Abstract
Rodríguez-Moneo and Lopez examine the acquisition of intuitive knowledge and its relation to the process of conceptual change in the field of history learning. Their chapter’s first section explores the cognitive processes underlying the construction of concepts and stresses their relevant role for both developing and changing theories. In the second part of the chapter these analyses are applied to the field of history and placed in relation with empirical studies carried out in the field regarding students’ key historical concepts such as nation and national identity. The chapter also emphasizes the connection between historical concepts and narratives as a crucial way to better understand students’ prior knowledge and promote a conceptual change towards their more critical understanding of history, closer to disciplinary historical knowledge.
This paper has been written with the support of Projects EDU2013-42531P and EDU2015-65088-P from the DGICYT (Ministry of Education, Spain) coordinated by Mario Carretero. Also this work was conducted within the framework of COST Action IS1205 “Social psychological dynamics of historical representations in the enlarged European Union”.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, B. (1983). Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso.
Anderson, J. R. (1995). Learning and Memory. An Integrated Approach. New York, NY: Wiley.
Aparicio, J. J., & Rodríguez-Moneo, M. (2015). El aprendizaje humano y la memoria. Una visión integrada y su correlato neurofisiológico [Human Learning and Memory. An Integrated View and its Neurophysiological Correlate]. Madrid: Pirámide.
Bain, R. B. (2005). They Thought the World Was Flat? Applying the Principles of How People Learn in Teaching High School History. In J. Bransford & S. Donovan (Eds.), How Students Learn: History, Mathematics and Science in the Classroom (pp. 179–214). Washington, DC: National Academics Press.
Balibar, E. (1991). The Nation Form: History and Ideology. In I. Wallerstein & E. Balibar (Eds.), Race, Nation, Class: Ambiguous Identities (pp. 86–106). London, UK: Verso.
Barrett, M., & Buchanan-Barrow, E. (Eds.). (2005). Children’s Understanding of Society. London, UK: Taylor & Francis.
Barsalou, L. W. (1992). Cognitive Psychology. An Overview for Cognitive Scientists. Hillsdale, NJ: LEA.
Barton, K. C. (2008). Research on Students’ Ideas About History. In L. Levstik & C. A. Thyson (Eds.), Handbook of Research on Social Studies Education (pp. 239–258). New York, NY: Taylor and Francis.
Barton, K. C., & Levstik, L. (Eds.). (2004). Teaching History for the Common Good. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
Barton, K. C., & McCully, A. W. (2005). History, Identity, and the School Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives. Journal of Curriculum Studies, 37, 85–116.
Berger, S., & Lorenz, C. (2010). Nationalizing the Past: Historians as Nation Builders in Modern Europe. New York, NY: Palgrave Macmillan.
Berger, S., Eriksonas, L., & Mycock, A. (Eds.). (2011). Narrating the Nation: Representations in History, Media and the Arts. New York, NY: Berghahn Books.
Billig, M. (1995). Banal Nationalism. London, UK: Sage.
Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: MIT.
Carey, S. (1992). The Origin and Evolution of Everyday Concepts. In R. N. Giere (Ed.), Cognitive Models of Science (pp. 89–128). Minnesota, MN: University of Minnesota Press.
Carey, S. (2009). The Origin of Concepts. New York, NY: Oxford University Press.
Carey, S. (2011). Précis of the Origin of Concepts. Behavioral and Brain Science, 34, 113–167.
Carretero, M. (2011). Constructing Patriotism. Teaching History and Memories in Global Worlds. Charlotte, NC: Information Age Publishing.
Carretero, M., & Kriger, M. (2008). Narrativas históricas y construcción de la identidad nacional: Representaciones de alumnos argentinos sobre el “Descubrimiento” de América. [Historical Narratives and National Identity Construction: Argentine Students’ Representations About the “Discovery” of America]. Cultura y Educación, 20, 229–242.
Carretero, M., & Kriger, M. (2011). Historical Representations and Conflicts About Indigenous People as National Identities. Culture and Psychology, 17, 177–195.
Carretero, M., & Lee, P. (2014). Learning History. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (Second ed.) (pp. 587–605). Cambridge, UK: Cambridge University Press.
Carretero, M., & Lopez, C. (2010). The Narrative Mediation on Historical Remembering. In S. Salvatore, J. Valsiner, J. T. Simon, & A. Gennaro (Eds.), Yearbook of Idiographic Science (Vol. 3, pp. 285–294). Roma: Firera & Liuzzo.
Carretero, M., & Van Alphen, F. (2014). Do Master Narratives Change Among High School Students? A Characterization of How National History Is Represented. Cognition and Instruction, 32, 290–312.
Carretero, M., Asensio, M., & Rodríguez-Moneo, M. (Eds.). (2012). History Education and the Construction of National Identities. Charlotte, NC: Information Age Publishing.
Carretero, M., Castorina, J. A., & Levinas, M. L. (2013). Conceptual Change in History. In S. Vosniadou (Ed.), International Handbook of Research in Conceptual Change (Second ed., pp. 269–287). New York, NY: Routledge.
Carretero, M., Jacott, L., & López Manjón, A. (2002). Learning History Through Textbooks: Are Mexican and Spanish Students Taught the Same Story? Learning and Instruction, 12, 651–665.
Carretero, M., Lopez, C., González, M. F., & Rodríguez-Moneo, M. (2012). Students’ Historical Narratives and Concepts About the Nation. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.), History Education and the Construction of National Identities (pp. 153–170). Charlotte, NC: Information Age Publishing.
Carretero, M., Rodríguez-Moneo, M., & Asensio, M. (2012). History Education and the Construction of a National Identity. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.), History Education and the Construction of National Identities (pp. ix–xiv). Charlotte, NC: Information Age Publishing.
Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in Problem Solving. In R. J. Sternberg (Ed.), Advances in the Psychology of Human Intelligence (Vol. 1, pp. 7–76). Hillsdale, NJ: Erlbaum.
Clark, E. V. (1983). Meaning and Concepts. In P. H. Mussen (Ed.), Handbook of Child Psychology (Vol. 3, pp. 787–840). New York, NY: Wiley.
diSessa, A. A. (1993). Toward an Epistemology of Physics. Cognition and Instruction, 10, 105–225.
diSessa, A. A. (2008). A Bird’s Eye View of the “Pieces” vs. “Coherence” Controversy (From the “Pieces” Side of the Fence). In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 35–60). New York, NY: Routledge.
diSessa, A. A., Gillespie, N. M., & Esterly, J. B. (2004). Coherence Versus Fragmentation in the Development of the Concept of Force. Cognitive Science, 28, 843–900.
Evans, R. W. (2004). The Social Studies Wars: What Should We Teach the Children? New York, NY: Teachers College Press.
Foster, S. (2012). Re-Thinking Historical Textbooks in a Globalised World. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.), History Education and the Construction of National Identities (pp. 49–62). Charlotte, NC: Information Age Publishing.
Furnham, A. (1994). Young People’s Understanding of Politics and Economics. In M. Carretero & J. F. Voss (Eds.), Cognitive and Instructional Processes in History and the Social Sciences (pp. 17–48). Hillsdale, NJ: Erlbaum.
Gadgil, S., Nokes-Malach, T. J., & Chi, M. T. H. (2012). Effectiveness of Holistic Mental Model Confrontation in Driving Conceptual Change. Learning and Instruction, 22, 47–61.
Glass, A. L., & Holyoak, K. J. (1986). Cognition. New York, NY: Random House.
Grever, M., & Stuurman, S. (Eds.). (2007). Beyond the Canon. History for the Twenty-First Century. Basingstoke, UK: Palgrave Macmillan.
Hammack, P. (2010). Identity as Burden or Benefit? Youth, Historical Narrative, and the Legacy of Political Conflict. Human Development, 53, 173–201.
Hobsbawm, E. (1997). Nations and Nationalism since 1780: Programme, Myth, Reality. Cambridge: Cambridge University Press.
Husbands, C. (1996). What is History Teaching? Language, Ideas and Meaning in Learning About the Past. Buckingham, UK: Open University Press.
Koselleck, R. (1996). A Response to Comments on the Geschichtliche Grundbegriffe. In H. Lehmann & M. Richter (Eds.), The Meaning of Historical Terms and Concepts (pp. 59–70). Washington, DC: German Historical Institute.
Koselleck, R. (2004). Historia/Historia. Madrid: Trota.
Kuhn, D. (1988). Conclusion. In D. Kuhn, E. Asmel, & M. O’Loughlin (Eds.), The Development of Scientific Thinking Skills (pp. 219–242). San Diego, CA: Academic Press.
Lee, P. (2004). Understanding History. In P. Seixas (Ed.), Theorizing Historical Consciousness (pp. 129–164). Toronto: University of Toronto Press.
Lee, P. (2005). Putting principles into practice: understanding history. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: history, mathematics and sciences in the classroom? (pp. 31–78). Washington: National Academies Press.
Lee, P. J., & Shemilt, D. (2011). The Concept That Dares Not Speak Its Name: Should Empathy Come Out of the Closet? Teaching History, 143, 39–49.
Lee, P. J., Dickinson, A. K., & Ashby, R. (2001). Children’s Ideas About Historical Explanation. In A. K. Dickinson, P. Gordon, & P. J. Lee (Eds.), Raising Standards in History Education. International Review of History Education (Vol. 3, pp. 97–115). London, UK: Woburn Press.
Lévesque, S. (2008). Thinking Historically: Educating Students for the Twenty-First Century. Toronto: University of Toronto Press.
Levstik, L. S., & Barton, K. C. (2015). Doing History: Investigating with Children in Elementary and Middle Schools (Fifth ed.). New York, NY: Routledge.
Limon, M. (2002). Conceptual Change in History. In M. Limon & L. Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice (pp. 259–289). Dordrecht: Kluwer.
Limon, M., & Carretero, M. (1999). Conflicting Data and Conceptual Change in History Experts. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New Perspectives on Conceptual Change (pp. 137–160). Oxford, UK: Elsevier.
Lopez, C., & Carretero, M. (2012). Identity Construction and the Goals of History Education. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.), History Education and the Construction of National Identities (pp. 139–150). Charlotte, NC: Information Age Publishing.
Lopez, C., Carretero, M., & Rodríguez-Moneo, M. (2014). Telling a National Narrative That Is Not Your Own. Does It Enable Critical Historical Consumption? Culture and Psychology, 20, 547–571.
Lopez, C., Carretero, M., & Rodríguez-Moneo, M. (2015). Conquest or Reconquest? Students’ Conceptions of Nation Embedded in a Historical Narrative. Journal of the Learning Sciences, 24, 252–285.
Lowenthal, D. (1985). The Past is a Foreign Country. Cambridge, MA: Cambridge University Press.
Medin, D. L., & Heit, E. (1999). Categorization. In B. M. Bly & D. E. Rummelhart (Eds.), Cognitive Science (pp. 99–143). New York, NY: Academic Press.
Murphy, P. K., & Alexander, P. A. (2008). The Role of Knowledge, Beliefs, and Interest in the Conceptual Change Process: A Synthesis and Meta-Analysis of the Research. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 583–616). New York, NY: Routledge.
Pfundt, H., & Duit, R. (1994). Bibliography: Students’ Alternative Frameworks and Science Education. Keil, Germany: IPN at the University of Keil.
Renan, E. (1882). What Is a Nation? In H. K. Bhabha (Ed.), (1990) Nation and Narration (pp. 8–22). London: Routledge.
Rodríguez-Moneo, M. (1999). Conocimiento previo y cambio conceptual [Prior Knowledge and Conceptual Change]. Buenos Aires: Aique.
Rodríguez-Moneo, M. (2007). El proceso de cambio conceptual: componentes cognitivos y motivacionales [The Conceptual Change Process: Cognitive and Motivational Components]. In J. I. Pozo & F. Flores (Eds.), Cambio conceptual y representacional en el aprendizaje y enseñanza de la ciencia [Conceptual and Representational Change in Teaching and Learning Science] (pp. 53–72). Madrid: Machado Libros.
Rodríguez-Moneo, M., & Aparicio, J. J. (2004). Los estudios sobre el cambio conceptual y la enseñanza de las ciencias [Conceptual Change Studies and Science Teaching]. Educación Química, 3, 270–280.
Rodríguez-Moneo, M., & Carretero, M. (2012). El cambio conceptual en Historia: Influencias piagetianas y tendencias actuales [The Conceptual Change in History: Piaget’s Influences and Current Trends]. In J. A. García Madruga, R. Kohen, C. Del Barrio, I. Enesco, & J. Linaza (Eds.), Constructing Minds. Essays in Honor of Juan Delval (pp. 313–326). Madrid: Editorial UNED.
Rosch, E. (2000). Reclaiming Concepts. Journal of Consciousness Studies, 6, 61–77.
Rüsen, J. (2004). Historical Consciousness: Narrative Structure, Moral Function, and Ontogenetic Development. In P. Seixas (Ed.), Theorizing Historical Consciousness (pp. 63–85). Toronto: University of Toronto Press.
Seixas, P. (Ed.). (2004). Theorizing Historical Consciousness. Toronto: University of Toronto Press.
Shemilt, D. (1980). History 13–16 Evaluation Study. Edinburgh, UK: Holmes McDougall.
Shemilt, D. (1983). The Devil’s Locomotive. History and Theory XXII, 4, 1–18.
Smith, A. D. (1991). National Identity. London, UK: Penguin.
Symcox, L., & Wilschut, A. (2009). Introduction. In L. Symcox & A. Wilschut (Eds.), National History Standards. The Problem of the Canon and the Future of Teaching History. International Review of History Education (Vol. 5, pp. 1–11). Charlotte, NC: Information Age Publishing.
Tajfel, H., & Turner, J. (1979). An Integrative Theory of Intergroup Conflict. In W. Austin & S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33–47). Monterey, CA: Brooks/Cole.
Thagard, P. (2012). The Cognitive Science of Science. Explanation, Discovery, and Conceptual Change. Cambridge, MA: MIT Press.
Thagard, P. (2014). Explanatory Identities and Conceptual Change. Science & Education, 23, 1531–1548.
Triandafyllidou, A. (1998). National Identity and the ‘Other’. Ethnic and Racial Studies, 21, 593–612.
Van Drie, J., & Van Boxtel, C. (2008). Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning About the Past. Educational Psychology Review, 20, 87–110.
VanSledright, B., & Limon, M. (2006). Learning and Teaching in Social Studies: Cognitive Research on History and Geography. In P. Alexander & P. Winne (Eds.), The Handbook of Educational Psychology (pp. 545–570). Mahweh, NJ: Lawrence Erlbaum Associates.
Von Borries, B. (2009). Competence of Historical Thinking, Mastering of a Historical Framework, or Knowledge of the Historical Canon? In L. Symcox & A. Wilschut (Eds.), National History Standards: The Problem of the Canon and the Future of Teaching History (pp. 283–306). Charlotte, NC: Information Age Publishing.
Vosniadou, S. (1994). Capturing and Modeling the Process of Conceptual Change. Learning and Instruction, 4, 45–69.
Vosniadou, S. (2007). The Conceptual Change Approach and Its Re-Framing. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the Conceptual Change Approach in Learning and Instruction (pp. 123–143). Oxford: Elsevier.
Vosniadou, S. (2008). Conceptual Change Research: An Introduction. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. xiii–xxviii). New York, NY: Routledge.
Vosniadou, S. (Ed.). (2013). International Handbook of Research on Conceptual Change (Second ed.). New York, NY: Routledge.
Vosniadou, S., Vamvakossi, X., & Skopeliti, I. (2008). The Framework Theory Approach to the Problem of Conceptual Change. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 3–34). New York, NY: Routledge.
Voss, J. F., & Carretero, M. (1998). Introduction. In J. F. Voss & M. Carretero (Eds.), Learning and Reasoning in History (Vol. 2, pp. 1–5). London, UK: Woburn.
Voss, J. F., & Wiley, J. (2006). Expertise in History. In N. Ericsson, P. Feltovich, & R. R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 569–584). Cambridge: Cambridge University Press.
Voss, J. F., Wiley, J., & Kennet, J. (1998). Student Perceptions of History and Historical Concepts. In J. F. Voss & M. Carretero (Eds.), Learning and Reasoning in History (Vol. 2, pp. 307–330). London, UK: Woburn.
White, R. T., & Gunstone, R. F. (2008). The Conceptual Change Approach and the Teaching of Science. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 619–628). New York, NY: Routledge.
Wineburg, S. (1991). Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence. Journal of Educational Psychology, 83, 73–87.
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts. Philadelphia, PA: Temple University Press.
Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common Belief and the Cultural Curriculum: An Intergenerational Study of Historical Consciousness. American Educational Research Journal, 44, 40–76.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Rodríguez-Moneo, M., Lopez, C. (2017). Concept Acquisition and Conceptual Change in History. In: Carretero, M., Berger, S., Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52908-4_25
Download citation
DOI: https://doi.org/10.1057/978-1-137-52908-4_25
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-52907-7
Online ISBN: 978-1-137-52908-4
eBook Packages: HistoryHistory (R0)