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New Trends in History Textbook Research

Issues and Methodologies toward a School Historiography

Maria Repoussi and Nicole Tutiaux-Guillon

This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The article claims that significant developments reveal school historiography to be a challenged area for history didactics. Key concepts and theoretical frames require further discussion in order to develop history didactics not only as an area for social and political responsibilities but also as a theoretical discipline.

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The Visual Construction of the Myth of the Albanian National Leader

Denis Vuka

, “Myth and History,” in Yearbook of the International Society of History Didactics , ed. Karl Filser, Raphael de Keyser, Henri Moniot, and Karl Pellen (Schwalbach am Taunus: Wochenschau Verlag, 2001), 13–14. 19 Fontaine, “Myth and History,” 13–14. 20

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(Post-)colonial Myths in German History Textbooks, 1989–2015

Florian Helfer

Adding to this body of knowledge, this article, from the perspective of history didactics, addresses some general questions about the relation between (post-)colonial myths and the textbook representations of colonialism. First, the article seeks to

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Time and Space in Time and Space

Mapping the Conceptual History of Mental Maps and Historical Consciousness

Janne Holmén

space in physics are well described. 2 However, there is less awareness of the origin of some central concepts related to the perception of time and space that are commonly used in, among others, the fields of history didactics, geography, and

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Transformation and Continuity in Urban Space

The Smartphone as a Companion to Digital Teaching and Learning Processes in Extracurricular Learning Settings

Julian Zimmermann, Julian Happes, and Nadja Bergis

“tool” offers a partial alternative to Hans-Jürgen Pandel's definition, which has been so integral to the field of history didactics (a departmental discipline in German universities) over the past forty years, of media as material (sources

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Experiencing, Using, and Teaching History

Two History Teachers’ Relations to History and Educational Media

Robert Thorp

discussions of their personal experiences. This article applies an approach rooted in history didactics as a theoretical perspective. 14 The concepts of uses of history, historical culture, and historical consciousness, which evolved from a hermeneutic

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Ongoing History Writing in History Textbooks

The Most Recent Past as a Historiographical Problem

Daniel Nyström

objectivity change over time, and similar results have been presented in history-didactic research, such as the shift from nationalist to pro-democracy historiography. 11 Textbooks can be analyzed from various points of view, such as their function in

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The Bible, Hayden White, and the Settlements

Teaching Religious Zionist History in the Postmodern Era

Roy Weintraub

(2012): 859–872,; Andreas Körber, Historical Consciousness, Historical Competencies—and Beyond? Some Conceptual Development within German History Didactics (Deutsches Institut für Internationale

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Visual History Lessons Told by Der Spiegel

Picture-type Analysis of History Narratives Conveyed by the German Magazine

Horst-Alfred Heinrich and Claudia Azcuy Becquer

history didactics should learn from journalism with its focus on news values. This popular form of content may well be better suited to arouse pupils’ interest in history than are textbooks. 10 Empirical studies showing what kind of complementary

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History Teaching and Cultural Hegemony

Representations of the Spanish Civil War in Francoist History Textbooks of the 1960s

Johanna Fricke

geschichtsdidaktische Überlegungen [Textbooks and the First World War: Analyses from a cultural scientific perspective and approaches from history didactics], ed. Barbara Christophe and Kerstin Schwedes (Göttingen: V&R Unipress, 2015), 15–92, here 24–25. 4 The term