Knowledge, historical thinking and skills
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
|Authors||von Gϋttner, Darius|
|Editors||Sharp, Heather, Dallimore, Jonathon, Bedford, Alison, Kerby, Martin, Goulding, James, Heath, Treesa, von Gϋttner, Darius and Zarmati, Louise|
[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.
|Book title||Teaching secondary history|
|Publisher||Cambridge University Press|
|Place of publication||Cambridge, United Kingdom|
|New York, NY|
|Port Melbourne, Victoria|
|New Delhi, India|
|Digital Object Identifier (DOI)||https://doi.org/10.1017/9781108980081.003|
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File Access Level
|Online||15 Oct 2021|
|22 Nov 2021|
|Publication process dates|
|Deposited||24 Oct 2022|
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