In The Challenge of Rethinking History Education, Bruce A. VanSledright argues for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation.
In The Challenge of Rethinking History Education, Bruce A. VanSledright argues for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation.
Bruce A. VanSledright is Professor in the Department of Curriculum and Instruction at the University of Maryland, College Park.
Inhaltsangabe
Introduction 1. Seeking a More Potent Approach to Teaching History 2. On the Limits of Collective Memorialization and Persistent Instruction 3. The Case of Thomas Becker Using Knowledge of History as a Domain to Structure Pedagogical Choices 4. Learning History What Do Students Know and What Can they Do With That Knowledge? 5. Teaching About Indian Removal Describing and Unpacking the Investigative Approach 6. Assessing Student Learning 7. Theorizing Investigative History Teaching 8. How Are History Teachers to Learn to Teach Using an Investigative Approach?
Introduction 1. Seeking a More Potent Approach to Teaching History 2. On the Limits of Collective Memorialization and Persistent Instruction 3. The Case of Thomas Becker Using Knowledge of History as a Domain to Structure Pedagogical Choices 4. Learning History What Do Students Know and What Can they Do With That Knowledge? 5. Teaching About Indian Removal Describing and Unpacking the Investigative Approach 6. Assessing Student Learning 7. Theorizing Investigative History Teaching 8. How Are History Teachers to Learn to Teach Using an Investigative Approach?
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