The Norwegian curriculum in history and historical thinking: a case study of three lower secondary schools
Abstract The didactics of history and the content of the curriculum and syllabi have changed over the years in order to make history more relevant for the students of today. It is important to provide students with “knowing what” knowledge in addition to “knowing how” knowledge in order to support a...
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| Format: | Artigo |
| Langue: | Dinamarquês |
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University of Oslo
2015-03-01
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| Collection: | Acta Didactica Norge |
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| Accès en ligne: | https://journals.uio.no/adno/article/view/1301 |
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