Videnstaksonomier, progression og fordybelse i historieundervisning
Year: 2020
Type: article
Abstract: The present article discusses, first, a conception of learning progression which understands pupils’ (history) learning as a question of their ‘ascending’ to more and more advanced taxonomical levels of reflection – and which has played a major role in history didactics generally as well as in a Danish context in particular. Against this conception the article argues that (history) learning progression should be understood as a many-sided phenomenon to which a number of different forms of knowledge contribute and which cannot adequately be conceived as an increasing command of a sequence of (meta-)levels of reflection but needs a wider understanding of the nature of knowledge.
Source: Nordidactica
Authors: Loa Ingeborg Bjerre, Hans Dorf
Institution: Aarhus University
Language: Norwegian
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W3094493433