of content versus skills, when they are in fact interconnected. 20 Substantive knowledge refers to the “content” and “substance of history,” but is “more than mere information”; 21 it includes particulars, individuals, and concepts. 22 In this
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Challenging Substantive Knowledge in Educational Media
A Case Study of German History Textbooks
Lucas Frederik Garske
In Journal of Educational Media, Memory, and Society
- Published (Print):
- 01 Sep 2017
- Article Type:
- Research Article
- Pages:
- 110–128 (19 total)
Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon
Raymond Nkwenti Fru and Johan Wassermann
opposition), traditional authority, and civil society in bringing about the political developments that culminated in reunification. This overwhelming presence of Anglophone-related historical characters and events in the substantive knowledge content of the
In Journal of Educational Media, Memory, and Society
- Published (Print):
- 01 Sep 2020
- Article Type:
- Research Article
- Pages:
- 57–76 (20 total)
Experiencing, Using, and Teaching History
Two History Teachers’ Relations to History and Educational Media
Robert Thorp
to substantive knowledge, 4 and since this, it has been argued, poses a challenge both for the subject of history itself 5 as well as for history teachers, 6 it would be relevant to study how teachers see the role of experiences, memories, and
In Journal of Educational Media, Memory, and Society
- Published (Print):
- 01 Sep 2017
- Article Type:
- Research Article
- Pages:
- 129–146 (18 total)
Teaching globalisation in the social sciences
The effectiveness of a refugee simulation
Stacy Keogh George
produce positive changes in students’ substantive knowledge, skills, and/or affective characteristics’. This involves three steps: First, there must first be a clear understanding of what the simulation is intended to achieve. Second, the simulation must
In Learning and Teaching
- Published (Print):
- 01 Dec 2017
- Article Type:
- Research Article
- Pages:
- 20–33 (14 total)
Globalising service-learning in the social sciences
Stephanie A. Limoncelli
service-learning students, for example, the research students learned about the service-learning process itself. The service-learning students, for their part, were challenged to reflect, assess and communicate their experiences and the new substantive
In Learning and Teaching
- Published (Print):
- 01 Jun 2017
- Article Type:
- Research Article
- Pages:
- 25–40 (16 total)
Introduction
Constructing and practising student engagement in changing institutional cultures
Lisa Garforth and Anselma Gallinat
, Greenwood 2011a , 2011b ; Greenwood et al. 2011 ), Arum and Roska highlighted the complex relationships between the processes of acquiring substantive knowledges, high-level analytical skills and wider personal development that are together often loosely
In Learning and Teaching
- Published (Print):
- 01 Mar 2018
- Article Type:
- Introduction
- Pages:
- 1–18 (18 total)