We examined the response of high school students in Israel to biographical texts. Students were exposed to three sub-genres of biographical texts (a literary-biographical text, an autobiographical text and a scientific-biographical text). These texts all differ from the conceptual schema of ordinary school texts. The data were collected from 64 participants from three classes in two different public schools in Israel. The ability of students to apply historical disciplinary reading skills was evaluated for each text, with an emphasis on ‘sourcing’ and ‘corroboration’. The basic premise was that the texts the students are exposed to influence not only their level of knowledge but also their disciplinary concepts and skills. We contend that it might be that biographical texts, and especially autobiographical and literary-biographical texts, evoked historical reading in students, and strengthened their disciplinary reading abilities.
Bibliographical noteFunding Information:
This work was supported by the Israel Science Foundation [548/14], Chrrick Center at the Hebrew University of Jerusalem, and Zalman Aran Scholarship by Israeli Ministry of Education. This work was supported by the Israel Science Foundation under grant number 548/2014 and, by scholarship from Cherrick Center at the Hebrew university and by Zalman Aran scholarship by Israeli ministry of education. We are thankful for their support. We also thank the principals, teachers and students of the participating schools. The views expressed in this article are ours only.
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
- History learning
- biographical texts
- disciplinary reading
- history teaching