Do Primary History Books Show a Concern for Explanatory Understanding?

REFERENCES

• Beck , I. L. , McKeown , M. G. , Sinatra , G. M. and Loxterman , J. A. 1991 . Revising social studies text from a text processing perspective: evidence of improved comprehensibility . Reading Research Quarterly , 26 : 251 – 276 .
   Web of Science ®Google Scholar
• Brewer , W. F. , Chinn , C. A. and Samarapungavan , A. 2000 . “ Explanations in scientists and children ” . In Explanation and Cognition , Edited by: Keil , F. C. and Wilson , R. A. Cambridge, MA : Bradford Books .
   Google Scholar
• Carr , E. H. 1961 . What is History? , London : Penguin .
   Google Scholar
• Chan , C. K. and Sachs , J. 2001 . Beliefs about learning in children's understanding of science texts . Contemporary Educational Psychology , 26 : 192 – 210 .
   PubMed Web of Science ®Google Scholar
• Das Gupta , P. and Bryant , P. E. 1989 . Young children's causal inferences . Child Development , 60 : 1138 – 1146 .
   PubMed Web of Science ®Google Scholar
• Dancy , J. and Sosa , E. 1993 . A Companion to Epistemology , Oxford : Blackwell .
   Google Scholar
• Department for Education and Employment (DfEE) & Qualifications and Curriculum Authority (QCA) . 1999 . The National Curriculum Handbook for Primary Teachers in England Key Stages 1 and 2 , London : Her Majesty's Stationery Office .
   Google Scholar
• Dunn , J. and Brown , J. R. 1993 . Early conversations about causality . British Journal of Developmental Psychology , 11 : 107 – 123 .
   Web of Science ®Google Scholar
• Greenbaum , S. 1996 . The Oxford English Grammar , Oxford : Oxford University Press .
   Google Scholar
• Haas , M. E. 1991 . An analysis of the social science and history concepts in elementary social studies textbooks grades 1‐4 . Theory and Research in Social Education , 19 (2) : 211 – 220 .
   Google Scholar
• Halford , G. S. 1993 . Children's Understanding , Hillsdale : Lawrence Erlbaum .
   Google Scholar
• Hallden , O. 1997 . Conceptual change and the learning of history . International Journal of Educational Research , 27 (3) : 201 – 210 .
   Google Scholar
• Hallden , O. 1998 . Personalization in historical descriptions and explanations . Learning and Instruction , 8 (2) : 131 – 139 .
   Google Scholar
• Knight , P. 1990 . A study of teaching and children's understanding of people in the past . Research in Education , 44 : 39 – 53 .
   Google Scholar
• Lee , P. J. 1978 . “ Explanation and understanding in history ” . In History Teaching and Historical Understanding , Edited by: Dickinson , A. and Lee , P. J. London : Heinemann .
   Google Scholar
• Lee , P. , Dickinson , A. and Ashby , R. 1996 . “ ‘There were no facts in those days’: children's ideas about historical explanation ” . In Teaching and Learning in Changing Times , Edited by: Hughes , M. Oxford : Blackwell .
   Google Scholar
• Lee , P. , Dickinson , A. and Ashby , R. 1997 . ‘Just another emperor’: understanding action in the past . International Journal of Educational Research , 27 (3) : 233 – 244 .
   Google Scholar
• Leinhardt , G. 1997 . Instructional explanations in history . International Journal of Educational Research , 27 (3) : 221 – 232 .
   Google Scholar
• Newton , D. P. 1990 . Teaching with Text , London : Kogan Page .
   Google Scholar
• Newton , D. P. 1994 . Supporting the comprehension of tabulated data . British Educational Research Journal , 20 : 455 – 463 .
   Google Scholar
• Newton , D. P. 2000 . Teaching for Understanding , London : Routledge Falmer .
   Google Scholar
• Newton , D. P. and Newton , L. D. 1997 . Teachers’ conceptions of understanding historical and scientific events . British Journal of Educational Psychology , 67 : 513 – 527 .
   Web of Science ®Google Scholar
• Newton , L. D. 2001 . Encouraging historical understanding in the primary classroom . Evaluation & Research in Education , 15 (3) : 182 – 188 .
   Google Scholar
• Newton , D. P. , Newton , L. D. , Blake , A. and Brown , K. 2002 . “ Is understanding a priority in elementary science teaching? ” . In Progress in Educational Research , Edited by: Nata , R. New York : Nova Science .
   Google Scholar
• Newton , D. P. , Newton , L. D. and Oberski , I. 1998 . Learning and conceptions of understanding in history and science: lecturers and new graduates compared . Studies in Higher Education , 23 (1) : 43 – 58 .
   Web of Science ®Google Scholar
• Nickerson , R. S. 1985 . Understanding understanding . American Journal of Education , 93 : 201 – 239 .
   Web of Science ®Google Scholar
• Piaget , J. 1978 . Success and Understanding , London : Routledge & Kegan Paul .
   Google Scholar
• Strauss , S. 1993 . Teachers’ pedagogical content knowledge about children's minds and learning . Educational Psychologist , 28 : 279 – 290 .
   Web of Science ®Google Scholar
• Thompson , D. 1984 . “ Understanding the past: procedures and content ” . In Learning History , Edited by: Dickinson , A. , Lee , P. J. and Rogers , P. J. London : Heinemann .
   Google Scholar
• Tyson , H. and Woodward , A. 1989 . Why students aren't learning very much from textbooks . Educational Leadership , 47 (3) : 14 – 17 .
   Google Scholar
• Weber , R. W. 1990 . Basic Content Analysis , London : Sage .
   Google Scholar