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dc.contributor.authorKörber, Andreas <Universität Hamburg>
dc.date.accessioned2024-06-05T11:59:47Z
dc.date.available2024-06-05T11:59:47Z
dc.date.issued2023-12-07
dc.identifier.citationAndreas Körber, ''Elaborating historical thinking on monuments'', Hamburg: DIPF Leibniz Institut für Bildungsforschung und Bildungsinformation, 2023it_IT
dc.identifier.urihttps://www.pedocs.de/volltexte/2023/28266/pdf/Koerber_2023_Elaborating_historical_thinking.pdfit_IT
dc.identifier.urihttp://elea.unisa.it/xmlui/handle/10556/6980
dc.description.abstractPublic history culture recently is characterized by controversial debates on monuments, their replacement or alteration. History education which aims at enabling and empowering stu- dents to partake in such controversial public history culture needs to address these in terms of developing historical consciousness and competencies of historical thinking. For the lat- ter, Stéphane Lévesque recently presented a framework, which this article interprets and evaluates, both elaborating it further for reflecting monuments’ diversity and proposing an alternative to Lévesque’s proposal of levels of the necessary competencies.it_IT
dc.format.extent56 p.it_IT
dc.language.isoenit_IT
dc.publisherA. Körber, ''Elaborating historical thinking on monuments'', Hamburg: DIPF Leibniz Institut für Bildungsforschung und Bildungsinformation, 2023it_IT
dc.rightsCC BY-SA 4.0it_IT
dc.sourceUniSa. Sistema Bibliotecario di Ateneoit_IT
dc.subjectHistoricalit_IT
dc.subjectMonumentsit_IT
dc.titleElaborating historical thinking on monumentsit_IT
dc.typeBookit_IT
dc.identifier.doihttps://doi.org/10.25656/01:28266it_IT
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