@inproceedings{9a1cad863f1943f2a8f359a65cb5422d,
title = "Historians' criteria for appraising historiography: An interview study",
abstract = "Developing and applying epistemic ideals or criteria is a core component of epistemic practices. In history education, epistemic criteria have been included in approaches to teaching history as well as in theoretical frameworks for investigating the learning and understanding of the domain. One justification for these frameworks is in the epistemic practices of expert historians; however, empirical evidence about historians' epistemic criteria is scarce. Thus, we set out to explore epistemic criteria historians use to determine quality in their own and others' work through an analysis of interviews with 26 Finnish historians. We identified over 80 criteria that we placed in categories such as internal characteristics of works; connections to past and present knowledge and practices; connections to future knowledge and practices; proxies; connections to non-epistemic use; and emotions. These findings open up possibilities for better developing criteria in history education and considering their connections to those of experts.",
author = "Mikko Kainulainen and Marjaana Puurtinen and Chinn, {Clark A.}",
note = "Funding Information: The first author received funding for this work from the Ella & Georg Ehrnrooth Foundation, Turku University Foundation, Emil Aaltonen Foundation, and the Fulbright Finland Foundation. We would like to express our gratitude to the historians participating in the study. Publisher Copyright: {\textcopyright} ISLS.; 16th International Conference of the Learning Sciences, ICLS 2022 ; Conference date: 06-06-2022 Through 10-06-2022",
year = "2022",
language = "American English",
series = "Proceedings of International Conference of the Learning Sciences, ICLS",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "989--992",
editor = "Clark Chinn and Edna Tan and Carol Chan and Yael Kali",
booktitle = "International Collaboration toward Educational Innovation for All",
}