Source criticism in school: History teachers’ comprehensions of source criticism as disciplinary, experimental and contextual knowledge in a progression perspective
For more than a decade, there has been a growing interest in the particular requirements for disciplinary teaching within international and Swedish research in history didactics. Less interest has been directed at the broader issue of progression and the methodological skill of source criticism. A...
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| Format: | Article |
| Language: | English |
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University of Oslo Library
2021-07-01
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| Series: | Acta Didactica Norden |
| Online Access: | https://journals.uio.no/adnorden/article/view/8458 |