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Carte Joined-up History Arthur Chapman

Joined-up History

New Directions in History Education Research

Autor: Arthur Chapman, Arie Wilschut
Limbă: engleză
Legare: Carte broșată
Editura: Information Age Publishing
Disponibilitate: În depozitul extern
Expediem în 14-21 zile
361.05 lei
A volume in International Review of History Education Series Editors Peter Lee, Rosalyn...

Informații despre carte

Autor
Arthur Chapman, Arie Wilschut
Limbă
engleză
Legare
Carte - Carte broșată
Publicat
2015
Pagini
372
EAN
9781681230320
ISBN
9781681230320
Enbook ID
09391083
Editura
Information Age Publishing
Greutate
598
Dimensiuni
233 x 157 x 25

Descriere completă

A volume in International Review of History Education Series Editors Peter Lee, Rosalyn Ashby, Stuart Foster Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as 'evidence' and 'causation'. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students 'join up' what they learn in class into meaningful historical knowledge and understanding?

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