Search results for 'History Study and teaching' (try it on Scholar)

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  1. Howard Brody & Peter Vinten-Johansen (1991). Teaching the History of Medicine by Case Study and Small Group Discussion. Journal of Medical Humanities 12 (1):19-24.score: 324.0
    A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.
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  2. Robert M. Hendrick (1992). The Role of History in Teaching Science—A Case Study. Science and Education 1 (2):145-162.score: 261.0
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  3. Bruce VanSledright (1995). The Teaching-Learning Interaction in American History: A Study of Two Teachers and Their Fifth Graders. Journal of Social Studies Research 19 (1):3-23.score: 246.0
     
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  4. Harold Issadore Sharlin, Stephen G. Brush, Harold L. Burstyn, Sandra Herbert, Michael S. Mahoney & Nathan Sivin (1975). A Study and Critique of the Teaching of the History of Science and Technology. Interim Report by the Committee on Undergraduate Education of the History of Science Society (U.S.A.). [REVIEW] Annals of Science 32 (1):55-70.score: 243.0
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  5. Toni Weller (ed.) (2012). History in the Digital Age. Routledge.score: 219.0
    Including international contributors from a variety of disciplines - History, English, Information Studies and Archivists – this book does not seek either to applaud or condemn digital technologies, but takes a more conceptual view of how ...
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  6. Keith Jenkins (1991). Re-Thinking History. Routledge.score: 210.0
    This introductory text is written for students faced with the question "what is history?
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  7. Peter N. Stearns (2010). World History: The Basics. Routledge.score: 210.0
    Introduction : what and why is world history? -- A world history skeleton -- Habits of mind in world history -- Managing time : choosing and evaluating world history periods -- Managing space : world history regions and civilizations -- Contacts and the structure of world history -- Topics in world history -- Disputes in world history -- World history in the contemporary era.
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  8. Stephen Davies (2003). Empiricism and History. Palgrave.score: 210.0
    In the last 20 years postmodernism has had a powerful effect on the discipline of history and is now forcing empiricist historians to articulate their methods, and to defend them as both possible and virtuous. In this concise introduction, Stephen Davies explains what historians mean by empiricism, examines the origins, growth and persistence of empirical methods, and shows how students can apply these methods to their own work.
     
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  9. Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.score: 207.0
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be (...)
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  10. John Arnold, Kate Davies & Simon Ditchfield (eds.) (1998). History and Heritage: Consuming the Past in Contemporary Culture. Donhead.score: 201.0
  11. K. B. Smellie (1947). Why We Read History. London, P. Elek.score: 201.0
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  12. Ranjan Ghosh (2012). Lover's Quarrel with the Past: Romance, Representation, Reading. Berghahn Books.score: 192.0
    Although not a professional historian, the author raises several issues pertinent to the state of history today.Qualifying the "non-historian" as an "able" interventionist in historical studies, the author explores the relationship between ...
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  13. Philip J. Davis (1995). The Companion Guide to the Mathematical Experience, Study Edition. Birkhäuser.score: 189.0
  14. Roger I. Simon (2005). The Touch of the Past: Remembrance, Learning, and Ethics. Palgrave Macmillan.score: 186.0
    Based on ten years of research, The Touch of the Past considers how historically traumatic events uniquely summon forgetting and remembrance. Within a specific focus on events of systemic mass violence, Roger Simon examines how testimonies of historic events influence learning as communities struggle with "difficult histories." The Touch of the Past is a serious and compelling contribution to research in education, historical consciousness, and memory/trauma studies.
     
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  15. Friedrich Wilhelm Nietzsche (1974). Thoughts Out of Season. Gordon Press.score: 183.0
    pt. 1. David Strauss, the confessor and the writer. Richard Wagner in Bayreuth.--pt. 2. The use and abuse of history. Schopenhauer as educator.
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  16. Donald R. Kelley (1997). The Writing of History and the Study of Law. Variorum.score: 180.0
     
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  17. Friedrich Wilhelm Nietzsche (1983/1997). Untimely Meditations. Cambridge University Press.score: 174.0
    The four short works in Untimely Meditations were published by Nietzsche between 1873 and 1876.They deal with such broad topics as the relationship between popular and genuine culture, strategies for cultural reform, the task of philosophy, the nature of education, and the relationship between art, science and life. They also include Nietzsche's earliest statement of his own understanding of human selfhood as a process of endlessly 'becoming who one is'. As Daniel Breazeale shows in his introduction to this new edition (...)
     
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  18. Philip J. Davis (1995/1982). The Mathematical Experience. Birkhäuser.score: 171.0
    Presents general information about meteorology, weather, and climate and includes more than thirty activities to help study these topics, including making a ...
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  19. Robert Alan Segal (ed.) (1996). Philosophy, Religious Studies, and Myth. Garland Pub..score: 171.0
     
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  20. A. I. Aleshin (ed.) (2006). Filosofskai͡a Tradit͡sii͡a Kak Poni͡atie I Predmet Istoriko-Filosofskoĭ Nauki: Materialy Mezhvuzovskoĭ Konferent͡sii, Moskva, 5-6 Dekabri͡a 2006 G. [REVIEW] Rossiĭskiĭ Gos. Gumanitarnyĭ Universitet.score: 162.0
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  21. Recep Alpyağıl (ed.) (2010). Türkiyeʹde Bir Felsefe Gelen-Ek-I Kurmaya Çalışmak. İz Yayıncılık.score: 162.0
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  22. Vāsudeva Dvivedī, Dharmadatta Caturvedī, Śaradindukumāra Tripāṭhī & Ramākānta Paṭeriyā (eds.) (2006). Saṃskr̥tasevāsādhanā: Sva. Paṃ. Vāsudevadvivedīśāstrimahodayānāmatmaprakarṣaṃ Kartr̥tvaṃ Saṃskr̥tapracārāvadānam Cādhikr̥tya Nibaddho'yam Abhinandanagranthaḥ. Abhinandanagranthasamitiḥ.score: 162.0
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  23. Michel Foucault (2011). The Courage of the Truth (the Government of Self and Others Ii): Lectures at the Collège de France, 1983-1984. Palgrave Macmillan.score: 162.0
  24. Peter Hayward (2008). Developing Wisdom: How Foresight Develops in Individuals and Groups. Vdm Verlag Dr. Müller.score: 162.0
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  25. Omkar N. Koul, Imtiaz S. Hasnain & Ruqaiya Hasan (eds.) (2004). Linguistics, Theoretical and Applied: A Festschrift for Ruqaiya Hasan. Distributed by Creative Books.score: 162.0
     
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  26. O. G. Liti͡aĭkina (2004). Problemy Dukhovno-Ėsteticheskogo Vospitanii͡a V Otechestvennoĭ Pedagogike Vtoroĭ Poloviny Xix - Pervoĭ Treti Xx Vv.: Istoriko-Pedagogicheskiĭ Ocherk. Mordovskiĭ Respublikanskiĭ Institut Obrazovanii͡a.score: 162.0
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  27. Jan Rothkamm (2009). Institutio Oratoria: Bacon, Descartes, Hobbes, Spinoza. Brill.score: 162.0
    Danksagung -- Abkurzungen -- Einleitung -- Kapitel I. Eingangssynchronopse, 1561-1679 -- Kapitel II. Institutio oratoria -- Kapitel III. Meprise und wertschatzung von rhetorik-rhetorikkonzeptionen -- Kapitel IV. Stilpaten, philologenfreunde -- Kapitel V. Bilingualismus -- Kapitel VI. Lekture -- Kapitel VII. Dichtung -- Kapitel VIII. Padagogik -- Kapitel IX. Schreibmethode -- Kapitel X. Schluwort.
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  28. Martin Schütze (1962). Academic Illusions in the Field of Letters and the Arts. Hamden, Conn.,Archon Books.score: 162.0
    pt. I. Metaphysical theories.--pt. II. Factualism.--pt. III. A new approach.
     
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  29. Donald Whitfield & Ashley L. Preston (eds.) (2006). What's the Matter?: Readings in Physics. Great Books Foundation.score: 162.0
  30. Yaoke Zang (2009). San Xuan Yu Quan Shi: Quan Shi Xue Shi Yu Xia de Wei Jin Xuan Xue Yan Jiu = Sanxuan Yu Quanshi. Henan da Xue Chu Ban She.score: 162.0
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  31. Jixiong Zheng (ed.) (2005). Dong Ya Shi Yu Zhong de Jin Shi Ru Xue Wen Xian Yu Si Xiang. Taiwan da Xue Chu Ban Zhong Xin.score: 162.0
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  32. Bruce Haynes (2009). History Teaching for Patriotic Citizenship in Australia. Educational Philosophy and Theory 41 (4):424-440.score: 144.0
    History has long been taught in Australian schools with a view to encouraging patriotic citizenship. What has been taught and what is meant by patriotic Australian citizenship has changed markedly over the years. Current national initiatives to stimulate and direct the teaching of 'what we all know' to be Australian history may not meet the requirements of acceptable educational practice. The Commonwealth government may be better advised to pursue initiatives that encourage understanding of and commitment to the (...)
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  33. Michael R. Matthews (1990). History, Philosophy and Science Teaching What Can Be Done in an Undergraduate Course? Studies in Philosophy and Education 10 (1):93-97.score: 143.0
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  34. Linda Tapsell (2000). Using Applied Conversation Analysis to Teach Novice Dietitians History Taking Skills. Human Studies 23 (3):281-307.score: 138.0
    This paper presents an applied approach to conversation analysis in a setting comprising student dietitians and patients attending an outpatient clinic for heart disease and related disorders. In the first phase of the study interactions involving students deemed competent by supervisors were closely examined for distinctive configurations which could be attributed to satisfactory entry level practice. Reference was made to studies in similar settings and a particular emphasis was placed on the narrative structure for producing the diet history (...)
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  35. David Ludwig (2013). Scientific Collections as Material Heritage. Studies in History and Philosophy of Science Part A 44 (4):652–659.score: 135.0
    The purpose of this article is twofold: on the one hand, we present the outlines of a history of university collections in Germany. On the other hand, we discuss this history as a case study of the changing attitudes of the sciences towards their material heritage. Based on data from 1094 German university collections, we distinguish three periods that are by no means homogeneous but offer a helpful starting point for a discussion of the entangled institutional and (...)
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  36. Tal Gilead (2011). The Role of Education Redefined: 18th Century British and French Educational Thought and the Rise of the Baconian Conception of the Study of Nature. Educational Philosophy and Theory 43 (10):1020-1034.score: 135.0
    The idea that science teaching in schools should prepare the ground for society's future technical and scientific progress has played an important role in shaping modern education. This idea, however, was not always present. In this article, I examine how this idea first emerged in educational thought. Early in the 17th century, Francis Bacon asserted that the study of nature should serve to improve living conditions for all members of society. Although influential, Bacon's idea was not easily assimilated (...)
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  37. Recep Boztemur (2013). Ideological-Political Considerations and Theoretical Partiality in Middle East Studies: The Bases for Teachings of History in Area Studies. Journal for the Study of Religions and Ideologies 12 (34):81-100.score: 134.0
    This study deals basically with a critique of ideological and policy-oriented approaches in area studies, and problems of political interventions and ideological inclinations in the Middle Eastern studies. Politics and ideology not only makes the area more complex to understand, since they aim to meet the needs of the governments, but also prevents the academic studies to develop independently. The study aims at putting forth a historical analysis required both to take the issues of the Middle East studies (...)
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  38. Rafe Esquith (2007). Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56. Viking.score: 132.0
    From one of America’s most celebrated educators, an inspiring guide to transforming every child’s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher (...)
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  39. Christopher C. Martell (2013). Learning to Teach History as Interpretation: A Longitudinal Study of Beginning Teachers. Journal of Social Studies Research 37 (1):17-31.score: 132.0
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  40. Thomas Misco & Nancy C. Patterson (2009). An Old Fad of Great Promise: Reverse Chronology History Teaching in Social Studies Classes. Journal of Social Studies Research 33 (1):71-90.score: 132.0
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  41. M. Lightfoot Eastwood (1911). Book Review:Studies in the Teaching of History. M. W. Keatinge. [REVIEW] Ethics 21 (2):239-.score: 129.0
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  42. Myles Jackson (2001). Philosophy and Social Studies of Biology, the American Association for the Advancement of Science and the International History, Philosophy and Science Teaching Group. Kelly Hamilton is an Assistant Professor at Saint Marys College, Notre Dame, IN. Her Article,“Wittgenstein and the Minds Eye,” Recently Ap. [REVIEW] Perspectives on Science 9 (1).score: 129.0
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  43. E. V. Arnold (1912). Studies in the History of Classical Teaching, Irish and Continental Studies in the History of Classical Teaching, Irish and Continental. By the Rev. T. Corcoran, S.J., Professor of Education in the National University of Ireland. Longmans, Green and Co., 1911. Cloth, 7s. 6d. Net. [REVIEW] The Classical Review 26 (05):163-164.score: 129.0
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  44. J. B. Schneewind (2010). Essays on the History of Moral Philosophy. Oxford University Press.score: 126.0
    Theory. Moral knowledge and moral principles -- Victorian Matters. First principles and common-sense morality in Sidgwick's ethics ; Moral problems and moral philosophy in the Victorian Period -- On the historiography of moral philosophy. Moral crisis and the history of ethics ; Modern moral philosophy : from beginning to end? : No discipline, no history : the case of moral philosophy ; Teaching the history of moral philosophy -- Seventeenth- and eighteenth-century moral philosophy. The divine corporation (...)
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  45. Desh Raj Sirswal (2013). TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY. University News 51 (18):21-23.score: 126.0
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make (...)
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  46. Edward J. Power (1996). Educational Philosophy: A History From the Ancient World to Modern America. Garland Pub..score: 126.0
    The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical knowledge. Soon, (...)
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  47. Syed Mamun Mahmud & Aasim Ahmad (2009). Patients as Teaching Tools: Merely Informed or True Consent. [REVIEW] Journal of Academic Ethics 7 (4):255-260.score: 126.0
    Using patients as teaching tools raise many ethical issues like informed consent, privacy, confidentiality and beneficence. The current study highlights issues on respecting patient’s choice and acquiring informed consent with its spirit rather than as mere formality. The study was conducted in out-patient department of The Kidney Center Postgraduate Training Institute Karachi Pakistan in May 2008 to July 2008. All patients who had come for the first time to see the author were included in the study. (...)
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  48. John M. Braxton (1999). Faculty Misconduct in Collegiate Teaching. Johns Hopkins University Press.score: 126.0
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related (...)
     
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  49. Gurbachan Singh Talib (1970). A Study of the Moral Core of Guru Nanak's Teaching. Chandigarh,Guru Nanak Dept. Of Sikh Studies, Panjab University.score: 126.0
     
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  50. Brent Davis (2004). Inventions of Teaching: A Genealogy. L. Erlbaum Associates.score: 120.0
    Inventions of Teaching: A Genealogy is a powerful examination of current metaphors for and synonyms of teaching. It offers an account of the varied and conflicting influences and conceptual commitments that have contributed to contemporary vocabularies--and that are in some ways maintained by those vocabularies, in spite of inconsistencies and incompatibilities among popular terms. The concern that frames the book is how speakers of English invented (in the original sense of the word, "came upon") our current vocabularies for (...)
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