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ISBN 10: 0415760267 ISBN 13: 9780415760263
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Añadir al carritoPaperback. Condición: New. What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education? The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students' ideas about the discipline of history and the knowledge it produces. The second part looks in detail at teachers' own ideas about teaching. Featuring contributions from authors throughout the world, including the USA, Canada, Portugal, Brazil, Taiwan and the UK, the book provides interesting studies of how history is both taught and received in these different countries.Understanding History contributes to current knowledge of successful teaching: that teachers must take into accounts students' preconceptions that they bring to the classroom as well as accepting the complexity and importance of their own professional knowledge. The book will be of interest to anyone studying or researching history education as well as teachers of history throughout the world.
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Añadir al carritoPaperback. Condición: Brand New. 208 pages. 8.50x5.43x0.47 inches. In Stock.
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Publicado por Taylor & Francis Group, 2014
ISBN 10: 0415760267 ISBN 13: 9780415760263
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Publicado por Taylor & Francis Group, 2014
ISBN 10: 0415760267 ISBN 13: 9780415760263
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Añadir al carritoPaperback. Condición: Brand New. 208 pages. 8.50x5.43x0.47 inches. In Stock.
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Añadir al carritoCondición: New. Rosalyn Ashby is Lecturer in Education, Peter Gordon is Emeritus Professor and Peter Lee is Senior Lecturer in Education, all at the Institute of Education, University of London.What sense do children and young people make of history? How do they.
Idioma: Inglés
Publicado por Taylor and Francis Ltd, GB, 2014
ISBN 10: 0415760267 ISBN 13: 9780415760263
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Añadir al carritoPaperback. Condición: New. What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education? The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students' ideas about the discipline of history and the knowledge it produces. The second part looks in detail at teachers' own ideas about teaching. Featuring contributions from authors throughout the world, including the USA, Canada, Portugal, Brazil, Taiwan and the UK, the book provides interesting studies of how history is both taught and received in these different countries.Understanding History contributes to current knowledge of successful teaching: that teachers must take into accounts students' preconceptions that they bring to the classroom as well as accepting the complexity and importance of their own professional knowledge. The book will be of interest to anyone studying or researching history education as well as teachers of history throughout the world.
Librería: preigu, Osnabrück, Alemania
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Añadir al carritoTaschenbuch. Condición: Neu. Understanding History | International Review of History Education 4 | Ros Ashby (u. a.) | Taschenbuch | Woburn Education Series | Einband - flex.(Paperback) | Englisch | 2014 | Taylor & Francis | EAN 9780415760263 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.
Idioma: Inglés
Publicado por Taylor & Francis Ltd Mai 2014, 2014
ISBN 10: 0415760267 ISBN 13: 9780415760263
Librería: AHA-BUCH GmbH, Einbeck, Alemania
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Añadir al carritoTaschenbuch. Condición: Neu. Neuware - What sense do children and young people make of history How do they cope with competing historical accounts in textbooks How do they think historical or archaeological claims are supported or rejected And whatever students think about history, how do their teachers see history education The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students' ideas about the discipline of history and the knowledge it produces. The second part looks in detail at teachers' own ideas about teaching. Featuring contributions from authors throughout the world, including the USA, Canada, Portugal, Brazil, Taiwan and the UK, the book provides interesting studies of how history is both taught and received in these different countries. Understanding History contributes to current knowledge of successful teaching: that teachers must take into accounts students' preconceptions that they bring to the classroom as well as accepting the complexity and importance of their own professional knowledge.The book will be of interest to anyone studying or researching history education as well as teachers of history throughout the world.
Idioma: Inglés
Publicado por Taylor & Francis Group, 2014
ISBN 10: 0415760267 ISBN 13: 9780415760263
Librería: Majestic Books, Hounslow, Reino Unido
EUR 69,05
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Añadir al carritoCondición: New. pp. 208 This item is printed on demand.