Using Artefacts or Interviews in Teaching or Research
This presentation will cover the research undertaken during Dr Moore's doctorate, which is particularly useful for those interested in using artefacts as part of their teaching or planning to use interviews as part of case study research.
Organic Historical Reasoning was a concept which emerged from the data during a case study of student thinking about past lives. The thinking arose from the handling of historical artefacts during teaching. 13 students subsequently took part in interviews which were transcribed and then subjected to a hybrid grounded/thematic analysis. The concept of Organic Historical Reasoning emerged from the analysis of the data.
Organic Historical Reasoning appears to occur in three levels:
· The first is pedagogical reasoning - where the students engage in reasoning about the teaching activity.
· The second level arises directly from the use of original artefacts and involves thinking about the reality of the past.
· The third level of thinking is arranged into three categories of thought:
1. the student demonstrates a sense of themselves in relation to the past. This was an unexpected category of thought and may relate to various types of memory including autobiographical memory.
2. the student appears to engage in various types of empathy as they think about the historical figure.
3. another unexpected line of thought was where the student demonstrated a sense of perspective in relation to the past (i.e. we cannot fully know the past because we weren't there).
If you would like to attend this session please email Linda Shore at email@example.com