The central importance of evolution to all biological sciences is recognised by many authors. Despite this scientific consensus, the theory of evolution is commonly presented as one discrete topic among many in the biology curriculum. Possible reasons for this scenario include discomfort with the content, ideological opposition and teachers'…

This article examines the key category defining multiculturalism in Israeli history education: the representation of North African and Middle Eastern Jewry, aka "Mizrahim." Applying Nordgren's and Johansson's conceptualisation, the article explores the changes in this subject from the establishment of Israel to the present day. The…

World history has become increasingly important and has often been a required course for high school students in the United States. This multi-case study provides examples and descriptions of students' demonstration of historical understandings. It also includes multiple perspectives and experiences of world history students and teachers, and…

For the past twelve years, the author has been teaching a lower division introductory historical methods course that uses active learning to introduce students to the issues and practices of historical methods, the "how to" of historical inquiry, research and writing. In her methods course, she is working to take into account the perspectives and…

The seven chapters of this theme issue are concerned with how individuals learn and reason in the subject matter domain of history. In this general context, there is a more specific focus on historical explanation and understanding. These chapters explore what should be taught in history and how it should be taught. (SLD)

The authors describe the development and implementation in British schools of their family history project. The student and his social setting, the childhood of his parents and grandparents, and the methods of the historian are combined for effective course content. (DE)

The legend of the gunfighter-lawman, frontier justice, and the extent of violence in western history are suggested as possible course content to make history more relevant and interesting. (DE)

Discusses the use of quantitative methods in historical research. Maintains that numbers are essential to understanding certain historical phenomena and contends that statistical sources must be approached with a critical stance. Describes the integration of quantitative methods into the history curriculum, and the establishment of an…

Contends that recent historiographic scholarship underscores the need for new approaches to the history of psychology. Introduces the content of an advanced undergraduate seminar based on materials in social constructionism and contextual history. Illustrates its application to the history of psychology through a contextual look at the place of…

Reports on a European teachers' seminar. Points out the difficulties of making generalizations about history instruction in European nations. Concludes that it is essential to emphasize societal aspects that bind people together and that national history should be taught in a European and global context. (CFR)

Describes the "History with Civics" course taught in upper level secondary schools in Denmark. Discusses course content, student assessment, teacher qualifications, instructional materials, and teaching methods. Includes an appendix that presents a topical course syllabus. (CFR)

Presents responses from two historians in Asia to questions about solving present problems and anticipating new directions for history education through computers. Discusses what to do about students with insufficient history backgrounds in survey courses and training students to do historical research with computers. (CFR)

Contends that end of Cold War increases need for students to understand causes and aftermath of World War II. Recommends spending less time on military aspects of the war and more time on the economic, social, and cultural impact of total war. Provides a selected list of resources to be used in a college level course on the war. (CFR)

Describes the development and evolution of college-level history courses on U.S. western history. Discusses historical resources used in the courses and topics for student discussion. Concludes that the 20th-century west can be used as the foundation for a thematic approach to history instruction. (CFR)

Contends that teachers as well as students function in a gender-biased environment. Asserts that the history and social studies curriculum regularly is taught in a patriarchal manner and that this denial of the past is harmful to young women and men. Questions whether or not a scholarly backlash against women has begun. (CFR)