Articles

102 results

The role of school history in helping young people to navigate their future at a time of climate crisis

Amanda Power and Alison Kitson

2024-06-25 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

2024-06-04 Volume 21 • Issue 1 • 2024

Designing historical empathy learning experiences: a pedagogical tool for history teachers

Sara Karn

2024-05-14 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

2024-04-23 Volume 21 • Issue 1 • 2024

Four design principles for student learning of substantive historical concepts – a realistic review study

Wouter Smets

2024-04-02 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

2024-03-12 Volume 21 • Issue 1 • 2024

Students’ views of historical significance – a narrative literature review

Cathrine Sjölund Åhsberg

2024-02-13 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

2024-01-09 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

2023-12-05 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

2023-11-27 Volume 20 • Issue 1 • 2023

Educational reforms and teaching of history in contemporary Spain – nation, history and education as contested issue

Ander Delgado

2023-10-12 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

2023-09-18 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

2023-08-23 Volume 20 • Issue 1 • 2023

Unthinking historical thinking: lessons from the Arctic

Silke Reeploeg

2023-07-09 Volume 20 • Issue 1 • 2023

Not by the book: the teaching of history in Norwegian kindergartens

David Redvaldsen

2023-06-05 Volume 20 • Issue 1 • 2023

The Great Irish Famine in Irish and UK history textbooks, 2010–2020

Lindsay Janssen

2023-04-12 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

2023-03-20 Volume 20 • Issue 1 • 2023

The concept of historical time in early childhood education: theoretical, methodological approaches and practice

Kyriaki Fardi

2022-12-21 Volume 19 • Issue 1 • 2022

Conceptualising historical legacies for transitional justice history education in postcolonial societies

Natasha Robinson

2022-10-30 Volume 19 • Issue 1 • 2022

Narrations of (in)significant pasts in young people’s identity construction

Tanja Taivalantti, Johanna Norppa and Aleksi Marti

2022-09-29 Volume 19 • Issue 1 • 2022

The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

Jörgen Wolf, Martin Rothland and Nicola Brauch

2022-08-30 Volume 19 • Issue 1 • 2022

Recontextualising history in primary school: discourses in the classroom

Amna Khawaja and Mikko Puustinen

2022-07-04 Volume 19 • Issue 1 • 2022

Film as a gateway to teaching about slavery through historical empathy: a case study using 12 Years a Slave (McQueen, 2013)

David-Alexandre Wagner and Torjus Dversnes

2022-06-13 Volume 19 • Issue 1 • 2022

Teaching historical thinking in practice: a study of US history teachers’ views on using primary sources in AP and IB history lessons

Susanna Soininen

2022-05-30 Volume 19 • Issue 1 • 2022

Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada

Cynthia Wallace-Casey

2022-04-28 Volume 19 • Issue 1 • 2022