History education as content, methods or orientation? : a study of curriculum prescriptions, teacher-made tasks and student strategies

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History education as content, methods or orientation? : a study of curriculum prescriptions, teacher-made tasks and student strategies

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Publication Doctoral Thesis
Title History education as content, methods or orientation? : a study of curriculum prescriptions, teacher-made tasks and student strategies
Author(s) Rosenlund, David
Date 2016
English abstract
Historical content, historical methods and historical orientation are three aspects that may be included in history education. This study first examines the emphases which are included in formal curricula texts and then those which are included in teacher-made tasks. The results show that the curricula of history education includes historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation.
DOI http://dx.doi.org/10.3726/978-3-653-07100-9 (link to publisher's fulltext.)
Publisher Peter Lang
ISBN 978-3-631-67672-1
Pages 208
Language eng (iso)
Subject(s) Historical thinking
Contextualization
Assessment
Temporal orientation
Epistemology
Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION
Handle http://hdl.handle.net/2043/21167 (link to this page)
Buy print http://www.bokfynd.nu/...978-3-631-67672-1 (Search for reseller)

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