Studies in the Nature and Teaching of History
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€192.20
adolescent cognitive development
analogy in learning
Band III
Category=JNA
Category=NHA
Colligate Events
colligatory
Colligatory Concepts
concepts
Concrete Universal
Contemporary History
Contemporary Society
covering
Covering Law
Covering Law Explanations
Covering Law Models
Covering Law Theorists
curriculum development
eq_bestseller
eq_history
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fustel De Coulanges
George III
H Em P E L
Henry III
historical
Historical Equilibrium
historical explanation theory
law
models
Moral Judgments
Napoleon III
Open Rows
period
Persons A
philosophy of education
Quot Homines Tot Sententiae
Rhineland Crisis
Rhineland Occupation
secondary school history pedagogy
teacher
theorists
Town Hall
tudor
value judgements
Victorious Participants
William III
Product details
- ISBN 9781138191525
- Weight: 360g
- Dimensions: 156 x 234mm
- Publication Date: 07 Apr 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Originally published in 1967, this book is aimed at the student teacher and discusses the philosophy of history and the effective learning of it. It discusses the UK secondary school history syllabus, with a particular emphasis on whether contemporary history is of more relevance to pupils than traditional history. There is a specific chapter on the problems of value-judgements in history and history teaching. From a psychological point of view, the book examines the problems of concept formation, the uses and dangers of analogy and the question of imagination and inference in child and adolescent thinking.
