Historical thinking: A framework for learning and teaching history

Abstract

This article surveys recent research on historical thinking. It synthesises two leading approaches to construct a combined model of historical reasoning. The combined model consists of eight components: ask historical questions, establish historical significance, use sources as evidence, identify continuity and change, analyse cause and consequence, explore historical perspectives, examine ethical dimensions of history, and construct historical arguments. Each of these procedural concepts is discussed. This research is designed to inform the practice of curriculum developers and history teachers.