History education as content, methods or orientation?: a study of curriculum prescriptions, teacher-made tasks and student strategies
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Frankfurt am Main, [Germany]
Peter Lang Edition
2016
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Description based on print version record |
| Beschreibung: | 1 online resource (210 pages) illustrations, tables |
| ISBN: | 9783631676721 9783653071009 9783631694930 9783631694947 |
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Datensatz im Suchindex
| _version_ | 1804177009956356096 |
|---|---|
| adam_text | David Rosenlund
History Education as Content,
Methods or Orientation?
A Study of Curriculum Prescriptions, Teacher-made Tasks
and Student Strategies
PETERLANG
EDITION
Table of Contents
Acknowledgements 11
1 Introduction 13
Aims and research questions 16
Disposition 16
Definitions 17
2 Theoretical Considerations 19
Two philosophies 19
Two philosophies and three approaches to history education 21
History education - the transfer of content 22
History education - the teaching of disciplinary tools 23
History education - including the present 24
Towards a theoretical framework 26
The philosophy behind the orienting approach 26
The philosophy behind the empirical approach 29
A tentative combination of the two approaches 35
To experience the past 35
Making historical interpretations 36
Temporal orientation 38
Curriculum emphasis 39
Companion meanings 42
3 Research Overview 45
History syllabi 45
History teachers and the history subject 48
Student strategies 52
Alignment 54
Positioning of this study 56
4 Design, Methodology and Samples 57
Choice of research methods 57
Selection of teachers 60
The teacher-made tasks 62
The interviews 62
Selection of students and collection of answers 63
The qualitative interpretations 64
A method to evaluate the degree of alignment 66
Inter-rater reliability 66
Ethical considerations 68
5 Characteristics of the 1994 History Syllabus 69
The 1994 history syllabus, curriculum emphasis
and companion meanings 69
The goals 70
Criteria for the grade Pass 73
Criteria for the grade Pass with Distinction 74
Criteria for the grade Pass with Special Distinction 76
Summary and conclusions 77
6 Characteristics of Teacher-made Tasks 81
Teacher-made tasks and curriculum emphasis 81
Teacher-made tasks and companion meanings 87
Teacher-made tasks and their relation to the syllabus 89
The goals 90
Criteria for the grade Pass 91
Criteria for the grade Pass with Distinction 94
Criteria for the grade Pass with Special Distinction 97
Summary 99
A comparison of the syllabus and the teacher-made tasks 99
The cognitive complexity in syllabus and teacher-made tasks 100
A tool for measuring alignment 100
The revised version of Blooms taxonomy 101
Categorization of syllabus and teacher-made tasks 103
Alignment between syllabus an teacher-made tasks 105
Teachers talking about history education 105
Interviews 106
Presentation of the teachers 106
The purpose of history education 107
What is included in the course 108
Source criticism 110
The grading criteria Ill
The issue of progression 112
The construction of tasks 116
Sources of inspiration 117
Summary 118
Characteristics of teacher-made tasks - conclusions 119
Continuity and change in two history syllabi 121
The syllabus from 2011 122
The core content 122
The 2011 history syllabus, curriculum emphasis
and companion meanings 123
The goals 123
The core content 124
Companion meanings 124
A brief comparison of two history syllabi 125
Student Strategies: Historical Content, Methods
and Temporal Orientation 129
Operationalization of the emphases of historical
methods and orientation 129
The historical discipline and historical questions 130
The historical discipline and historical interpretations 130
The historical discipline and contextual knowledge 132
The historical discipline and verifications 133
The historical discipline and temporal orientation 134
The historical discipline and the future 134
A comparison between disciplinary and educational definitions 136
A visualization of interpretations and orientations 137
The source-based assignment 140
Methodical considerations 140
Definition of the analytical framew ork 141
Students making historical interpretations 142
Historical interpretations on level 1 142
Historical interpretations on level 2 143
Historical interpretations on level 3 144
Historical interpretations on level 4 145
The role of contextual knowledge 146
Contextual knowledge and historical interpretations 147
Contextual knowledge and a source s construction process 149
Contextual knowledge and the content of the source 151
Problematic use of contextual knowledge 153
Contextual knowledge and verification 154
Correlations between strategies 157
Historical interpretations - conclusions 158
Students engaging in temporal orientation 161
Definition of the analytical framework 161
Student answers 162
Statements with no references to history 162
Statements with references to history 164
Comparisons: continuity and change in sludent responses 167
Frequencies and correlations 169
Temporal orientation - conclusions 171
8 Conclusions 173
References 185
Teacher-made tests 185
Interviews 185
Literature 186
Appendices 195
|
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| dewey-full | 907.1 |
| dewey-hundreds | 900 - History & geography |
| dewey-ones | 907 - Education, research & related topics |
| dewey-raw | 907.1 |
| dewey-search | 907.1 |
| dewey-sort | 3907.1 |
| dewey-tens | 900 - History & geography |
| discipline | Geschichte |
| format | Electronic eBook |
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| spelling | Rosenlund, David 1969- Verfasser aut History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies David Rosenlund Frankfurt am Main, [Germany] Peter Lang Edition 2016 © 2016 1 online resource (210 pages) illustrations, tables txt rdacontent c rdamedia cr rdacarrier Description based on print version record Geschichte History Study and teaching Geschichtsunterricht (DE-588)4020533-2 gnd rswk-swf Curriculum (DE-588)4010781-4 gnd rswk-swf 1\p (DE-588)4113937-9 Hochschulschrift gnd-content Geschichtsunterricht (DE-588)4020533-2 s Curriculum (DE-588)4010781-4 s 2\p DE-604 Erscheint auch als Druck-Ausgabe Rosenlund, David, 1969- History education as content, methods or orientation? : a study of curriculum prescriptions, teacher-made tasks and student strategies HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029424350&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Rosenlund, David 1969- History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies Geschichte History Study and teaching Geschichtsunterricht (DE-588)4020533-2 gnd Curriculum (DE-588)4010781-4 gnd |
| subject_GND | (DE-588)4020533-2 (DE-588)4010781-4 (DE-588)4113937-9 |
| title | History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies |
| title_auth | History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies |
| title_exact_search | History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies |
| title_full | History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies David Rosenlund |
| title_fullStr | History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies David Rosenlund |
| title_full_unstemmed | History education as content, methods or orientation? a study of curriculum prescriptions, teacher-made tasks and student strategies David Rosenlund |
| title_short | History education as content, methods or orientation? |
| title_sort | history education as content methods or orientation a study of curriculum prescriptions teacher made tasks and student strategies |
| title_sub | a study of curriculum prescriptions, teacher-made tasks and student strategies |
| topic | Geschichte History Study and teaching Geschichtsunterricht (DE-588)4020533-2 gnd Curriculum (DE-588)4010781-4 gnd |
| topic_facet | Geschichte History Study and teaching Geschichtsunterricht Curriculum Hochschulschrift |
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