Implizites Wissen und kompetentes Handeln
Die empirische Rekonstruktion von Kompetenzen historischen Verstehens im Umgang mit Darstellungen von Geschichte
1. Edition 2010
Beihefte zur Zeitschrift für Geschichtsdidaktik -
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In everyday life, children, young people and adults encounter an abundance of historical representations and accounts in all forms of media; inevitably, they also include suggested interpretations. History lessons in general must empower students to take a reflective approach to these renderings of history and thus enable them to become critical participants in historical culture.
Matthias Martens contributes to the competence debate in the subject area of history with his empirical investigation of how school students deal with interpretations and representations of history, and reconstructs the competences that they have hitherto learned for this purpose. The study is thus positioned between the broader debate among educationalists and policy-makers over standardisation and competence orientation and the more specific discussion on didactics within the discipline of history – a research context that is shaped by the discussion on implementing standards and the empirical investigation of competences. The study endeavours to intensify the hitherto rudimentary link between discussions over competence among educational scientists in general and history teachers in particular.