Literaturnachweis - Detailanzeige
| Autor/in | Mills, Jack |
|---|---|
| Titel | 'One Big Cake': In What Ways Does Substantive Knowledge of the 'Mid-Tudor Crisis' Emerge in the Writing of Year 7 Students? |
| Quelle | In: Teaching History, (2021) 182, S.56-62 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0610 |
| Schlagwörter | History Instruction; Teaching Methods; Historiography; Secondary School Students; Decision Making; Learning Processes; Student Attitudes; Foreign Countries; Crisis Management; United Kingdom (England) |
| Abstract | While looking to revamp his department's Year 7 enquiry on the Tudors, Jack Mills turned to historiographical debates regarding the 'mid-Tudor crisis' to inform his curricular decision making. In doing so, Mills noted that the debate hinged on interpretations of substantive concepts such as 'crisis'. He therefore also drew on previous history-teacher theorisation regarding the types of substantive knowledge students require and its importance for students' immediate and longer-term learning. In this article, Mills outlines how such a focus on historiography and carefully chosen substantive knowledge appeared to manifest themselves in his students' arguments. (As Provided). |
| Anmerkungen | Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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