Relevant bibliographies by topics / Teaching of history. eng

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching of history. eng'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teaching of history. eng"

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Zanazanian, Paul. "History Teaching and Narrative Tools." Articles, no. 7 (May 19, 2016): 70–96. http://dx.doi.org/10.7202/1036417ar.

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Based on an analysis of five English-speaking students’ written narratives on Quebec’s history, this article proposes a pedagogical tool for better integrating and vitalizing these students’ language community in Quebec. Despite tendencies of reliance and opposition emerging from their historical consciousness, these students do not employ clearly articulated and coherent English-speaking storylines for positioning themselves as a minority group. To this end, I suggest the creation of schematic narrative templates of English-speaking Quebec’s collective historical experiences for offering stud
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송상헌. "The Meaning of the End of History Thesis in History Teaching." Studies on History Education ll, no. 22 (2015): 325–61. http://dx.doi.org/10.16976/kahe.2015..22.325.

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Menter, Ian. "Helga Eng lecture 2015: What is a teacher in the 21st century and what does a 21st century teacher need to know?" Acta Didactica Norge 10, no. 2 (2016): 11–25. http://dx.doi.org/10.5617/adno.2647.

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AbstractThere is now almost universal recognition around the world that 'teaching matters' and that the quality of teaching is crucial in social and economic development. However, there has been remarkably little change in the ways in which teachers' work is constructed and the ways in which teachers are educated for a lifetime of preparing young people for their future worlds. In this paper Ian Menter reflects on debates about the nature of teaching and teacher education in order to challenge much of the dominant thinking, suggesting that such thinking is often driven by ideology and prejudic
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Welch, Deborah. "Teaching Public History: Strategies for Undergraduate Program Development." Public Historian 25, no. 1 (2003): 71–82. http://dx.doi.org/10.1525/tph.2003.25.1.71.

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This essay argues that history departments must pay greater attention to their undergraduate curricular development in public history. To that end, it offers a model of how a strong concentration in public history may be developed within the history major employing interdisciplinary cooperation to prepare students at the B.A. level with solid grounding in a variety of public history fields. It offers strategies on the development of internship programs even for those campuses not located near historic sites, museums, repositories, etc. Still further, this essay includes specific examples of ho
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De Cock, Laurence. "History in the Classroom An Undisciplined Subject." Annales (English ed.) 70, no. 01 (2015): 173–84. http://dx.doi.org/10.1017/s2398568200001060.

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Abstract This paper argues that a discipline taught in schools is more than a mere copy of scientific knowledge. It investigates the relationship between scholarly and pedagogic knowledge from the end of the nineteenth century, when the teaching of history was tasked with participating in the construction of a shared national culture. In fact, it is only by mobilizing tools from the social sciences that the complexity of history teaching can be understood. The repeated accusations directed at the teaching of history in schools therefore reflect a trite and hackneyed understanding of its nature
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Santucci, Steve. "Teaching WWI with Primary Sources." New Jersey Studies: An Interdisciplinary Journal 4, no. 2 (2018): 289. http://dx.doi.org/10.14713/njs.v4i2.145.

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As we approach the Centennial of the Great War's end, there are still significant milestones to commemorate. There are still many discussions to have about the War's long-term implications. A myriad of primary sources are available to help educators do this. In this edition of "Teaching NJ History," West Morris Mendham High School History Teacher Steve Santucci shares his thoughts. Mr. Santucci has presented on this topic at several NJ Historical Commission events over the past two years.
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Wittje, Roland. "The Garching nuclear egg: Teaching contemporary history beyond the linguistic turn." Studies in History and Philosophy of Science Part A 44, no. 4 (2013): 683–89. http://dx.doi.org/10.1016/j.shpsa.2013.07.016.

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Nolan, Mary. "Teaching the History of Human Rights and "Humanitarian" Interventions." Radical Teacher 103 (October 27, 2015): 47–55. http://dx.doi.org/10.5195/rt.2015.242.

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This article explores how I teach about human rights and so-called humanitarian interventions to MA and Ph.D. students. The course has three main themes or foci. First, what are human rights and why have the social and economic human rights laid out in the Universal Declaration of Human Rights been so neglected or rejected, especially by the U.S. Second, how has American foreign policy used and abused human rights. Third, why have liberal or humanitarian interventions of a militarized sort become so prevalent since the end of the Cold War and why are they so damaging. The goal is to get studen
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Gardner, Julia, and David Pavelich. "Teaching with Ephemera." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 9, no. 1 (2008): 86–92. http://dx.doi.org/10.5860/rbm.9.1.298.

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In the Fall 2006 issue of RBM, Pablo Alvarez presented us with three case studies to demonstrate his efforts at “introducing rare books into the undergraduate curriculum.” His fascinating examples included teaching an Italian Literature class by looking at various illustrations of Dante’s Commedia; a thought-provoking investigation of censorship in the history of science, making use of Copernicus’ De revolutionibus; and the dissection of an especially loaded edition of Cervantes’ Don Quixote for a course on that novel.Near the end of his article, Alvarez noted that, “Perhaps the distinguishing
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Kang, Sun Joo. "History Teaching in the Republic of Korea: Curriculum and Practice." History Education Research Journal 11, no. 2 (2013): 192–201. http://dx.doi.org/10.18546/herj.11.2.15.

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In the Republic of Korea, many history education professionals have focused on what is meant by, and how to develop, students' understanding of the discipline of history while the lay public has been focused on what students should know about the past by the end of their school courses. This article discusses issues around history curriculum and teaching and learning practice in the Republic of Korea. It introduces some Korean research trends in history thinking and students' understanding of history. It also presents issues of historio-graphical disputes among Korea, China and Japan and cultu
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Dissertations / Theses on the topic "Teaching of history. eng"

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Melo, Carlos Wellington Martins de. ""A nação é católica" : educação e cidadania nas primeiras décadas republicanas (1890 a 1930) /." Franca : [s.n.], 2006. http://hdl.handle.net/11449/93273.

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Orientador: Ivan Aparecido Manoel<br>Banca: Marta Maria Chagas de Carvalho<br>Banca: Vânia de Fátima Martino<br>Resumo: A pesquisa tem, como objetivo geral, analisar a relação entre educação e cidadania, entre as décadas de 1890 e 1930, como parte constitutiva do conjunto de reformas romanizadoras, de caráter ultramontano, implementadas pelo episcopado, respeitadas as diretrizes produzidas a partir da Santa Sé. Aspecto, marcadamente, associado aos esforços do episcopado em coordenar a dinâmica de mobilização e organização do laicato, tendo em vista uma alegada defesa dos direito da Igreja, a t
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Baldan, Merilin. "A representação do ato de ensinar : continuidades e rupturas da concepção de ensino na pedagogia tradicional, na psicologia histórico-cultural e na pedagogia histórico-crítica : uma análise a partir das teses e dissertações no Portal da CAPES /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/90243.

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Orientador: Alessandra Arce Hai<br>Banca: Dermeval Saviani<br>Banca: Rosa Fátima de Souza Chaloba<br>Resumo: Ao estudar a história da educação e a história das ideias pedagógicas observamos no século XX o embate entre o tradicional e o inovador. A crítica promulgada pela Escola Nova contra o Ensino Tradicional denota aspecto negativo do ato de ensinar e, invariavelmente, as ideias pedagógicas que defendem o ato de ensinar são aproximadas com o termo "tradicional". As correntes pedagógicas que defendem o ato de ensinar, dentre elas: a Pedagogia Tradicional (PT), a Psicologia Histórico-Cultural
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Marques, Deividi Márcio. "As investigações de Ernest Rutherford sobre a estrutura da matéria : contribuições para o ensino de química /." Bauru : [s.n.], 2006. http://hdl.handle.net/11449/90930.

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Orientador: João José Caluzi<br>Banca: Sirlei Roca<br>Banca: Aguinaldo Robinson de Souza<br>Resumo: Em virtude dos erros encontrados nos livros didáticos em Química, sobretudo quando o assunto é a estrutura da matéria, em especial aos estudos de Ernest Rutherford, o trabalho propõe o resgate das pesquisas e descobertas de Rutherford sobre os desvios causados pelas partículas alfa ao atravessarem a matéria. Tal fato o conduziu na elaboração do modelo atômico nuclear, mesmo sabendo que tal modelo chocava com as idéias da Mecânica Clássica. Para isso estamos utilizando a História da Ciência, numa
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Santos, Elizabeth Angela dos. "Gênero e profissão docente : as representações sociais das alunas egressas do curso de pedagogia da Faculdade de Ciências e Tecnologia/UNESP, Campus de Presidente Prudente /." Presidente Prudente : [s.n.], 2008. http://hdl.handle.net/11449/92286.

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Orientador: Arilda Inês Miranda Ribeiro<br>Banca: Ana Lúcia Guedes Pinto<br>Banca: Maria de Fátima Salum Moreira<br>Resumo: Esta pesquisa é vinculada à linha de pesquisa "Processos formativos, diferenças e valores" e pretende aprofundar reflexões sobre a formação de professores, e sobre a concepção de profissão e profissionalidade docente do ponto de vista histórico/sociológico, analisando as questões relativas à feminização do trabalho docente. Sendo seu objeto de pesquisa identificar quais representações sociais as alunas egressas do curso de Pedagogia da Faculdade de Ciências e Tecnologia/U
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Feliciano, Lucas Factor. "O uso da história da matemática em sala de aula : o que pensam alguns professores do ensino básico /." Rio Claro : [s.n.], 2008. http://hdl.handle.net/11449/91125.

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Resumo: Este trabalho é o resultado de um estudo que aborda o uso da História da Matemática no processo de ensino-aprendizagem de Matemática. A partir de uma metodologia de Pesquisa Qualitativa, ele se fundamenta em noves entrevistas realizadas com professores das redes pública e privada dos Ensinos Fundamental II e Médio e tem por objetivo analisar o ponto de vista desses docentes acerca de aspectos inerentes à relação entre História da Matemática e o processo de ensino-aprendizagem de Matemática. Tais aspectos trabalham com: as recomendações feitas pelos Parâmetros Curriculares Nacionais (PC
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Polydorou, Nikoletta. "Exploring approaches to teaching music history at university." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/exploring-approaches-to-teaching-music-history-at-university(0a7d95fa-5623-421d-a890-b2fd16bce397).html.

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Music history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixe
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Gaspar, Maria Terezinha Jesus. "Aspectos do desenvolvimento do pensamento geométrico em algumas civilizações e povos e a formação de professores /." Rio Claro : [s.n.], 2003. http://hdl.handle.net/11449/102085.

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Orientador: Sergio Nobre<br>Banca: Ubiratan D'Ambrosio<br>Banca: Pedro Paulo Scandiuzzi<br>Banca: João Bosco Pitombeira Fernandes de Carvalho<br>Banca: Antonio Carlos Brolezzi<br>Resumo: As principais questões deste trabalho surgem das minhas experiências como professora em cursos de Licenciatura em Matemática e do meu interesse em pesquisar as relações entre a história e o ensino-aprendizagem da matemática. Por que a incorporação da história da matemática em cursos de geometria na formação de professores? Como utilizar a história da matemática para discutir conhecimentos geométricos e abordag
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Bernardes, Marisa Rezende. "As várias vozes e seus regimes de verdade : um estudo sobre profissionalização (docente?) /." Bauru : [s.n.], 2003. http://hdl.handle.net/11449/90908.

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Orientador: Antonio Vicente Marafioti Garnica<br>Banca: Carlos Roberto Vianna<br>Banca: Antonio Carlos Carrera de Souza<br>Resumo: O foco desse estudo está nas relações que se tecem entre magistério e profissionalização, através da busca de como, na história de atuação do professor, articulam-se as relações saber/poder e como elas são exercidas. Como no caso do professor o saber/poder é, especialmente, talvez mais do que em outras profissões, seu mo de, como profissioal, interferi no mundo, diversas metáforas tem sido introduzidas e legitimadas no ambiente escolar, apoiadas nessas relações. Pa
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Gazoli, Monalisa Renata. "O método analítico para o ensino de leitura em "Série de leitura Proença" (1926-1928), de Antonio Firmino Proença /." Marília : [s.n.], 2010. http://hdl.handle.net/11449/96322.

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Orientador: Maria do Rosário Longo Mortatti<br>Banca: Circe Maria Fernandes Bittencourt<br>Banca: Lázara Nanci de Barros Amâncio<br>Resumo: Nesta dissertação, apresentam-se resultados de pesquisa de mestrado em educação (Bolsa Capes - março a agosto de 2008; bolsa Fapesp - setembro de 2008 a fevereiro de 2010), vinculada às linhas "Alfabetização" e "Ensino de Língua Portuguesa" do Grupo de Pesquisa e do Projeto Integrado de Pesquisa "História do Ensino de Língua e Literatura no Brasil", ambos coordenados por Maria do Rosário L. Mortatti. Com o objetivo de contribuir para a compreensão de um im
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Silva, Fábio Coutinho. "Antes que o mundo da leitura acabe : um estudo da recepção de uma obra juvenil na escola pública paulista /." Assis : [s.n.], 2011. http://hdl.handle.net/11449/94046.

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Orientador: João Luís Cardoso Tápias Ceccatini<br>Banca: Carlos Eduardo Mendes de Moraes<br>Banca: Thiago Alves Valente<br>Resumo: O presente trabalho está vinculado ao Grupo de Pesquisa "Leitura e Literatura na Escola", do Departamento de Literatura da Faculdade de Ciências e Letras de Assis (UNESP), que se consolidou a partir de diversos estudos sobre a recepção de narrativas juvenis por alunos do Ensino Fundamental. A pesquisa-ação incluiu a realização de um trabalho de incentivo à leitura, promovendo o contato dos alunos com narrativas literárias, no Ensino Fundamental II (5ª a 8ª séries,
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Books on the topic "Teaching of history. eng"

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Interrupting history: Rethinking history curriculum after 'the end of history'. Peter Lang, 2012.

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Swartz, Larry. Dramathemes: A practical guide for teaching drama. Pembroke Publishers, 1988.

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Response to the end of history: Eschatology and situation in Luke-Acts. Scholars Press, 1988.

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Einstein, history, and other passions: The rebellion against science at the end of the twentieth century. Addison-Wesley, 1996.

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Tomlin, David M. Who was who in 19th century Cleveland. C. Books, 1987.

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The late great United States: What Bible prophecy reveals about America's last days. Thorndike Press, 2010.

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Fletcher, J. S. Memorials of a Yorkshire parish: An historical sketch of the parish of Darrington. Old Hall Press, 1993.

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The illustrated portrait of Canterbury. 3rd ed. Hale, 1988.

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Gaillard, Jean-Michel. L' ENA, miroir de l'Etat: De 1945 à nos jours. Editions Complexe, 1995.

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author, Qandov B., Shoĭmardonov I. (Ibodulla) author та Normatov O. author, ред. Zhaḣon tarikhining muḣim sanalari: Eng qadimgi davrlardan bugungi kungacha. "O'zbekiston", 2011.

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Book chapters on the topic "Teaching of history. eng"

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Kansteiner, Wulf. "Film, the Past, and a Didactic Dead End: From Teaching History to Teaching Memory." In Palgrave Handbook of Research in Historical Culture and Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52908-4_9.

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Ellsmore, Susan. "Tales of Teachers in Screen Culture: From Reel (The History Boys) to Reality (Educating Essex, Educating Yorkshire, Educating the East End and Educating Cardiff)." In Teaching and Learning on Screen. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57872-3_6.

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Zajda, Joseph, and John A. Whitehouse. "Teaching History." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_63.

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Hurtig, Janise. "Teaching History, Teaching Crisis." In Coming of Age in Times of Crisis. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617247_5.

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Sefa Dei, George J. "History as Tool of Colonialism." In Teaching Africa. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5771-7_1.

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Sefa Dei, George J. "Teaching and Learning African History." In Teaching Africa. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5771-7_2.

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Fink, Robert. "Teaching Music History (After the End of History): "History Games" for the Twentieth-Century Survey." In Teaching Music History. Routledge, 2017. http://dx.doi.org/10.4324/9781315087436-4.

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Pasch, Helma. "European women and the description and teaching of African languages." In Women in the History of Linguistics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0020.

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Women have contributed to the description of African languages in academia and in mission stations since the dawn of the twentieth century until the end of colonialism. From the beginning their publications were received as well as those of their male colleagues, even though they were disadvantaged in their scholarly work. In academia they had fewer opportunities to make a good career than their male colleagues and usually had less prestigious jobs. Some women assisted the male linguist in the household as learned spouses, sisters, or daughters. In Catholic and Protestant missionary congregations, men usually received a professional training, some even in linguistics, while only educated women could be sent as missionaries on their own. In Protestant congregations, women without professional education would be sent only as wives or sisters of a male missionary.
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Schleich, Marlis. "Creating an International Penfriend Network at the End of the Nineteenth Century:." In The History of Language Learning and Teaching III. Modern Humanities Research Association, 2018. http://dx.doi.org/10.2307/j.ctv16kkz1j.6.

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Hamburg, David A., and Beatrix A. Hamburg. "Teaching Hatred." In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0009.

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We turn now to egregious examples of ways that education can be used to instill hatred, with the help of authoritarian states and fanatical leaders (either theological or secular) who shape children’s lives. There have been vivid examples of this throughout the twentieth century. The twenty-first century starts with the dramatic case of some Islamic fundamentalist schools that follow in this tradition of molding the lives of children for careers of hatred and violence.We describe these examples to provide a sharp contrast to the remainder of this book. Our fundamental aspiration is to inspire educators and leaders to embrace the important alternative role of education in fostering prosocial, empathic, and cooperative behavior—with insight into the destructive forces of human experience—that can provide the basis for a peaceful world in the long run. To be effective, we must address the obstacles to education in constructing such programs. Children can be brought up to hate, to condone killing, and even to participate in killing. That experiment has been done repeatedly. In the rest of this book, let us look briefly at examples of this destructive educational experience and then at the other side of the coin—learning to live together peacefully. The human capacity to shape child and adolescent development toward a pervasive culture of hatred and violence was vividly demonstrated by the Nazi experience. The his- torian Klaus Fischer writes on youth and education, and women and the family, in his book Nazi Germany—A New History. We begin with the origin of youth groups as a countercultural protest and move to the creation of the Hitler Youth movement and ways in which it exploited these relatively innocent youthful protests. Nazi education, its philosophy, and the creation of elite schools are described in terms of their attempt to shape the minds and bodies of boys toward devotion to the Führer and toward their future as Nazi leaders. Teachers, as well, were indoctrinated and obligated to behave in a prescribed manner toward the same end. The family, particularly the woman’s role in it, was seen as the social underpinning of society. The Nazi glorification of motherhood and the family was a means of creating more children to serve Hitler and the Nazi regime.
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Conference papers on the topic "Teaching of history. eng"

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Škorić, Jovana, and Marko Škorić. "THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.255s.

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In this paper, the authors discuss about the importance of critical thinking in the education of social workers, as well as its implications in the practice of this profession. Namely, the authors start from the assumption that students largely uncritically accept knowledge as true, reliable and accurate. On the other hand, the paper shows how critical thinking can be encouraged in the classroom. In the light of this, the authors analyze the components of critical thinking, a brief history of it (in context of social work practice), as well as various contemporary paradigms in this context. At
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Méndez Rodríguez, Luis, and Rocío Plaza Orellana. "Teaching photography in the 21st century: old problems and new needs. Field study in the area of Art History: sources, methodologies and digital culture. Enseñando fotografía: viejos problemas y nuevas necesidades. Estudio de campo en Historia del Arte." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6760.

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Teaching photography in the 21st century: old problems and new needs. Field study in the area of Art History: sources, methodologies and digital culture. Enseñando fotografía en el siglo XX: viejos problemas y nuevas necesidades. Estudio de campo en el área de Historia del Arte. Fuentes, metodologías y cultura digital. Luis Méndez Rodríguez. Universidad de Sevilla. Rocío Plaza Orellana. Universidad de Sevilla. Palabras clave: Fotografía, historia del arte, enseñanza, innovación docente, tecnología. Photography, art history, teaching, innovation, technology. Este trabajo analiza la enseñanza de
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Kubalíková, Lucie, Emil Drápela, Aleš Bajer, et al. "Geological paths – their use for the regional geography teaching." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-9.

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Geological paths (geopaths, geotrails) represent a type of educational paths that connect sites which are interesting from the Earth-sciences point of view. These sites (e.g. outcrops, old quarries, historical buildings built of local stone or viewpoints) often represent the links between geodiversity and other phenomena within a region (which is in accordance with a holistic approach to geotourism). Thus, they can give complex information not only about the abiotic nature but also about biodiversity, history or culture of the region, usually through narrative. Suitable interpretation of geodi
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge
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Lamb, F. "EASEIT-Eng - engineering software implementation made easy." In IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010053.

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Felix, Jonathan J. "The Digital Culture Of The Academy And The Limits Of Technology." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctc.2021/ctc21.007.

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Abstract:
This disruptive nature of the COVID-19 pandemic has created a large-scale scramble to translate offline modes of instruction to online teaching. Furthermore, this massive shift in teaching and learning in general and higher education, in particular, has seen those digital technologies being used for teaching and learning offer convergent modalities for synchronous and asynchronous classroom delivery. The effect of the COVID-19 pandemic on education globally indicates that while the affordances of digital technologies provide interesting opportunities for teaching and learning, in no way has it
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Kossatz, Marcus, Sebastian Utzig, Simon Schneegans, et al. "HistoGlobe - Teaching History Visually." In International Conference on Information Visualization Theory and Applications. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006103102010208.

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Heinrichova, Nadezda. "Teaching History Through German Literature." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.17.

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Tarbell, Roberta, and LiQin Tan. "Animating art history for teaching." In ACM SIGGRAPH 2002 conference abstracts and applications. ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242082.

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F.Bayanova, Larisa. "Seminar-Convergence In Teaching History Of Psychology." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.11.

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Reports on the topic "Teaching of history. eng"

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Blaine, Richard. The teaching of history in the secondary schools of Australia. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2284.

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