International Journal of Educational Research
Volume 27, Number 3
Table of Contents
Number of articles: 7
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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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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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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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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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“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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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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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