History Education as Content, Methods or Orientation?
A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies
Nonfiction, Reference & Language, Education & Teaching, Special Education, Experimental Methods, Educational Theory, Adult & Continuing Education, Elementary
| Author: | David Rosenlund | ISBN: | 9783631694930 |
| Publisher: | Peter Lang | Publication: | November 2, 2016 |
| Imprint: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften | Language: | English |
| Author: | David Rosenlund |
| ISBN: | 9783631694930 |
| Publisher: | Peter Lang |
| Publication: | November 2, 2016 |
| Imprint: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften |
| Language: | English |
Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content.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.
Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content.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.
