You'd be wanting to know about the past: Social context of children's historical understanding in Northern Ireland and the USA

Comparative Education

Volumn 37, Issue 1, 2001, Pages 89-106

  Barton, K C ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD; COMPARATIVE STUDY; PERCEPTION;

UNITED KINGDOM; UNITED STATES;

EID: 0035129759     PISSN: 03050068     EISSN: None     Source Type: Journal    
DOI: 10.1080/03050060020020444     Document Type: Article

References (43)

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5. 'Back when God was around and everything': Elementary students' understanding of historical time
6. It wasn't a good part of history': National identity and students' explanations of historical significance
7. Skills, concepts, and attitudes: The development of adolescent children's historical thinking
8. What do entering fifth graders know about US history?
9. Situated cognition and the culture of learning
10. Historical knowledge: Cognitive and instructional implications
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12. A review of some Piagetian concepts
13. The IEA Civic Education Project, Phase I in the United States: Overview to the Project and Teaching and Learning About Democracy, Political Institutions, Citizenship and National Identity
14. Empathy, perspective taking and historical understanding
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18. Historical understanding among adolescents in a multicultural setting
19. The community of inquiry as a basis for knowledge and learning: The case of history
20. Students' understanding of historical significance
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22. On the importance of historical positionality to thinking about and teaching history
23. Reading American history: The influence of multiple sources on six fifth graders
24. Cognitive development: Foundational theories of core domains
25. On the reading of historical texts: Notes on the breach between school and academy