Learning and reasoning in history
著者
書誌事項
Learning and reasoning in history
（The Woburn education series / general series editor, Peter Gordon, . International review of history education ; v. 2）
Woburn Press, 1998
- :cloth
- :pbk
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注記
This series was formerly published under the title International yearbook of history education
Includes bibliographical references and index
内容説明・目次
内容説明
This volume consists of the proceedings of an international conference on cognition and instruction in history. The papers cover several areas: historical narratives and history teaching; the use of texts, documents and images in learning history; and historical explanation and understanding.
目次
- Section 1 Narrative and sociocultural approach to history teaching and learning: the structure of historical narratives and the teaching of history, Jeretz Topolski
- historical representation as mediated action - official history as a tool, William R. Penual and James V. Wertsch
- the Russian revolution - official and unofficial accounts, James V. Wertsch and Mark Rozin
- uses of historical knowledge - an exploration of the construction of professional identity in students of psychology, Alberto Rosa, Florentino Blanco and Juan A. Huertas
- total history and its enemies in present-day teaching, Carlos Martinez-Shaw. Section 2 Uses of texts, documents and images in history learning: understanding historical controversies - students' evaluation and use of documentary evidence, Jean-Francois Rouet, Maureen A. Marron, Charles A. Perfetti and Monik Favart
- what do students know and how do they seek to know more? - knowledge base and the search for strategies in the study of art history, Fernando Hernandez
- seeing the past - learning history through group discussion of iconographic sources, Alessandra Fasulo, Hilda Girardet and Clotilde Pontecorvo
- wildflowers, sheep and democracy - the role of analogy in the teaching and learning of history, Kathleen McCarthy Young and Gaea Leinhardt. Section 3 Historical explanations: causality in history - on the intuitive understanding of the concepts of sufficiency and necessity, James F. Voss, Joseph Ciarrochi and Mario Carretero
- influence of intentional and personal factors in recalling historical texts - a develomental perspective, Angel Riviere, Maria Nunez, Beatriz Barquero and Federico Fontela
- researching children's ideas about history, Peter Lee, Alaric Dickinson and Rosalyn Ashby
- evidence evaluation and reasoning abilities in the domain of history - an empirical study, Margarita Limon and Mario Carretero
- on reasoning in history, Ola hallden. Section 4 History teaching and understanding
- goals in history teaching, Peter N. Stearns
- generating explanations in history, Liliana Jacott, Asuncion Lopez-Manjon and Mario Carretero
- student perceptions of history and historical concepts, James F. Voss, Jennifer Wiley and Joel Kennet
- constructing historical knowledge at high school - the case of the industrial revolution, Teresa Fernandez-Corte and Juan Antonio Garcia-Madruga
- promoting the learning of causal explanations in history through different teaching strategies, Jesus Dominguez and Juan Ignacio Pozo
- repersentation and understanding of history, Bodo von Borres.
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