Adolescents' tacit substantive understandings of history : making sense of Roman slavery
Our study focuses on adolescents' tacit substantive understanding and their attempt to make sense of Roman slavery. We studied forty-five Portuguese students distributed by three age groups aged 12+, 14+ and 16+ respectively. They were selected from one secondary school from the North of Portugal, in the environs of Braga. They all had studied, with different degrees of accuracy and depth, the subject of Slavery in Rome. The main purposes of this study were to map students' tacit ideas on slavery, and to detect possible links between students' tacit historical understanding and their empathetic understanding of people of the past. To attain those purposes two specific questions were formulated: What tacit substantive historical ideas do students evoke when trying to understand social practices in the past?, and What tacit substantive historical ideas constitute workable generalisations for understanding such practices? Based on the analysis of data from two interviews and a written test administered to the three age groups, we found commonalities and differences in the students' tacit historical understanding of slavery (Tacit Substantive Historical Understanding interview) and in their empathetic understanding
Pereira, Maria do CĂ©u de Melo Esteves
Adolescents' tacit substantive understandings of history : making sense of Roman slavery. Our study focuses on adolescents' tacit substantive understanding and their attempt to make sense of Roman slavery. We studied forty-five Portuguese students distributed by three age groups aged 12+, 14+ and 16+ respectively. They were selected from one secondary school from the North of Portugal, in the environs of Braga. They all had studied, with different degrees of accuracy and depth, the subject of Slavery in Rome. The main purposes of this study were to map students' tacit ideas on slavery, and to detect possible links between students' tacit historical understanding and their empathetic understanding of people of the past. To attain those purposes two specific questions were formulated: What tacit substantive historical ideas do students evoke when trying to understand social practices in the past?, and What tacit substantive historical ideas constitute workable generalisations for understanding such practices? Based on the analysis of data from two interviews and a written test administered to the three age groups, we found commonalities and differences in the students' tacit historical understanding of slavery (Tacit Substantive Historical Understanding interview) and in their empathetic understanding
tacit substantive understandings history making sense roman slavery study_focus adolescent tacit substantive attempt_make sense roman slavery study forty_five portuguese student distribute age_group age respectively select secondary_school north portugal environs study different_degree accuracy depth subject slavery rome main_purpose study map student tacit idea slavery detect possible links student tacit historical people_past attain purpose specific question formulate tacit substantive historical idea student evoke try social_practice past tacit substantive historical idea constitute workable generalisation practice based_analysis data interview write test administer age_group find commonality differences student tacit historical slavery tacit substantive historical interview