Videnstaksonomier, progression og fordybelse i historieundervisning

Författare

  • Loa Ingeborg Bjerre
  • Hans Dorf

Nyckelord:

HISTORIEDIDAKTIK, PROGRESSION, VIDENSFORMER, PERSPEKTIVSKIFTE

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.

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Publicerad

2020-10-21