Teaching of concept of historical interpretation
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Published:
May 2, 2021
Keywords:
historical interpretation, history teaching, history learning, historical thinking, second-order concepts
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Abstract
The effectiveness of teaching and learning history depends on whether student are able to acquire the correct interpretation of the past, history and interpretation. They have to form a correct picture of the relationship between the past and historical interpretations. An important condition for this is that history teachers properly understand the complexity of this problem and approach the knowledge, interpretations and evaluations in history lessons in a reflective way.
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Kojanitz, L. (2021). Teaching of concept of historical interpretation. Iskolakultúra, 31(5), 41–54. https://doi.org/10.14232/ISKKULT.2021.05.41
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References
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Lee, P. J. & Shemilt, D. (2004): ‘“I Just Wish We Could Go Back in the Past and Find Out What Really
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Rüsen, J. (2005). History: Narration, Interpretation, Orientation. New York and Oxford: Berghahn Books
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Seixas, P. (2000): “Schweigen! Die Kinder! Or, Does Postmodern History Have a Place in the Schools?,” in Knowing, Teaching, and Learning History: National and International Perspectives, ed. P. Stearns, P. Seixas & S. Wineburg (New York: New York University Press, 2000), 25.
Seixas P., Ercikan K. (2015): Introduction: The New Shape of History Assessments. In: New Directions in Assessing Historical Thinking. New York and London: Routledge, 1-15. pp
Van Drie, J., & Van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students' reasoning about the past. Educational Psychology Review, 20(2), 87–110. https://doi.org/10.1007/s10648-007-9056-1
VanSledright, B. (2014): Assessing Historical Thinking and Understanding. New York: Routledge.
The Hague.
Ashby, R., Lee, P. (1987): ‘Children's concepts of empathy and understanding in history’, in The History Curriculum for Teachers, ed C Portal, The Falmer Press, London, pp 62–88.
Barton, K. C., & Levstik, L. S. (2004).: Teaching history for the common good. New York: Routledge
Barton, K. C., & Levstik, L. S. (2010).:Doing History: Investigating With Children in Elementary and Middle Schools. Taylor & Francis
Cercadillo, L. (2000): Significance in History: Students' Ideas in England and Spain. Thesis presented for the PhD Degree in Education, Institute of Education
University of London
Chapman, A. (2011): ‘Historical Interpretations’ in press in Ian Davies (ed.) (in press) Debates in History Teaching (2nd Edition). London and New York: Routledge.
Chapman, A. (2012): ‘They have come to differing opinions because of their differing interpretations’: Developing 16-19 year-old English Students’ Understandings of Historical Interpretation through On-line. Inter-institutional DiscussionInternational Journal of Historical Learning, Teaching and Research Volume 11.Number 1 November 2012 (pp 188-214.)
Chapman, A. (2014): ’But it might not just be their political views’: using Jörn Rüsens ‘disciplinary matrix’to develop understandings of historical Interpretation. Prepublication-Proof. libre
Chapman, A. (2016): Developing Students' Understanding of Historical Interpretation. Oxford: Edxecel / Pearson
Davies, N. (1997): Europe a History. Pimlico Random House
Greene, S. (1994). The problems of learning to think like a historian: Writing history in the culture of the classroom. Educational Psychologist, 29(2), 89-96.
Hibbert, A.. & Zaiba, P. (2019): Modelling the Discipline: How Can Yasmin Khan's Use of Evidence Enable Us to Teach a More Global World War II? Teaching History, n177 p8-15 Dec 2019
Jones, C. (2011): An illusion that makes the past seem real: The potential of living history for developing the historical consciousness of young people Thesis submitted for the degree of Doctor of Philosophy at the University of Leicester
Koselleck, R. (2004). Futures Past: On the Semantics of Historical Time. New York: Columbia University Press.
Körber, Andreas (2011): „German History Didactics: From Historical Consciousness to Historical Competencies – and beyond?“ In: Bjerg, Helle; Lenz, Claudia; Thorstensen, Erik (Hgg.; 2011): Historicising the Uses of the Past – Scandinavian Perspectives on History Culture, Historical Consciousness and Didactics of History Related to World War II. Bielefeld: transcript (Zeit – Sinn – Kultur); pp. 145-164.
Lee, P. J. (1997) ‘“None of Us Was There”: Children’s Ideas About Why Historical Accounts Differ’ in S. Ahonen, A. Pauli, et al (eds) Historiedidaktik I Nordern 6, Nordisk Konferens om Historiedidaktik, Tampere 1996 Copenhagen, Danmarks Laererhojskle.
Lee, P. J. (1998): ‘“A Lot of Guess Work Goes On”: Children’s Understanding of Historical Accounts’ Teaching History, 92, pp 29-35.
Lee, P. J. (2001): ‘History in an Information Culture: Project Chata’ International Journal of Historical Learning, Teaching and Research, 1(2). Available at: http://www.heirnet.org/IJHLTR/journal2/ journalstart.htm. Accessed 14 March 2011.Lee, P. J. (2007): From National Canon to Historical Literacy. In: Beyond the canon. History for the Twenty-first Century. Eds. GREVER, M. – STUURMAN, S. Basingstoke, 2007. 48–62.
Lee, P.J. (2004): Walking Backwards into Tomorrow' Historical Consciousness and Understanding History January 2004 History Education Research Journal 4(2)
Lee, P.J. (2005): ‘Putting principles into practice: Understanding history' in Donovan, M.S. and Bransford, J.D. (eds), How Students Learn: History in the Classroom, Washington DC: National Academies Press, (pp. 31-87.)
Lee, P. J. & Shemilt, D. (2004): ‘“I Just Wish We Could Go Back in the Past and Find Out What Really
Levstik, L. S. (2010): Learning history In: (Ed) Mayer, Alexander: Handbook of Research on Learning and Instruction Edition. New York: Routledge (pp. 115-130.)
Lowenthal, D. (1985). The past is a foreign country. Cambridge, MA: Cambridge
University Press
Rose, V.E. and Corley, J. (2003) ‘A Trademark Approach to the Past: Ken Burns, the Historical Profession and Assessing Popular Presentations of the Past.’ The Public Historian, 25(3), pp.49-59.
Rüsen, J. (2005). History: Narration, Interpretation, Orientation. New York and Oxford: Berghahn Books
Samuel, R. (1994). Theatres of Memory: Past and Present in Contemporary Culture. London and New York: Verso
Seixas, P. (2000): “Schweigen! Die Kinder! Or, Does Postmodern History Have a Place in the Schools?,” in Knowing, Teaching, and Learning History: National and International Perspectives, ed. P. Stearns, P. Seixas & S. Wineburg (New York: New York University Press, 2000), 25.
Seixas P., Ercikan K. (2015): Introduction: The New Shape of History Assessments. In: New Directions in Assessing Historical Thinking. New York and London: Routledge, 1-15. pp
Van Drie, J., & Van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students' reasoning about the past. Educational Psychology Review, 20(2), 87–110. https://doi.org/10.1007/s10648-007-9056-1
VanSledright, B. (2014): Assessing Historical Thinking and Understanding. New York: Routledge.