Knowledge, historical thinking and skills

Book chapter

von Gϋttner, Darius. (2022). Knowledge, historical thinking and skills. In In Sharp, Heather, Dallimore, Jonathon, Bedford, Alison, Kerby, Martin, Goulding, James, Heath, Treesa, von Gϋttner, Darius and Zarmati, Louise (Ed.). Teaching secondary history pp. 26-47 Cambridge University Press. https://doi.org/10.1017/9781108980081.003
Authorsvon Gϋttner, Darius
EditorsSharp, Heather, Dallimore, Jonathon, Bedford, Alison, Kerby, Martin, Goulding, James, Heath, Treesa, von Gϋttner, Darius and Zarmati, Louise
Abstract

[Extract] ...this chapter explains how historical knowledge is constructed and what it means to 'think historically.

This chapter is far more theoretical than chapters that follow because it examines the research behind seven historical concepts and the five skills involved in historical inquiry mandated by the Australian Curriculum. It gives the theory that lies behind the practice. The use of historical concepts and skills applies to all years of schooling, from Foundation to Year 10 and in the senior secondary curriculum, although their application becomes more complex in the senior years.

This chapter aims to equip teachers to be able to empower students to think historically for themselves, rather than disseminating beliefs through instructive memory lessons. The end game for teachers is to foster in students historical reflective selves who will be able to reflect upon their personal historical identity.

Page range26-47
Year2022
Book titleTeaching secondary history
PublisherCambridge University Press
Place of publicationCambridge, United Kingdom
New York, NY
Port Melbourne, Victoria
New Delhi, India
Singapore, Singapore
ISBN9781108969987
9781108980081
Digital Object Identifier (DOI)https://doi.org/10.1017/9781108980081.003
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online15 Oct 2021
Print22 Nov 2021
Publication process dates
Deposited24 Oct 2022
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