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Videnstaksonomier, ...
Videnstaksonomier, progression og fordybelse i historieundervisning
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- Bjerre, Loa Ingeborg (författare)
- University College Lillebælt
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- Dorf, Hans (författare)
- DPU Aarhus universitet
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(creator_code:org_t)
- Karlstad : CSD Karlstad, 2020
- 2020
- Danska.
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2020:3, s. 1-24
- Relaterad länk:
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https://kau.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- 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)
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