Articles
99 results
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
Why is ‘powerful knowledge’ failing to forge a path to the future of history education?
Alex Ford
2022-03-30 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
2022-02-23 Volume 19 • Issue 1 • 2022
Austrian teachers’ understanding and teaching of historical culture: challenges for the implementation of curriculum reforms in Austria
Andrea Brait
2022-01-26 Volume 19 • Issue 1 • 2022