AbstractsEducation Research & Administration

History Education as Content, Methods or Orientation? A sudy of curriculum prescriptions, teacher-made tasks and student strategies

by David Rosenlund

Institution: Malmö University
Year: 2016
Keywords: Historical thinking; Contextualization; Assessment; Temporal orientation; Epistemology
Posted: 02/05/2017
Record ID: 2102368
Full text PDF: http://hdl.handle.net/2043/21167


Historical content, historical methods and historical orientation are three aspects that may be included in history education. This study first examines the emphases which are included in formal curricula texts and then those which are included in teacher-made tasks. The results show that the curricula of history education includes historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation.