Articles

98 results

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

Conceptualising historical legacies for transitional justice history education in postcolonial societies

Natasha Robinson

2022-10-31 Volume 19 • Issue 1 • 2022

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

Tanja Taivalantti, Johanna Norppa and Aleksi Marti

2022-09-30 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

2022-08-31 Volume 19 • Issue 1 • 2022

Recontextualising history in primary school: discourses in the classroom

Amna Khawaja and Mikko Puustinen

2022-07-05 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

2022-06-14 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

2022-05-31 Volume 19 • Issue 1 • 2022

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

Cynthia Wallace-Casey

2022-04-29 Volume 19 • Issue 1 • 2022

Why is ‘powerful knowledge’ failing to forge a path to the future of history education?

Alex Ford

2022-03-31 Volume 19 • Issue 1 • 2022

Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability

Marlies ter Beek, Marie-Christine Opdenakker, Marjolein I. Deunk, Jan-Willem Strijbos and Tim Huijgen

2022-02-24 Volume 19 • Issue 1 • 2022

Austrian teachers’ understanding and teaching of historical culture: challenges for the implementation of curriculum reforms in Austria

Andrea Brait

2022-01-27 Volume 19 • Issue 1 • 2022

The educational power of heritage sites

Martin Stolare, David Ludvigsson and Cecilia Trenter

2021-10-19 Volume 18 • Issue 2 • 2021 • 264–279