Videnstaksonomier, progression og fordybelse i historieundervisning

• The present article discusses, first, a conception of learning progression which understands pupils’ (history) learning as a question of their ‘ascending’ to more and more advanced taxonomical levels of reflection – and which has played a major role in history didactics generally as well as in a Danish context in particular. Against this conception the article argues that (history) learning progression should be understood as a many-sided phenomenon to which a number of different forms of knowledge contribute and which cannot adequately be conceived as an increasing command of a sequence of (meta-)levels of reflection but needs a wider understanding of the nature of knowledge.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

HISTORIEDIDAKTIK

PROGRESSION

VIDENSFORMER

PERSPEKTIVSKIFTE

Subject-specific education

Ämnesdidaktik

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)