The main theme of this volume is students and teachers' understanding of the discipline of history. The book reports research in several key areas of historical understanding: children's ideas about evidence, about historical accounts and about objectivity, and offers a paper examining the central notion of progression in ideas about history. It then addresses research into teachers' ideas about history. The book concludes with a comparative study of textbooks from three continents, one focus of which is the importance of disciplinary ideas in the sample of books examined.

 

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