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Description
(Text)
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, this book 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. Since the publication of the first edition of this book, empirical research on historical thinking and learning has intensified and diversified. Therefore, each chapter was revised and extensively updated for this second edition. In order to adequately reflect the ever-growing field of research, several authors chose to bring on a coauthor for the updated version of their paper. Additionally, a new introduction provides a comparative perspective on the chapters contained in this volume.
(Table of content)
Manuel Köster, Holger Thünemann, Meik Zülsdorf-Kersting: International History Education Research: Common Threads, Research Traditions and National SpecificsSebastian Bracke, Colin Flaving, Manuel Köster, Meik Zülsdorf-Kersting: German Research on History Education. Empirical Attempts at Mapping Historical Thinking and LearningMario Carretero, Everardo Perez-Manjarrez: Historical Narratives and the Tensions between National Identities, Colonialism and Citizenship Penney Clark: History Education Research in Canada. A Late BloomerPeter Gautschi: History Education Research in Switzerland Violett a Julkowska: The Research History on the Didactics of History in Poland Christoph Kühberger: History Education Research in Austria Peter Lee, Arthur Chapman: 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 Nico le Tutiaux-Guillon, Didier Cariou: History Didactics in France. Research and Professional IssuesCarla 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, Abby Reisman: Research on Historical Understanding. A Brief Glimpse from American ShoresContributors
(Author portrait)
Dr. Manuel Köster, University of Cologne Dr. Holger Thünemann, Professor, University of Cologne Dr. Meik Zülsdorf-Kersting, Professor, University of Osnabrück
