We are pleased to invite you to this research seminar on students' epistemological understanding of history. The role of students' ideas about how knowledge is constructed and evaluated is well researched in domains of science. In the domain of historical reasoning and argumentation, it is a quickly developing field of research. This seminar aims to explore how epistemological understanding of history can be conceptualized and measured, and which instructional strategies are effective in developing students' epistemological understanding. This endeavor promises to be particularly interesting, as researchers have so far proposed distinct domain-specific and general conceptualizations, and have used various approaches to measure epistemological understanding (e.g. Likert scale questionnaires, interviews, open-ended tasks) and to develop more nuanced beliefs.
We invite researchers in the field of history education, but also researchers who focus on epistemology in general or in the context of science education, as we want to enhance exchange and collaboration across domains. PhD students are especially encouraged to participate.

 

Each day there will be round table sessions and a poster session. When you want to submit a proposal, please look at the page Submission (see the menu at the top of this page) for more information.
 

 

The seminar is sponsored by the EARLI SIG 20 (Inquiry learning) and 26 (Argumentation, Dialogue and Reasoning) and the Research Institute of Child Development and Education of the University of Amsterdam. The seminar will take place at the University Library, Singel 425 in Amsterdam. See the page Location for directions.

 

 

Important dates:
 

Deadline Round tables and Poster submission	28th  of June
Notification of acceptance	5th of July
Deadline for registration /travel grant application	1st of August
Seminar	9th and 10th of September