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Books > Social sciences > Psychology > Cognition & cognitive psychology
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Teaching and Learning in History (Paperback)
Loot Price: R1,478
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Teaching and Learning in History (Paperback)
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Research on history instruction and learning is emerging as an
exciting new field of inquiry. The editors prepared this volume
because the field is at an important moment in its development -- a
stage where there is research of sufficient depth and breadth to
warrant a collection of representative pieces. The field of
research on history teaching and learning connects with both
traditional research on social studies and with recent cognitive
analyses of domains such as mathematics and physics. However, the
newer research goes beyond these activities as well. Where
traditional research approaches to social studies instruction and
learning have focused on curriculum, they have avoided the study of
purely disciplinary features, the textual components of history and
the concomitant demands, as well as the nature of various learners.
Where recent cognitive analyses of mathematics and physics have
dealt with misconceptions and knowledge construction, they have
avoided topics such as perspective-taking, interpretation, and
rhetorical layerings. The new work, by contrast, has been concerned
with these issues as well as the careful analyses of the nature of
historical tasks and the nature of disciplinary and instructional
explanations. The lines of research presented in these chapters are
both compelling and diverse and include a range of topical
questions such as: * What affects the quality of teaching? * How
are historical documents interpreted in the writing of history? *
How is history explained? * What are the classroom demands on an
elementary school social studies teacher? * What does text
accomplish or fail to accomplish in educational settings? * How do
teachers think about particular topics for history teaching?
Although much of the research reflects a grounding in, or the
influence of, cognitive psychology, not all of it derives from that
tradition. Traditions of rhetoric, curriculum analysis, and
developmental psychology are also woven throughout the chapters.
The editors envision this volume as a contribution to educational
research in a subject matter, and as a tool for practitioners
concerned with the improvement of instruction in history. They also
anticipate that it will contribute to cognitive science.
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