rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: History education and historical inquiry
  name:
    name part: Bain, Bob
    name part: (Professor)
    role:
      role term: editor.
  name:
    name part: Chapman, Arthur
    name part: 1966-
    role:
      role term: editor,
    role:
      role term: writer of introduction.
  name:
    name part: Kitson, Alison
    name part: (Professor)
    role:
      role term: editor,
    role:
      role term: author.
  name:
    name part: Shreiner, Tamara
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2024
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (440 pages) : illustrations
  abstract: "Inquiry plays a vital role in history as a discipline constructing knowledge about the past. Inquiry is also a vital organising principle in history education in many countries around the world. Inquiry is also much debated, however, and although inquiry has prominent contemporary advocates around the world it also has prominent critics in education studies. This volume in the International Review of History Education inquires into historical inquiry in history curriculum and in history classrooms and addresses linked questions, including the following: What does historical inquiry mean in history classrooms? What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? What do we know about the affordances and constraints associated with inquiry-based learning in history -what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning? We volume in the address these questions by presenting seventeen papers from eight different contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers' thinking about inquiry and teachers' inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children's' historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice"--
  table of contents: Inquiry-Based Learning in Singapore: challenges, constraints, and opportunities / Suhaimi Afandi and Mark Baildon -- "But We Don't Teach History in Primary Schools": The implementation of a structured historical inquiry in Australian Primary Schools / Clare Deery -- Oral History Transforming the Classroom: Students as Researchers in Argentine Collective Memory / Floor Van Alphen, Alicia Gartner, and María Belén Amarillo -- A Planning Framework for Effective Historical Inquiry / Lindsay Gibson and James Miles -- British Responses to the Holocaust: A Case Study of the Possibilities and Limitations of an Inquiry-Based Approach / Tom Haward and Eleni Karayianni -- Living With "Wicked" Problems: How Should History Education Respond? / Kate Hawkey -- Teaching History in a Place With a Different History: Theory, Policy, and Practice in the United States and England / Richard Hughes and Sarah Drake Brown -- Historical Enquiries for Intercultural Learning: Prerequisites, Findings, and Suggestions / Maria Johansson and Kenneth Nordgren -- Inquiry-Based Lesson Sequences: Essential but Insufficient / Catherine McCrory -- Critical Historical Inquiry: A Review of Literature / Gabriel A. Reich, Hillary Parkhouse, Kim Bowman, and Bryan P. Arnold -- Historical Inquiry and Disciplinary Concepts in Sweden: Constraints and Affordances in a History Education Perspective / Johan Samuelsson and Joakim Wendell -- Bringing Inquiry-Based Learning Into the History Classroom: From Operationalization to Teacher Training / Michiel Voet and Bram De Wever -- Inquiry Through Time: A Review of the Use of the Term "Enquiry" Across Four Decades of the Professional Journal Teaching History / Mary Woolley -- Getting the Question Right: Reconciling Students' Needs and Interests With the Demands of Disciplinary History / Katharine Burn and Jason Todd -- Making Meaning About the First World War in Museums / Alison Kitson, Mark Sheehan, and Michael Harcourt -- Bounded Inquiry: Models and Questions / Daisy…
  note: edited by Bob Bain, Arthur Chapman, Alison Kitson, Tamara Shreiner.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    topic: History
    topic: Study and teaching
  subject:
    topic: Inquiry-based learning
  subject:
    topic: Education
    topic: History
  subject:
    topic: Teaching of a specific subject
  subject:
    topic: History of education
  classification: 907.1
  classification: 37.02
  related item:
    title info:
      title: International review of history education
  identifier: 9781806600854
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 230816
    record change date: 20250607123034.5
    record identifier: em-9781806600854
    language of cataloging:
      language term: eng