How do students learn to act and think like historians? Historians from three continents report and reflect on the conditions, forms and results of teaching history in higher education. Wie finden Studierende in das geschichtswissenschaftliche Denken und Arbeiten hinein? HistorikerInnen von drei Kontinenten berichten über Voraussetzungen, Formen und Erträge ihrer Lehre.
Teaching History, Learning History, Promoting History: Papers from the Bielefeld Conference on Teaching History in Higher Education
Table of contents
Friederike Neumann/Leah ShopkowEditors' NotePeter D'SenaIntroduction Leah ShopkowEpistemology and Tacit Knowledge: The Disconnect between Understandings of History Dennis Frey Jr.From Chronological Narrative to Inquiry & Analysis: A Structural Shift in Teaching World History KG HammarlundAuthentic Assessment in History Education: Emphasising the "Usefulness" of History Diana Jeater'Theory' as the Practice of Asking Questions: Moving Second Year History Undergraduates from Knowledge Acquisition to KnowledgeConstruction in a UK University David PaceDecoding Historical Interpretation: Teaching Systematic Questioning Richard A. Hawkins and Harvey WoolfGood Practice in British Higher Education History Work Placement LearningAdele Nye'Why Study History?': An Examination of Online Statements in Australian Universities 2008 - 2016 Aline Breuer, Andreas Frings, Andreas Linsenmann, and Jelena SuchanEmpirical Observations and Pedagogical Considerations on the Diversity of and Differences among Beginning Students in the Discipline of History Jörg van NordenStudents and Their 'Idea of History': A Theory based Testing of Hermeneutical and Narrative Competencies List of Contributors
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