Titlebook: Globalisation, Nation-Building and History Education; Joseph Zajda,John Whitehouse Book 2024 The Editor(s) (if applicable) and The Author(

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triptans

https://doi.org/10.1007/978-3-662-63051-8ks to enhance learning and teaching by underscoring the importance of method (Zajda & Whitehouse, 2023). In history education, Lee and Ashby (2000) distinguish between . and . knowledge. Substantive knowledge encompasses the subject matter of history (‘knowing that’): people, groups, developments, structures, beliefs, values, and attitudes.

maladorit

Russian History School Textbooks, Ideology, and Nation-Building in the Russian Federation, depicted in prescribed Russian school textbooks, especially the interpretation of significant events, the role of leadership, the contribution of key individuals, and looking for possible new biases and omissions.

ARCH

Historical Thinking: Procedural Concepts for Learning and Teaching History,ks to enhance learning and teaching by underscoring the importance of method (Zajda & Whitehouse, 2023). In history education, Lee and Ashby (2000) distinguish between . and . knowledge. Substantive knowledge encompasses the subject matter of history (‘knowing that’): people, groups, developments, structures, beliefs, values, and attitudes.

DAMP

絕種

Globalisation, Nation-Building and History Education978-3-031-44813-3Series ISSN 2543-0564 Series E-ISSN 2543-0572

絕種

Living reference work 20250th editionUnder the Soviet regime, and later in the Russian Federation (RF), in 1992, school education, through a centralised, and completely unified system of instruction, was one of the key means used to invent the Soviet state.

GRACE

Materialien, Fertigungsarten, Tipps, Tricks,The significance of teaching and learning history in schools had been widely accepted by numerous educators and policy makers around the world. Recently, teaching and learning history, as a curriculum discipline, in a number of countries has been characterised.

bile648

https://doi.org/10.1007/978-3-658-20770-0In his reflection on the construction of meaning, Bruner (1986) offered a distinction between narrative and paradigmatic thought. These modes are fundamentally different. The narrative mode makes meaning of subjective human experience through story. The paradigmatic mode deals in abstractions, experimentation, and proofs.

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