Knowing and Doing History: A Conceptual Framework and Pedagogy for Teaching Historical Contextualisation
H.G.F. Havekes|Peter Arno-Coppen|Johan Luttenberg
Knowing and doing history are two major approaches in teaching history. Although widely recognized as important, the integration of both remains difficult for teachers students. In this article we propose a conceptual framework combining pedagogy focused on historical contextualisation. The describes relationship between students’ epistemological stance about elements involved knowing history.This shifts from copier looking one correct copy past, which fixed, into criterialist stance, where debatable components task establishing context. Based framework, three design principles identified contextualisation: challenge knowledge by creating cognitive incongruity; stimulate substantiated considerations scaffold learning. It is argued that these principles, specified larger set sub can help students to develop their epistemic beliefs Suggestions made an on-going study Active Historical Thinking.
International journal of historical learning, teaching and research (Print)