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
Search Results
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)