NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057305
Record Type: Journal
Publication Date: 2015-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0040-0610
From a Compartmentalised to a Complicated Past: Developing Transferable Knowledge at A-Level
Stacey-Chapman, Andrew
Teaching History, n158 p8-15 Mar 2015
Students find it difficult to join up the different things they study into a complex account of the past. Examination specifications do not necessarily help with this because of the way in which history is divided up into different "units", a problem exacerbated by textbooks being designed for particular exam topics. Stacey-Chapman describes this problem as one of students needing the ability to see how one bit of history might serve a role in multiple narratives. He reached the conclusion that careful thought about long-term planning is needed, particularly in terms of explicitly teaching students how knowledge of the past can be transferred from one context to another.
Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom