Book contents
- The Cambridge Handbook of the Learning Sciences
- The Cambridge Handbook of the Learning Sciences
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- 1 An Introduction to the Learning Sciences
- Part I Foundations
- Part II Methodologies
- Part III Grounding Technology in the Learning Sciences
- Part IV Learning Together
- Part V Learning Disciplinary Knowledge
- 23 Research in Mathematics Education
- 24 Science Education and the Learning Sciences
- 25 Complex Systems and the Learning Sciences
- 26 Learning History
- 27 Learning to Be Literate
- 28 Arts Education and the Learning Sciences
- Part VI Moving Learning Sciences Research into the Classroom
- Index
- References
26 - Learning History
from Part V - Learning Disciplinary Knowledge
Published online by Cambridge University Press: 14 March 2022
- The Cambridge Handbook of the Learning Sciences
- The Cambridge Handbook of the Learning Sciences
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- 1 An Introduction to the Learning Sciences
- Part I Foundations
- Part II Methodologies
- Part III Grounding Technology in the Learning Sciences
- Part IV Learning Together
- Part V Learning Disciplinary Knowledge
- 23 Research in Mathematics Education
- 24 Science Education and the Learning Sciences
- 25 Complex Systems and the Learning Sciences
- 26 Learning History
- 27 Learning to Be Literate
- 28 Arts Education and the Learning Sciences
- Part VI Moving Learning Sciences Research into the Classroom
- Index
- References
Summary
History learning in schools often focuses on facts such as dates of important events and names of influential politicians or military leaders. This chapter instead considers history knowledge to be of two types: historical concepts and historical narratives. The chapter reviews two types of conceptual knowledge: first-order concepts like peasants and presidents, and second-order concepts like change and continuity, and cause and consequence. The chapter reviews many features of historical narratives, including the representation of national identity, the role of emotion in learning, the presence of mythical figures and motives, and the national or ethnic search for freedom or territory. A deeper understanding of history requires students to “think historically” – to engage in the professional practices of historians such as gathering evidence, developing theories, and translating the past into the present.
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- The Cambridge Handbook of the Learning Sciences , pp. 523 - 542Publisher: Cambridge University PressPrint publication year: 2022
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