Historical Thinking
International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics
- von
- Board of the International Society for History Didactics - ISHD Susanne Popp, Markus Furrer, Terry Haydn, Joanna Wojdon (editing manager), Elize van Eeden, Harry Haue, Katja Gorbahn
- unter Mitarbeit von
- Eleni Apostolidou, Fien Depaepe, Harry Haue, Terry Haydn, Christian Heuer, Csaba Jancsák, Ágnes Képiró, Danuta Konieczka-Śliwińska, Georg Marschnig, Maria Mavormmati, Najat Ouakrim-Soivio, Jukka Rantala, Eszter Szőnyi, Laura Triviño-Cabrera, Barnabas Vajda, Floor van Alphen, Karel Van Nieuwenhuyse, Cynthia Wallace-Casey, Marjolein Wilke
Developing historical thinking is becoming an overarching goal of history education, at least on the declarative level. The concept is not new and has been developed for many years in various national and international contexts. However, its scope and contents, and especially the methods of transferring it onto everyday school practice still remain work in progress for they involve major re-structuring of traditional ways of teaching. In this case, modernizing history education is not about incorporating new technologies but rather about developing new approaches to any and all resources used…
Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Der Fortsetzungsbezug ist jederzeit kündbar.
| Bestellnummer: | 40909 |
|---|---|
| EAN: | 9783734409097 |
| ISBN: | 978-3-7344-0909-7 |
| Format: | Broschur |
| Reihe: | International Journal of Research on History Didactics, History Education and History Culture |
| Erscheinungsjahr: | 2019 |
| Auflage: | 1. Aufl. |
| Seitenzahl: | 288 |
Preface
Historical Thinking
Terry Haydn: Changing ideas about the role of historical thinking in school history: A view from England
Jukka Rantala and Najat Ouakrim-Soivio: Historical thinking skills: Finnish history teachers’ contentment with their new curriculum
Marjolein Wilke, Fien Depaepe and Karel Van Nieuwenhuyse: Teaching about historical agency: An intervention study examining changes in students’ understanding and perception of agency in past and present
Floor van Alphen and Karel Van Nieuwenhuyse: Conceptualizing ‘identity’ in history education research
Georg Marschnig: Language matters: The hidden curriculum of historical thinking as a challenge in teacher training
Laura Triviño-Cabrera: Utopia, historical thought and multimodality for the media empowerment of pre-service trainee history teachers
Forum
Maria Mavormmati: Enhancing historical film literacy: A practical framework and findings from an undergraduate classroom
Csaba Jancsák, Eszter Szőnyi and Ágnes Képiró: The impact of video testimonies in Holocaust education in Hungary
Cynthia Wallace-Casey: ‘I want to remember’: Student narratives and Canada’s History Hall
Christian Heuer: ‘Does the teacher matter?’: Questions about the unknown perspectives from German-language history didactics
Danuta Konieczka-Śliwińska: Concepts for teaching about regions in Polish schools at the beginning of the 21st century in the light of curricula
Book Reviews
Harry Haue: On Susanne Popp, Katja Gorbahn and Susanne Grindel (eds), History Education and (Post)Colonialism: International Case Studies
Eleni Apostolidou: On Anna Clark and Carla L. Peck (eds), Contemplating Historical Consciousness: Notes from the Field
Barnabas Vajda: On Joanna Wojdon, Textbooks as Propaganda: Poland under Communist Rule: 1944-1989
Abstracts
Authors’ Index
Call for Papers
Orders
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The International Journal of Research on History Didactics, History Education, And History Culture (JHEC) is the Yearbook of the International Society for History Didactics. Its 2016 issue focuses on two main themes: Nostalgia in historical consciousness and culture and Developing creative interactions of local, national, and global topics of history education. The articles in both sections focus both on the theoretical concepts and on practical issues from various countries and research perspectives. The Forum section comes back to the themes of the past issues: colonialism and decolonization was the main topic of the Yearbook of 2014, while edutainment was discussed in 2015. The presentation of the use of mainstream historical films in the history classroom closes the volume.
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