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History Education as Content, Methods or Orientation?

A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies

David Rosenlund

Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation.

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4. Design, Methodology and Samples

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4.  Design, Methodology and Samples

In this chapter I begin with a discussion of what I took into consideration when choosing the methods used in the thesis. Thereafter, I present how the sampling of teachers was conducted and provide an overview of the empirical material submitted by the teachers. Following that, I present the methods used in the second part of the thesis and how the sampling of students was conducted.

Choice of research methods

The research questions place different demands on how the sampling could be carried out and how to collect and analyse the collected empirical material.

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