Umfang:
1 Online-Ressource (1 online resource)
ISBN:
9789460910685
Serie:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Inhalt:
Preliminary Material /Matthias Martens , Ulrike Hartmann , Michael Sauer and Marcus Hasselhorn -- The Just Community Approach to Political Thinking: Towards a new Model of Civic Education in Schools /Fritz K. Oser -- Can Adolescents Learn to Create Ethical Relationships for Themselves in the Future by Reflecting on Ethical Violations Faced by Others in the Past? /Robert L. Selman and Dennis B. Barr -- Teaching the Historical Principle of Contextual Causation: A Study of Transfer in Historical Reading /Avishag Reisman -- Current Issues in German Research on Historical Understanding /Michele Barricelli and Michael Sauer -- What Can a Developmental Psychology of Historical Consciousness Look Like? /Carlos Kölbl -- Historical Understanding of Students. An Interpretation of a Single Case /Bodo Von Borries -- Reconstructing Historical Understanding: How Students Deal with Historical Accounts /Matthias Martens -- Understanding Historical Understanding: Prospects and Challenges of an Empirical Approach /Ulrike Hartmann , Matthias Martens , Michael Sauer and Marcus Hasselhorn -- Author Information /Matthias Martens , Ulrike Hartmann , Michael Sauer and Marcus Hasselhorn.
Inhalt:
Understanding students’ historical understanding is a complex and challenging endeavour, for history teachers as well as for researchers from diverse fields. Since historical situations contain interpersonal and social issues that happened in the past, not only history educators are interested in how students understand them. Also, psychologists and educational scientists aim to gain knowledge how students deal with interpersonal issues in the context of history. The present book shows in which way historical understanding can be viewed as interpersonal understanding and gives indications for the limitation of an interpersonal approach regarding historical situations. The different contributions of this volume give insight into an interdisciplinary discussion about how the fields of social and historical thinking are interrelated with respect to educational issues and challenges. This book confirms the impression of an increase in empirical work in the domain of history education. The authors present empirical approaches from the fields of history education, developmental psychology and educational science using different theoretical and methodical means and thus contribute to a larger picture of what teaching and learning history at school is about
Weitere Ausg.:
ISBN 9789460910678
Weitere Ausg.:
Erscheint auch als Druck-Ausgabe Interpersonal Understanding in Historical Context Leiden Boston : Brill | Sense, 2009
Sprache:
Englisch
DOI:
10.1163/9789460910685
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