Articles

109 results

History education in Portugal (a 25-year overview)

Mariana Lagarto

2024-12-12 Volume 21 • Issue 1 • 2024

Also a part of:

Special series: History Education in Historical Perspective

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:

Special series: History Education in Historical Perspective

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:

Special series: History Education in Historical Perspective

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