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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

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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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

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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

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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

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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

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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