Participation as a Pathway to Content Knowledge : Engaging All Students in Disciplinary Literacy Practices
Brozo, W. G., Sulkunen, S., & Veijola, A. (2018). Participation as a Pathway to Content Knowledge : Engaging All Students in Disciplinary Literacy Practices. International Journal of Education and Social Science, 5(8), 27-35. http://www.ijessnet.com/wp-content/uploads/2018/09/3.pdf
Julkaistu sarjassa
International Journal of Education and Social SciencePäivämäärä
2018Tekijänoikeudet
© Research Institute for Progression of Knowledge 2018.
In this article, the authors assert that one important way to bring students to a level of caring
about history is through participation. They discuss conceptual considerations and pedagogical
possibilities of disciplinary literacy with a focus on transforming students into engaged
participants in the practices of historical thinking and learning. The authors are concerned with
ways disciplinary teachers can engage all students, including those who are struggling and
reluctant, in the demanding practices of expert communities through active participation and by
making connections to their personal lives. The article is based on international collaboration
between language and literacy researchers, historians, and teacher educators from the U.S, and
Finland in a project that aims to study and support the teaching of disciplinary literacy in high
school history. The authors’ ideas and recommendations are punctuated by short vignettes of
actual classroom practice by secondary history teachers in the U.S. and Finland.
...
Julkaisija
Research Institute for Progression of KnowledgeISSN Hae Julkaisufoorumista
2415-1246Asiasanat
Alkuperäislähde
http://www.ijessnet.com/wp-content/uploads/2018/09/3.pdfJulkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/28289984
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