liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
TLO 1: Demonstrate an understanding of at least one period or culture of the past
Linköping University, Department for Studies of Social Change and Culture, Department of History, Tourism and Media. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0001-9239-4139
2018 (English)In: Teaching the discipline of history in an age of standards / [ed] Jennifer Clark, Adele Nye, Singapore: Springer, 2018, 1, p. 199-216Chapter in book (Refereed)
Abstract [en]

Teaching an historical period is both easy and very difficult. Because content knowledge about past societies, processes, peoples and events is vast, we cannot cover it all in a single course. Therefore, every teacher must define the central content to be taught and learned. This chapter discusses principles for selecting content and suggests that the key question is: what do students need to learn? Considering the limited number of teaching hours in the modern university, scaffolding remains an important function of teaching history, helping students to understand central aspects of the period in question. But equally as important, the classroom should be treated as an opportunity to engage the students and to entice them into the world of the past. Drawing on a course on the early modern period taught at a Swedish university, this chapter suggests a number of ways this could be done including strategies such as the crafted use of questions, designing learning activities on difficult content and varying forms for teaching. The aim is to make students active learners.

Place, publisher, year, edition, pages
Singapore: Springer, 2018, 1. p. 199-216
Keywords [en]
threshold learning outcomes; history teaching; history learning; content selection; questioning; scaffolding; difficult content
Keywords [sv]
Historieundervisning
National Category
History Didactics
Identifiers
URN: urn:nbn:se:liu:diva-149563DOI: 10.1007/978-981-13-0047-9_10Libris ID: fpj0ftb6c46rgjg9ISBN: 9789811300462 (print)ISBN: 9789811300479 (electronic)OAI: oai:DiVA.org:liu-149563DiVA, id: diva2:1231289
Available from: 2018-07-06 Created: 2018-07-06 Last updated: 2019-10-21Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Ludvigsson, David

Search in DiVA

By author/editor
Ludvigsson, David
By organisation
Department of History, Tourism and MediaFaculty of Arts and Sciences
HistoryDidactics

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 28 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf