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: 486.0
    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: 435.0
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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: 408.0
     
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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: 405.0
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  5. Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.score: 279.0
    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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  6. Donald R. Kelley (1997). The Writing of History and the Study of Law. Variorum.score: 252.0
     
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  7. Toni Weller (ed.) (2012). History in the Digital Age. Routledge.score: 237.0
    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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  8. Keith Jenkins (1991). Re-Thinking History. Routledge.score: 228.0
    This introductory text is written for students faced with the question "what is history?
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  9. Peter N. Stearns (2010). World History: The Basics. Routledge.score: 228.0
    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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  10. Stephen Davies (2003). Empiricism and History. Palgrave.score: 228.0
    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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  11. John Arnold, Kate Davies & Simon Ditchfield (eds.) (1998). History and Heritage: Consuming the Past in Contemporary Culture. Donhead.score: 219.0
  12. K. B. Smellie (1947). Why We Read History. London, P. Elek.score: 219.0
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  13. 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: 218.0
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  14. 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: 218.0
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  15. 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: 215.0
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  16. M. Lightfoot Eastwood (1911). Book Review:Studies in the Teaching of History. M. W. Keatinge. [REVIEW] Ethics 21 (2):239-.score: 215.0
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  17. 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: 215.0
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  18. Philip J. Davis (1995). The Companion Guide to the Mathematical Experience, Study Edition. Birkhäuser.score: 207.0
  19. 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: 199.0
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  20. 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: 198.0
     
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  21. Peter Garik & Yann Benétreau-Dupin (2014). Report on a Boston University Conference December 7-8, 2012 on 'How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?'. Science and Education 23 (9):1853-1873.score: 197.0
    This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes (...)
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  22. 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: 196.0
    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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  23. Michael R. Matthews (ed.) (2014). International Handbook of Research in History, Philosophy and Science Teaching. Springer.score: 192.0
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook (...)
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  24. Bruce Haynes (2009). History Teaching for Patriotic Citizenship in Australia. Educational Philosophy and Theory 41 (4):424-440.score: 192.0
    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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  25. 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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  26. James F. Doyle (1966). Man's Quest for Political Knowledge: The Study and Teaching of Politics in Ancient Times. Journal of the History of Philosophy 4 (3):250-250.score: 189.0
  27. 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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  28. 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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  29. Robert Alan Segal (ed.) (1996). Philosophy, Religious Studies, and Myth. Garland Pub..score: 177.0
     
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  30. Linda Tapsell (2000). Using Applied Conversation Analysis to Teach Novice Dietitians History Taking Skills. Human Studies 23 (3):281-307.score: 174.0
    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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  31. 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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  32. 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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  33. Horacio Tignanelli & Yann Benétreau-Dupin (2014). Perspectives of History and Philosophy on Teaching Astronomy. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 603-640.score: 168.0
    The didactics of astronomy is a relatively young field with respect to that of other sciences. Historical issues have most often been part of the teaching of astronomy, although that often does not stem from a specific didactics. The teaching of astronomy is often subsumed under that of physics. One can easily consider that, from an educational standpoint, astronomy requires the same mathematical or physical strategies. This approach may be adequate in many cases but cannot stand as a (...)
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  34. Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.score: 168.0
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  35. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.score: 168.0
     
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  36. Jens Bartelson (2007). Philosophy and History in the Study of Political Thought. Journal of the Philosophy of History 1 (1):101-124.score: 162.0
    This article analyzes how the relationship between philosophy and history has been conceived within the study of political thought, and how different ways of conceiving this relationship in turn have affected the definition of the subject matter as well as the choice of methods within this field. My main argument is that the ways in which we conceive this relationship is dependent on the assumptions we make about the ontological status of concepts and their meaning. I start by (...)
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  37. Maria Rosa Antognazza (forthcoming). The Benefit to Philosophy of the Study of its History. British Journal for the History of Philosophy 23 (1):1-24.score: 162.0
    This paper advances the view that the history of philosophy is both a kind of history and a kind of philosophy. Through a discussion of some examples from epistemology, metaphysics, and the historiography of philosophy, it explores the benefit to philosophy of a deep and broad engagement with its history. It comes to the conclusion that doing history of philosophy is a way to think outside the box of the current philosophical orthodoxies. Somewhat paradoxically, far from (...)
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  38. 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
  39. 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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  40. Recep Alpyağıl (ed.) (2010). Türkiyeʹde Bir Felsefe Gelen-Ek-I Kurmaya Çalışmak. İz Yayıncılık.score: 162.0
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  41. 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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  42. Peter Hayward (2008). Developing Wisdom: How Foresight Develops in Individuals and Groups. Vdm Verlag Dr. Müller.score: 162.0
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  43. 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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  44. 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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  45. 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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  46. 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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  47. Donald Whitfield & Ashley L. Preston (eds.) (2006). What's the Matter?: Readings in Physics. Great Books Foundation.score: 162.0
  48. 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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  49. 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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  50. Andrew Melnyk (2008). Philosophy and the Study of its History. Metaphilosophy 39 (2):203–219.score: 156.0
    This article's goal is to outline one approach to providing a principled answer to the question of what is the proper relationship between philosophy and the study of philosophy's history, a question arising, for example, in the design of a curriculum for graduate students. This approach requires empirical investigation of philosophizing past and present, and thus takes philosophy as an object of study in something like the way that contemporary (naturalistic) philosophy of science takes science as an (...)
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