| Description |
1 online resource (272 pages) |
| Contents |
Front Cover; Teaching and Learning in History; Copyright Page; Contents; Preface; Chapter 1. Making Sense of Accounts of History: Why Young Students Don't and How They Might:Margaret G. McKeown and Isabel L. Beck; Chapter 2. On the Paradox of Understanding History in an Educational Setting: Ola Halldén; Chapter 3. Learning from History Texts: From Causal Analysis to Argument Models: M. Anne Britt, Jean-François Rouet, Mara C. Georgi, and Charles A. Perfetti; Chapter 4. The Cognitive Representation of Historical Texts:Samuel S. Wineburg |
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Chapter 5. Students as Authors in the Study of History:Stuart GreeneChapter 6. Educational Ideologies and the Teaching of History:Ronald W. Evans; Chapter 7. History: A Time to Be Mindful:Gaea Leinhardt; Author Index; Subject Index |
| Summary |
Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approac |
| Notes |
Print version record |
| Form |
Electronic book
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| Author |
Hallden, Ola
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Leinhardt, Gaea
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Beck, Isabel L
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Stainton, Catherine
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| ISBN |
9781136477690 |
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1136477691 |
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