Developing an Understanding of Historical Thinking through Online Interaction with Academic Historians: Three Case Studies

Arthur Chapman

Research output: Contribution to journalArticle

Abstract

This paper explores relationships between school history and academic history, first, by modeling what such relationships might consist of in conceptual terms and, second, by exploring three case studies of projects in which academic historians worked with 16-19 year old history students to develop the students’ historical thinking. These case studies are described and evaluated in terms of their potential to enhance students’ learning experiences.
Original languageEnglish
JournalInternational Society for History Didactics Yearbook 2012
Volume9
Publication statusPublished - 2012

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