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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Historical thinking: Trends, critiques, and future directions.

Lindsay Gibson¹, Carla L Peck², James Miles²

¹Department of Curriculum and Pedagogy, University of British Columbia, Canada.

Current Opinion in Psychology

|July 8, 2025

Summary

This study explores historical thinking frameworks and research trends globally. It identifies key influences, critiques, and future directions for history education research and practice.

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Area of Science:

History Education
Cognitive Science

Background:

Historical thinking is crucial for global history education.
It involves analyzing evidence to build historical narratives.

Purpose of the Study:

To discuss international historical thinking frameworks.
To identify trends and critiques in historical thinking research.
To outline future directions for the field.

Main Methods:

Comparative analysis of historical thinking frameworks from England, USA, Canada, and the Netherlands.
Literature review of historical thinking research trends.
Synthesis of disciplinary, epistemological, decolonial, and political critiques.

Main Results:

Four influential historical thinking frameworks were examined.
Three major research trends were identified: cognition/epistemology, historical literacy, and socio-cultural influences.
Common critiques of historical thinking were described.

Conclusions:

Historical thinking research is evolving with cognitive, literacy, and socio-cultural focuses.
Critiques highlight disciplinary, epistemological, decolonial, and political dimensions.
Future research should integrate these insights for theory, research, and practice.