Insights from Dutch Research on History Education. Historical Reasoning and a Chronological Frame of Reference

Any attempt to improve history education depends on a sound knowledge of its current state as well as of possible alternatives. Aiming to broaden nationally limited educational discourse, this book brings together twelve perspectives on history education research from across Europe and America. With a focus on empirical research, each chapter outlines national as well as disciplinary traditions, discusses findings and methodology and generates perspectives for future research, thus allowing insight into remarkably rich and diverse academic traditions. Since the publication of the first edition of this book, empirical research on historical thinking and learning has intensified and diversified. Therefore, each chapter was revised and extensively updated for the second edition. In order to adequately reflect the ever-growing field of research, several authors chose to bring on a co-author for the updated version of their paper. Additionally, a new introduction provides a comparative perspective on the chapters contained in this volume