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International Journal of Educational Research

Volume 27, Number 3

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Table of Contents

Number of articles: 7

  1. Dilthey's dream. Teaching history to understand the future

    Florentino Blanco & Alberto Rosa

    This chapter argues for a historicist's attitude in the teaching of history. The works of Dilthey, Vico, and Ricoeur are contrasted with those of Hempel, and from the analysis it is concluded that ... More

    pp. 189-200

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  2. Conceptual change and the learning of history

    Ola Halldén

    This paper examines conceptual change as found in the domain of history. It is argued that while history does not have central concepts in the same manner as the physical sciences, history does... More

    pp. 201-210

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  3. Concepts of historical thinking and historical learning in the perspective of German students and teachers

    Bodo von Borries

    Historical consciousness was studied by examining the different views of history found in German students and teachers. Student knowledge was found to be limited, with political opinions... More

    pp. 211-220

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  4. Instructional explanations in history

    Gaea Leinhardt

    Beginning with a distinction among families of explanations (common, disciplinary, self-, and instructional), this article describes research on two aspects of instructional explanations in history... More

    pp. 221-232

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  5. “Just another emperor”: Understanding action in the past

    Peter Lee, Alaric Dickinson & Rosalyn Ashby

    This paper reports part of an investigation of children's ideas about explanation and enquiry in history carried out by project "CHATA" in 3 primary and 6 secondary schools in England. Three sets... More

    pp. 233-244

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  6. Explaining historical events

    Mario Carretero, Asunción López-Manjón & Liliana Jacott

    This paper deals with the extent to which subjects' causal historical explanations are influenced not only by domain specific knowledge but by specific characteristics of the historical event... More

    pp. 245-253

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  7. Developing understanding while writing essays in history

    James F. Voss & Jennifer Wiley

    Using the textbase-situation model of discourse processing and assuming a distinction of learning (recall of text contents) and understanding (relating different parts of text contents or text to... More

    pp. 255-265

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