What sense do children and young people make of history? How do
they cope with competing historical accounts in textbooks? How do
they think historical or archaeological claims are supported or
rejected? And whatever students think about history, how do their
teachers see history education?
The contributors to this fourth volume of the International
Review of History Education discuss these questions in the context
of their research. Divided into two sections, the first part of the
book examines students' ideas about the discipline of history and
the knowledge it produces. The second part looks in detail at
teachers' own ideas about teaching. Featuring contributions from
authors throughout the world, including the USA, Canada, Portugal,
Brazil, Taiwan and the UK, the book provides interesting studies of
how history is both taught and received in these different
countries.
Understanding History contributes to current knowledge of
successful teaching: that teachers must take into accounts
students' preconceptions that they bring to the classroom as well
as accepting the complexity and importance of their own
professional knowledge. The book will be of interest to anyone
studying or researching history education as well as teachers of
history throughout the world.
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