History education as content, methods or orientation? : a study of curriculum prescriptions, teacher-made tasks and student strategies / David Rosenlund.
Language: English Publisher: Frankfurt am Main : Peter Lang Edition, [2016]Copyright date: ©2016Description: 208 pages illustrations 22 cmContent type:- text
- unmediated
- volume
- 9783631676721
- 907.1 23/swe
- Eabk
Item type | Current library | Shelving location | Call number | Status | Date due | Barcode | Item holds | |
---|---|---|---|---|---|---|---|---|
Book | Biblioteket HKR | Biblioteket | 907.1 Rosenlund | Available | 11156000187781 |
Enhanced descriptions from Syndetics:
Historical content, historical methods and historical orientation are three aspects that may be taught in history education.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 The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content.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.
Diss. Malmö : Malmö högskola, 2016
Includes bibliographical references.
Imported from: lx2.loc.gov:210/LCDB (Do not remove)
Table of contents provided by Syndetics
- Acknowledgements (p. 11)
- 1 Introduction (p. 13)
- Aims and research questions (p. 16)
- Disposition (p. 16)
- Definitions (p. 17)
- 2 Theoretical Considerations (p. 19)
- Two philosophies (p. 19)
- Two philosophies and three approaches to history education (p. 21)
- History education - the transfer of content (p. 22)
- History education - the teaching of disciplinary tools (p. 23)
- History education - including the present (p. 24)
- Towards a theoretical framework (p. 26)
- The philosophy behind the orienting approach (p. 26)
- The philosophy behind the empirical approach (p. 29)
- A tentative combination of the two approaches (p. 35)
- To experience the past (p. 35)
- Making historical interpretations (p. 36)
- Temporal orientation (p. 38)
- Curriculum emphasis (p. 39)
- Companion meanings (p. 42)
- 3 Research Overview (p. 45)
- History syllabi (p. 45)
- History teachers and the history subject (p. 48)
- Student strategies (p. 52)
- Alignment (p. 54)
- Positioning of this study (p. 56)
- 4 Design, Methodology and Samples (p. 57)
- Choice of research methods (p. 57)
- Selection of teachers (p. 60)
- The teacher-made tasks (p. 62)
- The interviews (p. 62)
- Selection of students and collection of answers (p. 63)
- The qualitative interpretations (p. 64)
- A method to evaluate the degree of alignment (p. 66)
- Inter-rater reliability (p. 66)
- Ethical considerations (p. 68)
- 5 Characteristics of the 1994 History Syllabus (p. 69)
- The 1994 history syllabus, curriculum emphasis and companion meanings (p. 69)
- The goals (p. 70)
- Criteria for the grade Pass (p. 73)
- Criteria for the grade Pass with Distinction (p. 74)
- Criteria for the grade Pass with Special Distinction (p. 76)
- Summary and conclusions (p. 77)
- 6 Characteristics of Teacher-made Tasks (p. 81)
- Teacher-made tasks and curriculum emphasis (p. 81)
- Teacher-made tasks and companion meanings (p. 87)
- Teacher-made tasks and their relation to the syllabus (p. 89)
- The goals (p. 90)
- Criteria for the grade Pass (p. 91)
- Criteria for the grade Pass with Distinction (p. 94)
- Criteria for the grade Pass with Special Distinction (p. 97)
- Summary (p. 99)
- A comparison of the syllabus and the teacher-made tasks (p. 99)
- The cognitive complexity in syllabus and teacher-made tasks (p. 100)
- A tool for measuring alignment (p. 100)
- The revised version of Bloom's taxonomy (p. 101)
- Categorization of syllabus and teacher-made tasks (p. 103)
- Alignment between syllabus an teacher-made tasks (p. 105)
- Teachers talking about history education (p. 105)
- Interviews (p. 106)
- Presentation of the teachers (p. 106)
- The purpose of history education (p. 107)
- What is included in the course (p. 108)
- Source criticism (p. 110)
- The grading criteria (p. 111)
- The issue of progression (p. 112)
- The construction of tasks (p. 116)
- Sources of inspiration (p. 117)
- Summary (p. 118)
- Characteristics of teacher-made tasks - conclusions (p. 119)
- Continuity and change in two history syllabi (p. 121)
- The syllabus from 2011 (p. 122)
- The core content (p. 122)
- The 2011 history syllabus, curriculum emphasis and companion meanings (p. 123)
- The goals (p. 123)
- The core content (p. 124)
- Companion meanings (p. 124)
- A brief comparison of two history syllabi (p. 125)
- 7 Student Strategies: Historical Content, Methods and Temporal Orientation (p. 129)
- Operationalization of the emphases of historical methods and orientation (p. 129)
- The historical discipline and historical questions (p. 130)
- The historical discipline and historical interpretations (p. 130)
- The historical discipline and contextual knowledge (p. 132)
- The historical discipline and verifications (p. 133)
- The historical discipline and temporal orientation (p. 134)
- The historical discipline and the future (p. 134)
- A comparison between disciplinary and educational definitions (p. 136)
- A visualization of interpretations and orientations (p. 137)
- The source-based assignment (p. 140)
- Methodical considerations (p. 140)
- Definition of the analytical framework (p. 141)
- Students making historical interpretations (p. 142)
- Historical interpretations on level 1 (p. 142)
- Historical interpretations on level 2 (p. 143)
- Historical interpretations on level 3 (p. 144)
- Historical interpretations on level 4 (p. 145)
- The role of contextual knowledge (p. 146)
- Contextual knowledge and historical interpretations (p. 147)
- Contextual knowledge and a sources construction process (p. 149)
- Contextual knowledge and the content of the source (p. 151)
- Problematic use of contextual knowledge (p. 153)
- Contextual knowledge and verification (p. 154)
- Correlations between strategies (p. 157)
- Historical interpretations - conclusions (p. 158)
- Students engaging in temporal orientation (p. 161)
- Definition of the analytical framework (p. 161)
- Student answers (p. 162)
- Statements with no references to history (p. 162)
- Statements with references to history (p. 164)
- Comparisons: continuity and change in student responses (p. 167)
- Frequencies and correlations (p. 169)
- Temporal orientation - conclusions (p. 171)
- 8 Conclusions (p. 173)
- References (p. 185)
- Teacher-made tests (p. 185)
- Interviews (p. 185)
- Literature (p. 186)
- Appendices (p. 195)