A process, beginning with a question, problem, or challenge based in history, that relies on reasoning and reflective thought grounded in evidence and leading to a possible solution, hypothesis, or theory to resolve it ( Barton & Levstik, 2004 AU49: The citation "Barton & Levstik, 2004" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. ).
Published in Chapter:
Historical Identity and Sustainability as Tools for Historical Inquiry
Alois F. Pajak (Sequoia Pathfinder Academy Secondary, USA)
Copyright: © 2022
|Pages: 25
DOI: 10.4018/978-1-7998-8405-7.ch016
Abstract
History contains a dynamic record of the interactions of people, events, and landscapes, yet instruction often relies on limited interpretations and inaccurate traditions based on standardized practices. Historical inquiry, in contrast, fosters interaction directly with historical evidence guided by curiosity and solution seeking. Inquiries developed through historical identity, sustainability, and historical preservation unveil the interaction of the past and the present. When adapted for remote practices, historical identity centers learning through the challenges of historical preservation in consideration of sustainability. Interaction with haptic three-dimensionally printed historical artifacts and virtual reality drives online learning experiences. This problem-based strategy builds interest, connection, and curiosity in history with students, which is a concern especially with asynchronous education.