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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, the present volume 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.
Sommario
Introduction
Sebastian Bracke, Colin Flaving, Manuel Köster, Meik Zülsdorf-Kersting: German Research on History Education. Empirical Attempts at Mapping Historical Thinking and Learning
Mario Carretero: History Learning Research in Spain and Latin America
Penney Clark: History Education Research in Canada. A Late Bloomer
Peter Gautschi: Research on Teaching History in Switzerland
Violetta Julkowska: The History of Polish Reflection on the Didactics of History
Christoph Kühberger Research on History Teaching in Austria
Peter Lee: 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 and Curriculum History
Nicole Tutiaux-Guillon: 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, Avishag Reisman: Research on Historical Understanding. A Brief Glimpse from American Shores
Contributors
Info autore
Dr. Manuel Köster, University of Münster
Dr. Holger Thünemann, Professor, University of Cologne
Dr. Meik Zülsdorf-Kersting, Professor, University of Osnabrück
