Conceptual understanding in history
There has been considerable interest in the topic of conceptual understanding especially as found in mathematics and the sciences. The present paper discusses recent studies related to conceptual understanding in the domain of history, comparing the nature of understanding as found in history to tha...
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Veröffentlicht in: | European journal of psychology of education 1997-06, Vol.12 (2), p.147-158 |
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description | There has been considerable interest in the topic of conceptual understanding especially as found in mathematics and the sciences. The present paper discusses recent studies related to conceptual understanding in the domain of history, comparing the nature of understanding as found in history to that other domains. Included are considerations of the role of the sources of historical knowledge, narrativization, causation and explanation. In addition, it is pointed out that conceptual change in history may differ from that in the sciences because of the former's emphasis upon the motives of people and the central role of the historian. Un intérêt considérable s'est récemment développé à propos de la compréhension des changements conceptuels, notamment en mathématiques et dans les sciences. Dans cet article, c'est le problème de la compréhension de l'histoire qui est abordé et comparé à la compréhension dans d'autres domaines. On examine en particulier le rôle des sources de la connaissance historique, de la narrativisation, de la causalité et de l'explication. On attire en outre l'attention sur le fait qu'une différence importante entre les changements de conceptualisation dans les sciences et en histoire tient à ce que dans ce dernier domaine les motifs des acteurs historiques et le rôle central de l'historien occupent une place importante. |
doi_str_mv | 10.1007/BF03173082 |
format | Article |
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On attire en outre l'attention sur le fait qu'une différence importante entre les changements de conceptualisation dans les sciences et en histoire tient à ce que dans ce dernier domaine les motifs des acteurs historiques et le rôle central de l'historien occupent une place importante.</description><identifier>ISSN: 0256-2928</identifier><identifier>EISSN: 1878-5174</identifier><identifier>DOI: 10.1007/BF03173082</identifier><language>eng</language><publisher>Dordrecht: I.S.P.A. / Instituto Superior de Psicologia Aplicada</publisher><subject>Causality ; Causation ; Cognition & reasoning ; Cognitive Development ; Cognitive Psychology ; Cognitive Structures ; Concept Formation ; Educational psychology ; Educational Research ; Fundamental Concepts ; Higher Education ; Historians ; Historiography ; History ; History Instruction ; History of ideas ; Learning ; Narrative history ; Narratives ; Physics ; Psychoeducational Methods ; United States history</subject><ispartof>European journal of psychology of education, 1997-06, Vol.12 (2), p.147-158</ispartof><rights>1997 I.S.P.A.</rights><rights>Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands 1997.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c300t-1cbbe919f2cf5f7f86b391825daf0ab124a1f52a54de3a2b3baf9a3b61b86fc3</citedby><cites>FETCH-LOGICAL-c300t-1cbbe919f2cf5f7f86b391825daf0ab124a1f52a54de3a2b3baf9a3b61b86fc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/23420036$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/23420036$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27903,27904,57996,58229</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ563351$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Voss, James F.</creatorcontrib><creatorcontrib>Wiley, Jennifer</creatorcontrib><title>Conceptual understanding in history</title><title>European journal of psychology of education</title><description>There has been considerable interest in the topic of conceptual understanding especially as found in mathematics and the sciences. The present paper discusses recent studies related to conceptual understanding in the domain of history, comparing the nature of understanding as found in history to that other domains. Included are considerations of the role of the sources of historical knowledge, narrativization, causation and explanation. In addition, it is pointed out that conceptual change in history may differ from that in the sciences because of the former's emphasis upon the motives of people and the central role of the historian. Un intérêt considérable s'est récemment développé à propos de la compréhension des changements conceptuels, notamment en mathématiques et dans les sciences. Dans cet article, c'est le problème de la compréhension de l'histoire qui est abordé et comparé à la compréhension dans d'autres domaines. On examine en particulier le rôle des sources de la connaissance historique, de la narrativisation, de la causalité et de l'explication. On attire en outre l'attention sur le fait qu'une différence importante entre les changements de conceptualisation dans les sciences et en histoire tient à ce que dans ce dernier domaine les motifs des acteurs historiques et le rôle central de l'historien occupent une place importante.</description><subject>Causality</subject><subject>Causation</subject><subject>Cognition & reasoning</subject><subject>Cognitive Development</subject><subject>Cognitive Psychology</subject><subject>Cognitive Structures</subject><subject>Concept Formation</subject><subject>Educational psychology</subject><subject>Educational Research</subject><subject>Fundamental Concepts</subject><subject>Higher Education</subject><subject>Historians</subject><subject>Historiography</subject><subject>History</subject><subject>History Instruction</subject><subject>History of ideas</subject><subject>Learning</subject><subject>Narrative history</subject><subject>Narratives</subject><subject>Physics</subject><subject>Psychoeducational Methods</subject><subject>United States history</subject><issn>0256-2928</issn><issn>1878-5174</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1997</creationdate><recordtype>article</recordtype><recordid>eNpFkL9PwzAQhS0EEqWwMINUqRtS4HwXO_YIVcsPVWLpHtmODalKUuxk6H9PUFCZ3vB9utN7jF1zuOcAxcPTCogXBApP2ISrQmWCF_kpmwAKmaFGdc4uUtoCIJGmCZsv2sb5fdeb3axvKh9TZ5qqbj5mdTP7rFPXxsMlOwtml_zVX07ZZrXcLF6y9fvz6-JxnTkC6DLurPWa64AuiFAEJS1prlBUJoCxHHPDg0Aj8sqTQUvWBG3ISm6VDI6mbD6e3cf2u_epK7dtH5vhY4maFxpJIg7W3Wi52KYUfSj3sf4y8VByKH83KP83GOSbUfaxdkdx-SYkkeADvh3x9rfnkSPlCECSfgCghmAs</recordid><startdate>19970601</startdate><enddate>19970601</enddate><creator>Voss, James F.</creator><creator>Wiley, Jennifer</creator><general>I.S.P.A. / Instituto Superior de Psicologia Aplicada</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>19970601</creationdate><title>Conceptual understanding in history</title><author>Voss, James F. ; Wiley, Jennifer</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c300t-1cbbe919f2cf5f7f86b391825daf0ab124a1f52a54de3a2b3baf9a3b61b86fc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1997</creationdate><topic>Causality</topic><topic>Causation</topic><topic>Cognition & reasoning</topic><topic>Cognitive Development</topic><topic>Cognitive Psychology</topic><topic>Cognitive Structures</topic><topic>Concept Formation</topic><topic>Educational psychology</topic><topic>Educational Research</topic><topic>Fundamental Concepts</topic><topic>Higher Education</topic><topic>Historians</topic><topic>Historiography</topic><topic>History</topic><topic>History Instruction</topic><topic>History of ideas</topic><topic>Learning</topic><topic>Narrative history</topic><topic>Narratives</topic><topic>Physics</topic><topic>Psychoeducational Methods</topic><topic>United States history</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Voss, James F.</creatorcontrib><creatorcontrib>Wiley, Jennifer</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>European journal of psychology of education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Voss, James F.</au><au>Wiley, Jennifer</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ563351</ericid><atitle>Conceptual understanding in history</atitle><jtitle>European journal of psychology of education</jtitle><date>1997-06-01</date><risdate>1997</risdate><volume>12</volume><issue>2</issue><spage>147</spage><epage>158</epage><pages>147-158</pages><issn>0256-2928</issn><eissn>1878-5174</eissn><abstract>There has been considerable interest in the topic of conceptual understanding especially as found in mathematics and the sciences. 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subjects | Causality Causation Cognition & reasoning Cognitive Development Cognitive Psychology Cognitive Structures Concept Formation Educational psychology Educational Research Fundamental Concepts Higher Education Historians Historiography History History Instruction History of ideas Learning Narrative history Narratives Physics Psychoeducational Methods United States history |
title | Conceptual understanding in history |
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