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)
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)
“This Other Germany, the Dark One”
Post-Wall Memory Politics Surrounding the Neo-Nazi Riots in Rostock and Hoyerswerda
Esther Adaire
” in the GDR and its function in impeding, rather than advancing, substantive knowledge of the Nazi past and the destruction of European Jewry during the Holocaust, the result being that the GDR has not experienced the same process of “working through
In German Politics and Society
- Published (Print):
- 01 Dec 2019
- Article Type:
- Research Article
- Pages:
- 43–57 (15 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)
Environmental Expertise as Group Belonging
Environmental Sociology Meets Science and Technology Studies
Rolf Lidskog and Göran Sundqvist
with other groups in society and in relation to wider policy cultures and societal interests. Expertise is about both competence and performance; it is about substantive knowledge, broad recognition, and social relations. This means that expertise
In Nature and Culture
- Published (Print):
- 01 Dec 2018
- Article Type:
- Research Article
- Pages:
- 309–331 (23 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)