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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

has turned into the “subject of ‘historical thinking.’” 6 Within this new subject of historical thinking, scholars and teachers alike have differentiated between “substantive” and “procedural” concepts, with the former referring to the “content of

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Solveig Roth and Dagny Stuedahl

people come to produce new self-understandings conceptually, materially, and procedurally. These “identities in practice” (171) form in relation to socially organized, historically situated spheres of activity within which practices are embedded

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April Mandrona

, procedural ethical protocols and the type of participants and research relationships they dictate, such as securing parental consent prior to involving girls in research, can be markedly different from the everyday situations encountered by researchers. In

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“Can You Really See What We Write Online?”

Ethics and Privacy in Digital Research with Girls

Ronda Zelezny-Green

to shape the planning phase for people who will implement an intervention that uses information technology. The goal is to provide “ethical tools and procedural practices” (2011: 199) that enable project implementers to reflect on the potential impact

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Working with the Cold War

Types of Knowledge in Swedish and Australian History Textbook Activities

Niklas Ammert and Heather Sharp

. What action could be taken? analysis, which link cognitive processes (remembering, understanding, applying, analyzing, as well as evaluation, appraising, and creating) to four dimensions of (factual, conceptual, procedural, and metacognitive

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The Aesthetics of Boredom

Slow Cinema and the Virtues of the Long Take in Once Upon a Time in Anatolia

Emre Çağlayan

doesn’t really matter. What counts is the movement: looking” (quoted in Rosenbaum 2000 ), or in other words, films focusing on the police procedural work only insofar as they evade rational explanations of events and instead emphasize the investigation

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Karen Pearlman

access unusual flexibility in linking thought and action, knowledge and motion, conceptual memory and procedural memory. (2007: 779) In other words, the fact that editors rarely articulate the cognitive complexity of their creative processes does not mean