Enriching History Teaching and Learning

Enriching History Teaching and Learning

Challenges, Possibilities, Practice

Proceedings of the Link?ping Conference on History Teaching and Learning in Higher Education

Edited by David Ludvigsson and Alan Booth

Distribution: ISAK/History Link?ping University SE-581 83 Link?ping Sweden liu.se

? The authors Cover design by Per Lagman Printed in Sweden by LiU Tryck, 2015. ISBN 978-91-7519-131-7

Contents

List of Tables and Figures

4

Acknowledgements

5

Introduction. Building Knowledge, Building Connections

7

by David Ludvigsson and Alan Booth

Teaching-research Nexus or Mock Research? Student Factors,

Supervision and the Undergraduate Thesis in History

15

by Stefan Ekecrantz, Jenny Parliden & Ulf Olsson

Continuous Assessment of Historical Knowledge and Competence:

Challenges, Pitfalls, and Possibilities

33

by KG Hammarlund

`More than gaining a mark': Students as Partners and Co-producers

in Public History and Community Engagement

51

by Alison Twells

How Does a Historian Read a Scholarly Text and How do Students

Learn to do the Same?

67

by Friederike Neumann

The Development of Students' Critical Thinking through Teaching

the Evolution of School History Textbooks: A case study

85

by Andrei Sokolov

The Same History for All? Tuning History

101

by Gy?rgy Nov?ky

How Historians Develop as Teachers

121

by Alan Booth

List of Contributors

139

List of Tables and Figures

Tables

1. Subject competencies: Tuning EU and Tuning Latin

America

106

2. Most important subject specific competencies in history

according to academics in four Tuning processes

110

3. Least important subject specific competencies according to

academics in Europe and Latin America

114

Figures

1. External factors and thesis quality, an adapted 3P-model

17

2. A community history website

60

3. A historiographical text seen analytically

79

Acknowledgements

THE PROCEEDINGS are based on the papers presented at the Link?ping Conference on History Teaching and Learning in Higher Education, held in May 2014, which was funded by The Royal Swedish Academy of Letters, History and Antiquities (Kungl. Vitterhetsakademien), and a number of instances at Link?ping University: the board of the Faculty of Arts and Sciences, the Department for Studies of Social Change and Culture, and Forum f?r ?mnesdidaktik. The latter two also provided support for the publication.

We would like to thank everyone who participated in the conference for their critical input to the discussions. Particular thanks are due to Louise Berglund, Peter D'Sena, Philip Sheldrick and Emilios Solomou.

5

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