Any attempt to improve history education depends on a sound knowledge of its current state as well as of possible alternatives. Aiming to broaden nationally limited educational discourse, this book brings together twelve perspectives on history education research from across Europe and America. With a focus on empirical research, each chapter outlines national as well as disciplinary traditions, discusses findings and methodology and generates perspectives for future research, thus allowing insight into remarkably rich and diverse academic traditions.
Since the publication of the first edition of this book, empirical research on historical thinking and learning has intensified and diversified. Therefore, each chapter was revised and extensively updated for this second edition. In order to adequately reflect the ever-growing field of research, several authors chose to bring on a coauthor for the updated version of their paper. Additionally, a new introduction provides a comparative perspective on the chapters contained in this volume.
Spis treści
Manuel Köster, Holger Thünemann, Meik Zülsdorf-Kersting: International History Education Research: Common Threads, Research Traditions and National Specifics
Sebastian Bracke, Colin Flaving, Manuel Köster, Meik Zülsdorf-Kersting: German Research on History Education. Empirical Attempts at Mapping Historical Thinking and Learning
Mario Carretero, Everardo Perez-Manjarrez: Historical Narratives and the Tensions between National Identities, Colonialism and Citizenship
Penney Clark: History Education Research in Canada. A Late Bloomer
Peter Gautschi: History Education Research in Switzerland
Violett a Julkowska: The Research History on the Didactics of History in Poland
Christoph Kühberger: History Education Research in Austria
Pete r Lee, Arthur Chapman: Fused Horizons? UK Research into Students’ Second-Order Ideas in
History: A Perspective from London
Esko Nikander, Arja Virta: History Education in Finland. Currents in Research
Nico le Tutiaux-Guillon, Didier Cariou: History Didactics in France. Research and Professional Issues
Carla van Boxtel: Insights from Dutch Research on History Education. Historical Reasoning and a Chronological Frame of Reference
Bodo von Borries: Three Generations of History Lessons. Qualitative-Empirical Research on Learning and Teaching on the Basis of Lesson Protocols
Sam Wineburg, Abby Reisman: Research on Historical Understanding. A Brief Glimpse from American Shores
Contributors
O autorze
Dr. Manuel Köster, University of Cologne
Dr. Holger Thünemann, Professor, University of Cologne
Dr. Meik Zülsdorf-Kersting, Professor, University of Hannover
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