Articles
109 results
History education in Portugal (a 25-year overview)
Mariana Lagarto
2024-12-12 Volume 21 • Issue 1 • 2024
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Comparative portrayals of the British Empire in history textbooks, 1920s–2020s: influences, paradigms and historical frameworks
Catriona McDermid and Stuart Foster
2024-12-05 Volume 21 • Issue 1 • 2024
Also a part of:
Representation, responsibility and legacy: a comparative analysis of how colonial history is narrated in Bolivian social science textbooks, pre- and post-070 Educational Reform
Juliana Choque Apaza and Natasha Robinson
2024-11-14 Volume 21 • Issue 1 • 2024
History education as prevention: the topic of right-wing extremism in German educational media
Maren Tribukait
2024-10-24 Volume 21 • Issue 1 • 2024
The teaching of traumatic narratives: out-of-the-classroom engagement with non-canonical ‘chosen traumas’
Nimrod Tal
2024-10-03 Volume 21 • Issue 1 • 2024
Historical narratives: how Portuguese students aged 10 and 15 make use of national history
Ana Isabel Moreira and Isabel Barca
2024-09-12 Volume 21 • Issue 1 • 2024
Also a part of:
Rethinking assessment: the potential of ‘innovative’ or ‘creative’ assessments in history
Sarah Holland
2024-08-06 Volume 21 • Issue 1 • 2024
The role of school history in helping young people to navigate their future at a time of climate crisis
Amanda Power and Alison Kitson
2024-06-26 Volume 21 • Issue 1 • 2024
‘Shameful histories’ – shame and sex perceived by secondary school students in history education
Hära Jess Haltorp, Sara Backman Prytz, Anna Danielsson and Jonas Almqvist
2024-06-05 Volume 21 • Issue 1 • 2024
Designing historical empathy learning experiences: a pedagogical tool for history teachers
Sara Karn
2024-05-15 Volume 21 • Issue 1 • 2024
Navigating the complexities of learning history in English in two South African schools
Pfuurai Chimbunde, Thapelo Kagiso Lekhethe and Boitumelo Benjamin Moreeng
2024-04-24 Volume 21 • Issue 1 • 2024
Four design principles for student learning of substantive historical concepts – a realistic review study
Wouter Smets
2024-04-03 Volume 21 • Issue 1 • 2024
School trips to historical sites: students’ cognitive, affective and physical experiences from visits to Auschwitz
Mikael Berg and Martin Stolare
2024-03-13 Volume 21 • Issue 1 • 2024
Students’ views of historical significance – a narrative literature review
Cathrine Sjölund Åhsberg
2024-02-14 Volume 21 • Issue 1 • 2024
Can a constructivist, community-based intervention increase student motivation to study history? A case study from Ghana
Trevor Getz, Fredrick Kofi Ayirah, Tony Yeboah, Stacey Kertsman, Benjamin Getz, Fara Bakare, Ariana Kertsman, Kaela Getz and Tryphena Ebu Mintah
2024-01-10 Volume 21 • Issue 1 • 2024
A systematic review of pedagogical interventions on the learning of historical literacy in schools
Kim Wilson, Dean Dudley, Janet Dutton, Renee Preval-Mann and Elizabeth Paulsen
2023-12-06 Volume 20 • Issue 1 • 2023
Controversial issues and the nature of history: Teachers’ views on controversial historical issues in Swedish lower secondary school
Henrik Åström Elmersjö and Anders Persson
2023-11-28 Volume 20 • Issue 1 • 2023
Educational reforms and teaching of history in contemporary Spain – nation, history and education as contested issue
Ander Delgado
2023-10-13 Volume 20 • Issue 1 • 2023
Investigating subject-specific writing skills and historical reasoning in historical explanations: a study of 7th- and 8th-grade comprehensive school students in North Rhine-Westphalia, Germany
Charlotte Husemann
2023-09-19 Volume 20 • Issue 1 • 2023
Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress
Marjolein Wilke, Fien Depaepe and Karel Van Nieuwenhuyse
2023-08-24 Volume 20 • Issue 1 • 2023
Unthinking historical thinking: lessons from the Arctic
Silke Reeploeg
2023-07-10 Volume 20 • Issue 1 • 2023
Not by the book: the teaching of history in Norwegian kindergartens
David Redvaldsen
2023-06-06 Volume 20 • Issue 1 • 2023
The Great Irish Famine in Irish and UK history textbooks, 2010–2020
Lindsay Janssen
2023-04-13 Volume 20 • Issue 1 • 2023
Whose story should we be telling? An exploration of student attitudes towards, and perceptions of, the British history curriculum
Oliver Morgan
2023-03-21 Volume 20 • Issue 1 • 2023
The concept of historical time in early childhood education: theoretical, methodological approaches and practice
Kyriaki Fardi
2022-12-22 Volume 19 • Issue 1 • 2022