From Research Method to Cognitive Scaffold: Applying Grounded Theory Coding in University Source-Based History Instruction

Abstract

The study has explored the application of Grounded Theory as a cognitive scaffold in university source-based history instruction. Drawing on the fourteen-week classroom practice and seventy student assignments, this study examined how coding-based analysis supports students’ historical thinking and source interpretation. Throughout the course, students worked step by step – beginning with open coding, moving into axial coding, and finally shaping their own thematic insights – all while engaging closely with historical sources. Rather than viewing assignments simply as learning outcomes, the researcher reconstructed students’ cognitive pathways through their course assignments. The findings suggest that coding-based instruction provides beginners with a practical entry point into historical source analysis, helping students moving beyond descriptive reading toward structured historical interpretation. At same time, the study also reflects on the limitations of procedural approaches in humanities education. While coding frameworks may help students organize their thinking more clearly, leaning too heavily on rigid procedures will unintentionally pull attention away from the richness of historical texts, and limit opportunities for deeper, more creative interpretation. Finally, the study argues that Grounded Theory can function not only as a pedagogical scaffold for students, but also as a reflective analytical tool for teachers seeking to better understand students’ historical reasoning processes.