Literaturnachweis - Detailanzeige
Autor/in | Doussot, Sylvain |
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Titel | Case Studies in History Education: Thinking Action Research through an Epistemological Framework |
Quelle | In: Educational Action Research, 28 (2020) 2, S.310-324 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0965-0792 |
DOI | 10.1080/09650792.2019.1580597 |
Schlagwörter | History Instruction; Action Research; Cross Cultural Studies; Comparative Education; Learning Processes; Epistemology; Elementary School Students; Decision Making; College Faculty; Historians; Teaching Methods; Pedagogical Content Knowledge; Case Studies; Problem Solving; Heuristics; Thinking Skills; Foreign Countries; France; United States History lessons; Geschichtsunterricht; Projektforschung; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Learning process; Lernprozess; Erkenntnistheorie; Decision-making; Entscheidungsfindung; Fakultät; Historian; Historiker; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Problemlösen; Heuristik; Denkfähigkeit; Ausland; Frankreich; USA |
Abstract | Key studies in history education (from France and the USA) are discussed and compared in order to explore their methodological issues in terms of the types of knowledge they can generate about teaching and learning. An epistemological framework that relates the history of historians as an inquiry to that of the classroom provides the criteria for this comparative analysis, which is inscribed in Abbott's epistemologico-institutional social sciences analysis through the identification of two "basic debates" that structure history education research, namely subject-matter knowledge vs pedagogical practices, and teaching and learning rules of methods vs habits of thinking. This analysis points out the conditions for the development of a formative school history inquiry (to have students work on their own explanations, to put into play their set of beliefs about history), which determine the modalities of a specific action research. These modalities are detailed by the example of an action research on the case of the teaching of the French Revolution in the last grade of primary school: the sharing of pedagogical (by the professor) and academic (by the researchers) decisions, the collective production of data throughout the process. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |