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History Education as Content, Methods or Orientation?: A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies - Couverture rigide
Synopsis
Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation.
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À propos de l?auteur
David Rosenlund is a Researcher and Test Developer at the Faculty of Education and Society at Malmö University in Sweden. His main research interest concerns history education in general, with a focus on teacher and student strategies, epistemology and the history curriculum in particular.
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History Education as Content, Methods or Orientation? A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies.
ISBN 10 : 3631676727
ISBN 13 : 9783631676721
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Original hardcover. Etat : Gut. 208 p., 11 graph., 16 tab. A good and clean copy. - Summary: Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation. ISBN 9783631676721 Sprache: Englisch Gewicht in Gramm: 891. N° de réf. du vendeur 1082913
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History Education as Content, Methods or Orientation?
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History Education As Content, Methods or Orientation? : A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies
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Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016
ISBN 10 : 3631676727
ISBN 13 : 9783631676721
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History Education As Content, Methods or Orientation? : A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies
Edité par
Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016
ISBN 10 : 3631676727
ISBN 13 : 9783631676721
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History Education as Content, Methods or Orientation?: A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies
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Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016
ISBN 10 : 3631676727
ISBN 13 : 9783631676721
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History Education As Content, Methods or Orientation? : A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies
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Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016
ISBN 10 : 3631676727
ISBN 13 : 9783631676721
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History Education as Content, Methods or Orientation?: A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies
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Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016
ISBN 10 : 3631676727
ISBN 13 : 9783631676721
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History Education as Content, Methods or Orientation?
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Hardback. Etat : New. Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation. N° de réf. du vendeur LU-9783631676721
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History Education as Content, Methods or Orientation?: A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies
Edité par
Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016
ISBN 10 : 3631676727
ISBN 13 : 9783631676721
Neuf
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Etat : New. 2016. New. Hardcover. . . . . . N° de réf. du vendeur V9783631676721
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History Education As Content, Methods or Orientation? : A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies
Edité par
Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016
ISBN 10 : 3631676727
ISBN 13 : 9783631676721
Ancien ou d'occasion
Couverture rigide
Vendeur : GreatBookPricesUK, Woodford Green, Royaume-Uni
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Etat : As New. Unread book in perfect condition. N° de réf. du vendeur 27275848
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