Literaturnachweis - Detailanzeige
| Autor/in | Garske, Lucas Frederik |
|---|---|
| Titel | Challenging Substantive Knowledge in Educational Media: A Case Study of German History Textbooks |
| Quelle | In: Journal of Educational Media, Memory and Society, 9 (2017) 2, S.110-128 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2041-6938 |
| DOI | 10.3167/jemms.2017.090206 |
| Schlagwörter | Educational Media; History Instruction; Foreign Countries; Thinking Skills; Textbooks; Teaching Methods; Content Analysis; Case Studies; Germany |
| Abstract | Many scholars working on history education have stressed that, in order to "do history," a congruent relation between substantive and procedural knowledge is required. In response to this argument, this article emphasizes the need to consider pupils' relations to substantive knowledge. With reference to history textbooks currently used in Germany, it demonstrates how the introduction of substantive knowledge with the help of the logic of "historical thinking" derived from expert discourses may obstruct the process of historical thinking. Finally, the article presents alternative approaches and their possible consequences for history education. (As Provided). |
| Anmerkungen | Berghahn Journals. 20 Jay Street Suite 512, Brooklyn, NY 11201. Tel: 212-233-6004; Fax: 212-233-6007; e-mail: journals@berghahnbooks.com; Web site: http://www.journals.berghahnbooks.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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