Conceptual understanding in history

There has been considerable interest in the topic of conceptual understanding especially as found in mathematics and the sciences. The present paper discusses recent studies related to conceptual understanding in the domain of history, comparing the nature of understanding as found in history to that other domains. Included are considerations of the role of the sources of historical knowledge, narrativization, causation and explanation. In addition, it is pointed out that conceptual change in history may differ from that in the sciences because of the former’s emphasis upon the motives of people and the central role of the historian.     

Concept mapping improves metacomprehension accuracy among 7th graders

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a concept mapping group than for a control group, while a group of students who were given already constructed concept maps had accuracy between these two groups. In both experiments, control groups had poor metacomprehension accuracy. That is, they performed worse on tests they predicted better performance and performed better on tests they predicted worse performance. Although constructing concept maps did not produce the same high level of accurate monitoring previously reported in the literature, it still reduced the illusion of knowing.     

Through the looking glass: Ethnic and generational patterns of immigrant identity

Traditional theories of the “looking glass self” and “social mirroring” assume that people's views of their own group reflect the societal view. Crocker and colleagues (Crocker, J., Luhtanen, R., Blaine, B., & Brodnax, S. (1994). Collective self-esteem and psychological well-being among white, black, and Asian college students. Personality and Social Psychology Bulletin, 20, 503–513), however, found ethnic group differences in the extent to which private and public views correspond. We report data from two studies that further examine this correspondence in (a) a sample of first- and second-generation Black immigrants and (b) samples of first- and second-generation Asian/Pacific Islander, Black, Latino, and White immigrants. Study 1 shows significant shifts for Black immigrants, from a high correlation between public and private regard in the first generation to a non-significant relationship in the second generation. Study 2 replicates the findings for the Black sample and shows different patterns of association for the other three groups. It also shows that endorsement of multiculturalism moderates the relationship between public and private regard among first generation Black and Latino immigrants. We discuss these results in terms of managing the negative value associated with one's group in society and consider immigration as a site for studying social change.     

ETHICAL DILEMMAS IN TEACHING ETHICAL ISSUES IN AGING

Discussed are dilemmas faced by instructors who teach a course on ethics and aging. Decisions need to be made as to whether the course should utilize scientific objectivity or advocacy, relative or absolute standards, a theoretical/ intellectual or applied/personal orientation, and an age‐specific or age‐irrelevant view. Recommendations are provided for educational gerontologists who teach such a course.     

Using online technologies to extend a classroom to learners at a distance

The authors studied a course in which an instructor allowed individuals at a distance to participate. Although these students were not formally enrolled in the university where the class took place, the instructor gave them full access to all course materials and encouraged them to complete course assignments. The authors examined the time and technical proficiency required to involve learners at a distance. We surveyed these learners to determine their perceptions of the course and examined their work. Learners at a distance reported receiving some benefit from the course, particularly in terms of learner–content interaction. We surveyed students in the face‐to‐face classroom to determine whether having students participating at a distance in the same class affected their perception of the course. They reported no impact. The implications and limitations of these results are discussed.