| 000 | 00000cam u2200205 a 4500 | |
| 001 | 000000714617 | |
| 005 | 20250915111348 | |
| 008 | 000323s2000 nyua b 000 0 eng | |
| 010 | ▼a 00008810 | |
| 020 | ▼a 0814781411 (alk. paper) | |
| 020 | ▼a 081478142X (pbk. : alk. paper) | |
| 040 | ▼a DLC ▼c DLC ▼d C#P ▼d 211009 | |
| 049 | 1 | ▼l 111193713 |
| 050 | 0 0 | ▼a D16.2 ▼b .K59 2000 |
| 082 | 0 0 | ▼a 907/.2 ▼2 21 |
| 090 | ▼a 907.2 ▼b K73 | |
| 245 | 0 0 | ▼a Knowing, teaching, and learning history : ▼b national and international perspectives / ▼c edited by Peter N. Stearns, Peter Seixas, and Sam Wineburg. |
| 260 | ▼a New York : ▼b New York University Press, ▼c c2000. | |
| 300 | ▼a ix, 482 p. : ▼b ill. ; ▼c 24 cm. | |
| 500 | ▼a Papers presented at a conference funded by the Spencer Foundation and the Carnegie Foundation for the Advancement of Teaching.. | |
| 504 | ▼a Includes bibliographical references. | |
| 505 | 0 0 | ▼t Schweigen! die Kinder! or, Does postmodern history have a place in the schools? / ▼r Peter Seixas -- ▼t Is it possible to teach beliefs as well as knowledge about history? / ▼r James V. Wertsch -- ▼t Teaching and learning history in Canada / ▼r Desmond Morton -- ▼t Dilemmas and delights of learning history / ▼r David Lowenthal -- ▼t The Caliph's coin: the currency of narrative frameworks in history teaching / ▼r Denis Shemilt -- ▼t The "convergence" paradigm in studying Early American history in the schools / ▼r Gary B. Nash -- ▼t Constructing world history in the classroom / ▼r Ross E. Dunn -- ▼t The educational backgrounds of history teachers / ▼r Diane Ravitch -- ▼t A catwalk across the great divide: redesigning the history teaching methods course / ▼r G. Williamson McDiarmid and Peter Vinten-Johansen -- ▼t "What's this new crap? What's wrong with the old crap?": changing history teaching in Oakland, California / ▼r Shelly Weintraub -- ▼t Progression in historical understanding among students ages 7-14 / ▼r Peter Lee and Rosalyn Ashby -- ▼t Lessons on teaching and learning in history from Paul's Pen / ▼r Gaea Leinhardt -- ▼t Methods and aims of teaching history in Europe: a report on youth and history / ▼r Bodo von Borries -- ▼t How Americans use and think about the past: implications from a national survey for the teaching of history / ▼r Roy Rosenzweig -- ▼t Articulating the silences: teachers' and adolescents' conceptions of historical significance / ▼r Linda S. Levstik -- ▼t Making historical sense / ▼r Sam Wineburg -- ▼t Into the breach: using research and theory to shape history instruction / ▼r Robert B. Bain -- ▼t Making connections: the interdisciplinary community of teaching and learning history / ▼r Christine Gutierrez -- ▼t A case study of developing historical understanding via instruction: the importance of integrating text components and constructing arguments / ▼r James F. Voss and Jennifer Wiley -- ▼t Historical understanding: beyond the past and into the present / ▼r Veronica Boix-Mansilla -- ▼t Getting specific about training in historical analysis: a case study in world history / ▼r Peter N. Stearns -- ▼t The sourcer's apprentice: a tool for document-supported instruction / ▼r M. Anne Britt ... [et al.]. |
| 650 | 0 | ▼a History ▼x Study and teaching. |
| 650 | 0 | ▼a Historiography. |
| 700 | 1 | ▼a Stearns, Peter N., ▼d 1936- ▼0 AUTH(211009)30463. |
| 700 | 1 | ▼a Seixas, Peter C., ▼d 1947-. |
| 700 | 1 | ▼a Wineburg, Samuel S., ▼d 1958- ▼0 AUTH(211009)66915. |
소장정보
| No. | 소장처 | 청구기호 | 등록번호 | 도서상태 | 반납예정일 | 예약 | 서비스 |
|---|---|---|---|---|---|---|---|
| No. 1 | 소장처 중앙도서관/서고7층/ | 청구기호 907.2 K73 | 등록번호 111193713 (27회 대출) | 도서상태 대출중 | 반납예정일 2026-01-02 | 예약 예약가능 | 서비스 |
컨텐츠정보
책소개
A rethinking of teaching methodology in history classrooms
As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association.정보제공 :
저자소개
피터 N. 스턴스(엮은이)
조지메이슨대학 역사학과 교수. 하버드대학 역사학과를 졸업하고 같은 대학 대학원에서 박사학위를 받았다. 시카고대학과 카네기멜론대학 교수를 지냈다. 미국역사협회(American Historical Association) 회장으로 활동했으며, 1996년부터 10년 동안 세계사 대학과정인증시험(AP) 위원장으로 일했다. 《사회사저널》(Journal of Social History) 창간을 주도하여 편집인을 맡았다. Industrial Revolution in World History, Gender in World History, Consumerism in World History, Western Civilization in World History, World History(The Basics) 등 세계사와 관련하여 여러 권의 책을 집필했고, 세계사 백과사전 The Encyclopedia of World History(Houghton Mifflin Harcourt; 6th edition, 2001) 책임편집을 맡았다.
샘 와인버그(엮은이)
UC 버클리 역사학부를 최우수로 졸업하고 스탠퍼드 대학에서 심리학 전공으로 박사학위를 받았다. 1981년부터 1985년까지 여러 중·고등학교 교사로 근무했으며, 1989년부터 2002년까지 워싱턴 대학에서 인지교육학, 역사학 교수를 거쳐 2002년부터 스탠퍼드에서 교수로 재직 중이다. 미국 내 각종 역사학과, 역사교육학회 임원으로 활동 중이며, 역사교수법·기억의 정치성과 과거의 연관성·교육과 사회학 분야에 대한 연구를 계속하고 있다. 2002년 <역사적 사고와 역사교육>으로 2002년 전미대학연합에서 수여하는 프레더릭 네스 상을 수상했다.