Detailansicht
Researching History Education
eBook - International Perspectives and Disciplinary Traditions, Geschichtsunterricht erforschen
ISBN/EAN: 9783734408144
Umbreit-Nr.: 9068862
Sprache:
Deutsch
Umfang: 368 S., 6.05 MB
Format in cm:
Einband:
Keine Angabe
Erschienen am 03.05.2019
Auflage: 2/2019
E-Book
Format: PDF
DRM: Digitales Wasserzeichen
- Zusatztext
- 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.
- Kurztext
- 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.
- Autorenportrait
- Dr. Manuel Köster, University of CologneDr. Holger Thünemann, Professor, University of CologneDr. Meik Zülsdorf-Kersting, Professor, University of Hannover