Ashby / Gordon / Lee Understanding History

International Review of History Education 4
Erscheinungsjahr 2004
ISBN: 978-1-135-78346-4
Verlag: Taylor & Francis
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 208 Seiten

Reihe: Woburn Education Series

What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education?

The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students' ideas about the discipline of history and the knowledge it produces. The second part looks in detail at teachers' own ideas about teaching. Featuring contributions from authors throughout the world, including the USA, Canada, Portugal, Brazil, Taiwan and the UK, the book provides interesting studies of how history is both taught and received in these different countries.
Understanding History contributes to current knowledge of successful teaching: that teachers must take into accounts students' preconceptions that they bring to the classroom as well as accepting the complexity and importance of their own professional knowledge. The book will be of interest to anyone studying or researching history education as well as teachers of history throughout the world.

Autoren/Hrsg.

Ashby, Ros

Gordon, Professor Peter

Gordon, Peter

Lee, Peter

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Introduction: Research and history education 1. Assessing the status of historical sources: an exploratory study of eight U.S. elementary students reading documents, Bruce VanSledright and Peter Afflerbach 2. Student's approaches to validating historical claims, Rosalyn Ashby 3. Digging for clues: an archaeological exploration of historical cognition, Linda Levstik, Gwynn Henderson and Jennifer Schlarb 4. Taiwanese students' understanding of differences in history textbook accounts, Yi Mei Hsiao 5. 'Till new facts are discovered': students' ideas about objectivity in history, Isabel Barca 6. Children's understanding of historical narrative in Portugal, Marilia Gago 7. Between reproducing and organizing the past: student's beliefs about the standards of acceptability of historical knowledge, Veronica Boix-Mansilla 8. History, memory and learning to teach, Peter Sexias, Dan Fromowitz and Petra Hill 9. The epistemological reach of the history teacher, Maria Carmo Barbosa 10. Portuguese history teachers' ideas about history, Olga Magalhães 11. Understanding the knowledge bases of history teaching: subject, pupils and professional practices, Anna Pendry, Chris Husbands and Alison Kitson 12. Interpreting the past, serving the present: US and English textbook portrayals of the Soviet Union during World War II, Jason Nicholls and Stuart Foster

Über Autor(innen)

Rosalyn Ashby is Lecturer in Education, Peter Gordon is Emeritus Professor and Peter Lee is Senior Lecturer in Education, all at the Institute of Education, University of London.