Knowing, Teaching, and Learning History (Paperback)
Sam Wineburg
Sold by Grand Eagle Retail, Bensenville, IL, U.S.A.
AbeBooks Seller since 12 October 2005
New - Soft cover
Condition: New
Ships within U.S.A.
Quantity: 1 available
Add to basketSold by Grand Eagle Retail, Bensenville, IL, U.S.A.
AbeBooks Seller since 12 October 2005
Condition: New
Quantity: 1 available
Add to basketPaperback. A rethinking of teaching methodology in history classrooms As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association. Represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Seller Inventory # 9780814781425
A rethinking of teaching methodology in history classrooms
As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history.
The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history.
Published in conjunction with the American Historical Association.
Professor of Curriculum Studies at the University of British Columbia, Peter Seixas has published numerous articles on social studies curriculum, historical understanding, and school-university collaboration.
Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts.
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