evidence and about criteria for such choices. Traditional guidance on paragraph structuring such as "P.E.E." or "P.E.G.E.X." seemed not only inadequate but part of the problem. In order to address the problem, Foster and Gadd devised an ingenious plan. Goodbye P.E.E. and hello shopping trolleys … |
| Abstractor: | As Provided |
| Number of References: | 17 |
| Entry Date: | 2015 |
| Access URL: | https://www.history.org.uk/publications/categories/300/resource/6882/teaching-history-152-pulling-it-all-together |
| Accession Number: | EJ1049147 |
| Database: | ERIC |
| Abstract: | Despite having built a sustained focus on historical thinking into their planning for progression across Years 7 to 13, Rachel Foster and Sarah Gadd remained frustrated with stubborn weaknesses in the evidential thinking of students in examination classes. Students slipped too easily into grabbing any fact or source extract as evidence, and failed to think hard about what constituted evidence in the first place, about the strength of the claim that they could advance on the basis of that evidence and about criteria for such choices. Traditional guidance on paragraph structuring such as "P.E.E." or "P.E.G.E.X." seemed not only inadequate but part of the problem. In order to address the problem, Foster and Gadd devised an ingenious plan. Goodbye P.E.E. and hello shopping trolleys … |
|---|---|
| ISSN: | 0040-0610 |
