Historical Thinking

International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics

Joanna Wojdon

• Publisher: Wochenschau Verlag
• Year: 2019
• eBook ISBN:
  9783734409097
• Topic: Education
• Subtopic: History of Education

Developing historical thinking is becoming an overarching goal of history education, at least on the declarative level. The concept is not new and has been developed for many years in various national and international contexts. However, its scope and contents, and especially the methods of transferring it onto everyday school practice still remain work in progress for they involve major re-structuring of traditional ways of teaching. In this case, modernizing history education is not about incorporating new technologies but rather about developing new approaches to any and all resources used in the classroom and issues discussed in the process of history education. Some of the papers in this issue of JHEC address the issues posed by the use of films, museums, writing, and the introduction of local and regional history in history education.Starting from this year, JHEC launches its new section devoted to book reviews. It discusses publications related to history didactics and all aspects of historical culture and history education in the past and present, published in the recent years in the English language.

Table of contents

• CONTENTS · INHALT · TABLE DES MATIERES
• PREFACE · VORWORT · PRÉFACE
• HISTORICAL THINKING · HISTORISCHES DENKEN ·PENSÉE HISTORIQUE
• Terry Haydn: Changing ideas about the role of historical thinking in schoolhistory: A view from England
• Jukka Rantala and Najat Ouakrim-Soivio: Historical thinking skills: Finnish history teachers’ contentmentwith their new curriculum
• Marjolein Wilke, Fien Depaepe and Karel Van Nieuwenhuyse: Teaching about historical agency: An intervention studyexamining changes in students’ understanding and perception ofagency in past and present
• Floor van Alphen and Karel Van Nieuwenhuyse: Conceptualizing ‘identity’ in history education research
• Georg Marschnig: Language matters: The hidden curriculum of historical thinkingas a challenge in teacher training
• Laura Triviño-Cabrera: Utopia, historical thought and multimodality for the mediaempowerment of pre-service trainee history teachers
• FORUM
• Maria Mavormmati: Enhancing historical film literacy: A practical framework and findings from an undergraduate classroom
• Csaba Jancsák, Eszter Szőnyi and Ágnes Képiró: The impact of video testimonies in Holocaust education in Hungary
• Cynthia Wallace-Casey: ‘I want to remember’: Student narratives and Canada’s HistoryHall
• Christian Heuer: ‘Does the teacher matter?’: Questions about the unknownperspectives from German-language history didactics
• Danuta Konieczka-Śliwińska: Concepts for teaching about regions in Polish schools at the beginning of the 21st century in the light of curricula
• BOOK REVIEWS · BÜCHERBEWERTUNGEN · LES CRITIQUES DE LIVRES
• Harry Haue: On Susanne Popp, Katja Gorbahn and Susanne Grindel (eds), History Education and (Post)Colonialism: International Case Studies
• Eleni Apostolidou: On Anna Clark and Carla L. Peck (eds), Contemplating Historical Consciousness: Notes from the Field
• Barnabas Vajda: On Joanna Wojdon, Textbooks as Propaganda: Poland under Communist Rule: 1944-1989
• ABSTRACTS · ZUSSAMENFASSUNGEN · RÉSUMÉS
• AUTHORS’ INDEX · AUTORENVERZEICHNIS · LISTE DES AUTEURS
• CALL FOR PAPERS · THEMENANKÜNDIGUNG · APPEL À CONTRIBUTIONS
• ORDERS · BESTELLADRESSE · ADRESSE DE COMMANDE