Numerous higher education researchers have studied the ways in which students' or academics' beliefs and conceptions affect their educational experiences and outcomes. However, studying the learning-teaching relationship has proved challenging, requiring researchers to simultaneously address both the invisible internal world(s) of the student and…

The kind of history that is taught in the non-traditional contexts which utilize Distance Learning systems, especially at the United Kingdom's Open University (OU) and Australia's Deakin University, emphasizes the relationship of history to the other academic disciplines rather than the traditional approach of enumerating the history of famous…

This paper presents a study using "Facing History and Ourselves," an interdisciplinary approach to knowledge development that focuses on the period of Nazi totalitarianism as a powerful case study through which teachers can stimulate moral reasoning and develop critical thinking skills in their students. The program encourages teenage…

This collection of writings by trade book authors, public school teachers, and college-faculty offers support for using children's literature in history education. Divided into three parts, the Introduction asks "Why Teach History to the Young?" (Terrie L. Epstein). Part 1, "The Creative Process," addresses the process of writing and illustrating…

This book details the studio setting of a history workshop in which learners discuss the meaning of artifacts, oral history transcriptions, historical photographs, and other firsthand sources from the past. Teachers facilitate interactions among children and play the role of elders, guiding younger learners as they explore a variety of historical…

Discusses the goals and purposes of history instruction as reported in a survey of historians. Presents and discusses four goals for history instruction in a private college's history department. Asserts that the use of collaborative groups and discussion is preferable to the lecture method. (CFR)

Reports on 2 studies of 48 eighth-grade students in which mnemonic devices and strategies were employed. Finds that both regular and learning-disabled students preferred mnemonic instruction to traditional teaching methods. Concludes that mnemonic methods can help improve student learning of historical information. (CFR)

This book advocates that teachers of history create for their students a workshop environment where they actually can practice being historians. Adolescents, rather than thinking analytically, prefer to identify strongly with heroes and heroines and to explore their own lives and identity, character and convictions, through heroic stories. This…

Maintains that fundamental historical concepts can be imparted to high school students through the use of photography, painting, film, literature, and other forms of popular culture. Provides many examples of students utilizing popular culture to understand conceptions of historical time, locate meaning, and empathize with historical people. (MJP)