History as knowledge. Ethical values and meaning in encounters with history.

Autor/inn/en	Ammert, Niklas; Gustafsson, Birgitta E.
Titel	History as knowledge. Ethical values and meaning in encounters with history.
Quelle	Frankfurt am Main; Bern; Wien [u.a.]: Lang (2015), 154 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	3-631-66121-5; 978-3-631-66121-5; 978-3-653-05614-3
DOI	10.3726/978-3-653-05614-3
Schlagwörter	Jugend; Lehrer; Schüler; Lehrplan; Schulbuch; Geschichtsbewusstsein; Geschichtsunterricht; Schweden
Abstract	What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils. Contents: Introduction -- Hundred years of knowledge about history -- Pupils encounter history -- Pupils and knowledge about history -- Pupils' meaning-making in encountering history -- Teachers' views of knowledge about history -- The subject of history and its relation to pupils 1905-2005 -- Ethical values bridging knowledge about history -- To learn and to know history.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1