Über das Buch
Die Jahreskonferenz der Internationalen Gesellschaft für Geschichtsdidaktik (IGGD) fand im Jahr 2009, in Zusammenarbeit mit dem Georg-Eckert-Institut für internationale Schulbuchforschung, in Braunschweig statt. Die Tagung, die von Elisabeth Erdmann, der Vorsitzenden des wissenschaftlichen Verbandes organisiert worden war, befasste sich mit dem Thema „Schulbuchanalyse: Fragen zur Methodologie“ und wandte sich somit einem grundlegenden Forschungsanliegen der IGGD zu. Viele der Tagungsbeiträge, die sich um eine Bestandsaufnahme der Schulbuchforschung an verschiedenen internationalen Standorten bemühen, sind in diesem Band versammelt. Aber auch einige der thematisch ungebundenen Artikel im „Forum“ unterstreichen die fortdauernde Relevanz wissenschaftlicher Forschung zu Schulbüchern und didaktischen Medien.
Im 32. Jahrgang führt die Zeitschrift die erprobte Gliederung in zwei Teile – Fokus und Forum – fort. Zugleich kommt ein dritter Teil hinzu: Miszellen. Hier können nicht nur kleinere Beiträge, Werkstattberichte und Rezensionen, sondern auch Tagungsberichte, Stellungnahmen und Diskussionsbeiträge Platz finden. Wir hoffen weiterhin, dass in Zusammenarbeit mit der Homepage der IGGD mittelfristig eine lebendige Plattform entsteht. Damit sind die Reformen jedoch noch nicht abgeschlossen: In diesem 32. Jahrgang (2011) wird erstmals der Beschluss des IGGD-Vorstandes umgesetzt, nur noch englische Artikel wiederzugeben, die jedoch weiterhin von Zusammenfassungen in den drei Sprachen der IGGD – Deutsch, Englisch, Französisch – begleitet werden. Diese Maßnahme soll dazu dienen, die internationale Wahrnehmung der Beiträge zu erhöhen. Abschließend soll noch einmal der Hinweis folgen, dass die Beiträge der Zeitschrift der IGGD bis zum Jahr 2000 im Internet zugänglich sind (http://www.int-soc-hist-didact.org/publications.html). SP/JS
Im 32. Jahrgang führt die Zeitschrift die erprobte Gliederung in zwei Teile – Fokus und Forum – fort. Zugleich kommt ein dritter Teil hinzu: Miszellen. Hier können nicht nur kleinere Beiträge, Werkstattberichte und Rezensionen, sondern auch Tagungsberichte, Stellungnahmen und Diskussionsbeiträge Platz finden. Wir hoffen weiterhin, dass in Zusammenarbeit mit der Homepage der IGGD mittelfristig eine lebendige Plattform entsteht. Damit sind die Reformen jedoch noch nicht abgeschlossen: In diesem 32. Jahrgang (2011) wird erstmals der Beschluss des IGGD-Vorstandes umgesetzt, nur noch englische Artikel wiederzugeben, die jedoch weiterhin von Zusammenfassungen in den drei Sprachen der IGGD – Deutsch, Englisch, Französisch – begleitet werden. Diese Maßnahme soll dazu dienen, die internationale Wahrnehmung der Beiträge zu erhöhen. Abschließend soll noch einmal der Hinweis folgen, dass die Beiträge der Zeitschrift der IGGD bis zum Jahr 2000 im Internet zugänglich sind (http://www.int-soc-hist-didact.org/publications.html). SP/JS
Inhaltsübersicht
PREFACE / VORWORT / AVANT-PROPOS
ANALYZING TEXTBOOKS: METHODOLOGICAL ISSUES / SCHULBUCHANALYSE: FRAGEN ZUR METHODOLOGIE /
L’ANALYSE DES MANUELS: QUESTIONS METHODOLOGIQUES
Marie-Christine Baquès
Historical Narratives in French School Textbooks, and the Writers’ Responsibility for the Pupils
Grzegorz Chomicki
The Picture of the ‘Saxonic Period’ in History Textbooks. The Reception of Achievements in Historiography
Jonathan Even-Zohar
World History in Dutch Textbooks: Measuring Words, Reconstructing Textbooks and the Future of Historical Visualization
Agnes Fischer-Dardai & László Kojanitz
Textbooks Analysis Methods for the Longitudinal Study of Textbook Contents (Research Conclusions)
Terry Haydn
The Changing Form and Use of Textbooks in the History Classroom in the 21st Century: A View from the UK
Anders Holmgren & Daniel Lindmark
Methods in Swedish History Textbooks Research
Panayotis Kimourtzis, Giorgos Kokkinos, Panayotis Gatsotis
Educational Policy for Minorities – New History Textbooks in Greece: Exclusion and Supression of Otherness
Brigitte Morand
Questions on the Comparative Method of European and U.S. Textbooks: The Example of the Cold War and the Berlin Blockade
Cristòfol-A. Trepat & Pilar Rivero
Didactical Efficiency about Multimedia Instruction in History: Experimental Research in 1º ESO (Compulsory Secondary Education)
Barnabas Vajda
Analysis of some Slovakian History Textbooks
Joanna Wojdon
Analyzing and Evaluating Information Technology (IT) Resources for the History Textbooks
FORUM
Marko Demantowsky
Transnational History in Teacher Education
Robert Maier
History Textbooks and the Acoustic Dimension. A New Field for Textbook Analysis?
Jutta Schumann & Susanne Popp
Reflections and Suggestions for the ‘Europeanization’ of National and Regional History Museums
Kaat Wils, Andrea Schampaert, Geraldine Clarebout, Hans Cools, Alexander Albicher and Lieven Verschaffel
Past and Present in Contemporary History Education. An Exploratory Empirical Research on Prospective History Teachers
MISCELLANEA / MISZELLEN / FAITS DIVERS
Peter Lautzas
Extracurricular Institutions and History Education. Examples of Cooperation in Germany
Valentina Zangrando & Oliver Simmet
MIH Multicultural Interdisciplinary Handbook: Tools for Learning History and Geography in a Multicultural Perspective
Bernd Mütter, HisTourismus. Geschichte in der Erwachsenenbildung und auf Reisen, 2 Bde., Oldenburg 2008
(Elisabeth Erdmann)
ABSTRACTS / RÉSUMÉS / ZUSAMMENFASSUNGEN
AUTHORS’ INDEX / AUTORENVERZEICHNIS / LISTE DES AUTEURS
CALL FOR PAPERS / THEMENANKÜNDIGUNG / APPEL À CONTRIBUTIONS
ANALYZING TEXTBOOKS: METHODOLOGICAL ISSUES / SCHULBUCHANALYSE: FRAGEN ZUR METHODOLOGIE /
L’ANALYSE DES MANUELS: QUESTIONS METHODOLOGIQUES
Marie-Christine Baquès
Historical Narratives in French School Textbooks, and the Writers’ Responsibility for the Pupils
Grzegorz Chomicki
The Picture of the ‘Saxonic Period’ in History Textbooks. The Reception of Achievements in Historiography
Jonathan Even-Zohar
World History in Dutch Textbooks: Measuring Words, Reconstructing Textbooks and the Future of Historical Visualization
Agnes Fischer-Dardai & László Kojanitz
Textbooks Analysis Methods for the Longitudinal Study of Textbook Contents (Research Conclusions)
Terry Haydn
The Changing Form and Use of Textbooks in the History Classroom in the 21st Century: A View from the UK
Anders Holmgren & Daniel Lindmark
Methods in Swedish History Textbooks Research
Panayotis Kimourtzis, Giorgos Kokkinos, Panayotis Gatsotis
Educational Policy for Minorities – New History Textbooks in Greece: Exclusion and Supression of Otherness
Brigitte Morand
Questions on the Comparative Method of European and U.S. Textbooks: The Example of the Cold War and the Berlin Blockade
Cristòfol-A. Trepat & Pilar Rivero
Didactical Efficiency about Multimedia Instruction in History: Experimental Research in 1º ESO (Compulsory Secondary Education)
Barnabas Vajda
Analysis of some Slovakian History Textbooks
Joanna Wojdon
Analyzing and Evaluating Information Technology (IT) Resources for the History Textbooks
FORUM
Marko Demantowsky
Transnational History in Teacher Education
Robert Maier
History Textbooks and the Acoustic Dimension. A New Field for Textbook Analysis?
Jutta Schumann & Susanne Popp
Reflections and Suggestions for the ‘Europeanization’ of National and Regional History Museums
Kaat Wils, Andrea Schampaert, Geraldine Clarebout, Hans Cools, Alexander Albicher and Lieven Verschaffel
Past and Present in Contemporary History Education. An Exploratory Empirical Research on Prospective History Teachers
MISCELLANEA / MISZELLEN / FAITS DIVERS
Peter Lautzas
Extracurricular Institutions and History Education. Examples of Cooperation in Germany
Valentina Zangrando & Oliver Simmet
MIH Multicultural Interdisciplinary Handbook: Tools for Learning History and Geography in a Multicultural Perspective
Bernd Mütter, HisTourismus. Geschichte in der Erwachsenenbildung und auf Reisen, 2 Bde., Oldenburg 2008
(Elisabeth Erdmann)
ABSTRACTS / RÉSUMÉS / ZUSAMMENFASSUNGEN
AUTHORS’ INDEX / AUTORENVERZEICHNIS / LISTE DES AUTEURS
CALL FOR PAPERS / THEMENANKÜNDIGUNG / APPEL À CONTRIBUTIONS
Zu den Autoren
Alexander Albicher, PhD student, K.U. Leuven, Belgium. Main research interest: history of history education and history didactics
Marie-Christine Baquès; lecturer on the didactics of History at the school of education (IUFM) at Blaise Pascal Clermont II university; lecturer for the Master Degree in History didactics at the University of Paris 7-Denis Diderot and at the University of Tunis 1. Main research interest: study of art, images, history, and history textbook
Grzegorz Chomicki, Dr. phil., lecturer of History Didactics at the Historical Faculty of the Jagiellonian University, Cracow; co-redactor of Polish periodicals for history teachers; editor of anthologies of primary sources for students. Main research interests: history teaching, the content, structure and evaluation of school textbooks
Geraldine Clarebout, associate professor in educational and instructional technology, K.U. Leuven (campus Kortrijk), Belgium. Main research interests: edu-cational technology with specific interest on the design of learning environments and mobile learning
Hans Cools, assistant professor and lecturer in early modern history, K.U. Leuven, Belgium. Main research interests: political and social history of late medieval and early modern Europe (1400-1700)
Marko Demantowsky, Dr. phil., Assistant Professor of History Didactics at Ruhr University Bochum, author of monographies esp. in history of History Education, coeditor of a number of anthologies and textbook author. Current research interests: Dynamics of history culture and the social as well as the psychological career of history teachers
Jonathan Even-Zohar, MA History, Leiden is a Senior Manager at EUROCLIO – European Association of History Educators, working in Bulgaria, Cyprus and Former Yugoslavia and Turkey. Main research interests: his field of research is world-historical perspectives in history teaching and the „World-Historical Turn‟ in 20th Century Historiography
Agnes Fischer-Dardai, Dr. habil., Director University Library of Pécs. Main research interests: history didactics, textbooks; H-7622 Pécs, Universitas 2/a
Panagiotis Gatsotis, teacher of the Secondary Education, adjunct lecturer at the Department of Primary Education – University of the Aegean (Rhodes), Greece. Main research interests: history teaching and learning, history school textbooks analysis
Terry Haydn, Professor of Education at the School of Education and Lifelong Learning, University of East Anglia. Main research interests: use of information technology in the classroom, place and function of History in the school curriculum and the working atmosphere in the classroom
Anders Holmgren, Ph.D., postdoctoral fellow in History and Education at Umeå University, Sweden. Main research interests: relational ethics in the classroom, history of textbook research and textbook revision
Panayotis Kimourtzis, assistant professor of Educational Policies & History of Education Department of Primary Education – University of the Aegean (Rhodes), Greece. Main research interests: educational policies, history of education, history of science, public institutions‟ policies, economics of education in Greece: 19th and 20th century, the Greek “Homo Academicus:” scientific field and scientific identity, symbolic power during the constitution of the Greek State (1830-1862): ceremonies, discourses, symbols and other rituals
Laszlo Kojanitz, publishing unit manager, Nemzeti Tankönyvkiadó (National Publishinghouse). Main research interests: pedagogy, textbooks; H-1143 Budapest, Szobránc utca 6-8
Giorgos Kokkinos, associate professor of History and History Didactics, member of the International Society for History Didactics Department of Primary Education – University of the Aegean (Rhodes), Greece. Main research interests: Greek and European history of political ideas, theory of history, history of historiography and history didactics, history of education, Holocaust studies, symbolic wars of history and culture
Peter Lautzas, president of the German Association of History Teachers
Daniel Lindmark, Ph.D., professor of Educational History and History Didactics at Umeå University, Sweden, and associate professor of Church History at Åbo Akademi University, Finland. Main research interests: history of literacy, religious history, Saami studies and history textbook revision
Robert Maier, Dr. phil., chairs the research group „The European (School) House‟ at the Georg Eckert Institute for International Textbook Research in Braunschweig (Germany); supervises several bi-national textbook comissions and acts as an expert advisor for the European Council. Main research interests: historical didactics, acoustic memory, East European and Soviet History, Stalinism
Brigitte Morand, Ph D, Maître de Conferences at the IUFM (Institute for teacher training) in Sciences de l‟Éducation (didactics of history) at Blaise Pascal University (Clermont-Ferrand, France). Main research interest: representations of the Cold War in Eastern and Western textbooks, historical narrative and the use of pictures in the textbooks
Susanne Popp, Dr. phil., professor of history didactics at the University of Augsburg, Germany. Main research interests: world history and national curricula, visual literacy in history teaching, readability of history textbooks
M. Pilar Rivero, Dr. phil., professor of Social Sciences Didactics at the University of Zaragoza. He is member of DGHICS research group and authors of book Didáctica de la Historia y Multimedia expositiva. Main research interests: ICT for history teaching, History teaching
Andrea Schampaert, research assistant, K.U. Leuven, Belgium. Main research interests: history didactics
Jutta Schumann, Dr. phil., research assistant at the University of Augsburg. Main research interests: textbook analysis, gender issues in history learning, historical culture, museum education
Cristòfol A. Trepat, Dr. phil., professor of Social Sciences Didactics at the University of Barcelona. He is member of DGHICS research group and authors of book Didáctica de la Historia y Multimedia expositiva. Main research interests: ICT for history teaching, History teaching
Barnabas Vajda, lecturer of post-1945 world history and history didactics at the University of J. Selye, Komárno, Slovakia. Main research interests: everyday life during the Cold War, quality improvement of history textbooks, Hungarian-Slovak relations regarding history books
Lieven Verschaffel, full professor in educational and instructional technology, K.U. Leuven, Belgium. Main research interests: learning and instruction, mathematics education and problem solving
Kaat Wils, associate professor in history didactics and contemporary cultural history, K.U. Leuven, Belgium. Main research interests: history of history education, history didactics, contemporary history of the humanities and the biomedical sciences, history of gender and sexuality
Joanna Wojdon, professor of history at the University of Wrocław (Poland) employed at the Department of Methodology of Teaching History and Civic Education. Main research interests: textbook analysis and Information Technology usage in history education.
Marie-Christine Baquès; lecturer on the didactics of History at the school of education (IUFM) at Blaise Pascal Clermont II university; lecturer for the Master Degree in History didactics at the University of Paris 7-Denis Diderot and at the University of Tunis 1. Main research interest: study of art, images, history, and history textbook
Grzegorz Chomicki, Dr. phil., lecturer of History Didactics at the Historical Faculty of the Jagiellonian University, Cracow; co-redactor of Polish periodicals for history teachers; editor of anthologies of primary sources for students. Main research interests: history teaching, the content, structure and evaluation of school textbooks
Geraldine Clarebout, associate professor in educational and instructional technology, K.U. Leuven (campus Kortrijk), Belgium. Main research interests: edu-cational technology with specific interest on the design of learning environments and mobile learning
Hans Cools, assistant professor and lecturer in early modern history, K.U. Leuven, Belgium. Main research interests: political and social history of late medieval and early modern Europe (1400-1700)
Marko Demantowsky, Dr. phil., Assistant Professor of History Didactics at Ruhr University Bochum, author of monographies esp. in history of History Education, coeditor of a number of anthologies and textbook author. Current research interests: Dynamics of history culture and the social as well as the psychological career of history teachers
Jonathan Even-Zohar, MA History, Leiden is a Senior Manager at EUROCLIO – European Association of History Educators, working in Bulgaria, Cyprus and Former Yugoslavia and Turkey. Main research interests: his field of research is world-historical perspectives in history teaching and the „World-Historical Turn‟ in 20th Century Historiography
Agnes Fischer-Dardai, Dr. habil., Director University Library of Pécs. Main research interests: history didactics, textbooks; H-7622 Pécs, Universitas 2/a
Panagiotis Gatsotis, teacher of the Secondary Education, adjunct lecturer at the Department of Primary Education – University of the Aegean (Rhodes), Greece. Main research interests: history teaching and learning, history school textbooks analysis
Terry Haydn, Professor of Education at the School of Education and Lifelong Learning, University of East Anglia. Main research interests: use of information technology in the classroom, place and function of History in the school curriculum and the working atmosphere in the classroom
Anders Holmgren, Ph.D., postdoctoral fellow in History and Education at Umeå University, Sweden. Main research interests: relational ethics in the classroom, history of textbook research and textbook revision
Panayotis Kimourtzis, assistant professor of Educational Policies & History of Education Department of Primary Education – University of the Aegean (Rhodes), Greece. Main research interests: educational policies, history of education, history of science, public institutions‟ policies, economics of education in Greece: 19th and 20th century, the Greek “Homo Academicus:” scientific field and scientific identity, symbolic power during the constitution of the Greek State (1830-1862): ceremonies, discourses, symbols and other rituals
Laszlo Kojanitz, publishing unit manager, Nemzeti Tankönyvkiadó (National Publishinghouse). Main research interests: pedagogy, textbooks; H-1143 Budapest, Szobránc utca 6-8
Giorgos Kokkinos, associate professor of History and History Didactics, member of the International Society for History Didactics Department of Primary Education – University of the Aegean (Rhodes), Greece. Main research interests: Greek and European history of political ideas, theory of history, history of historiography and history didactics, history of education, Holocaust studies, symbolic wars of history and culture
Peter Lautzas, president of the German Association of History Teachers
Daniel Lindmark, Ph.D., professor of Educational History and History Didactics at Umeå University, Sweden, and associate professor of Church History at Åbo Akademi University, Finland. Main research interests: history of literacy, religious history, Saami studies and history textbook revision
Robert Maier, Dr. phil., chairs the research group „The European (School) House‟ at the Georg Eckert Institute for International Textbook Research in Braunschweig (Germany); supervises several bi-national textbook comissions and acts as an expert advisor for the European Council. Main research interests: historical didactics, acoustic memory, East European and Soviet History, Stalinism
Brigitte Morand, Ph D, Maître de Conferences at the IUFM (Institute for teacher training) in Sciences de l‟Éducation (didactics of history) at Blaise Pascal University (Clermont-Ferrand, France). Main research interest: representations of the Cold War in Eastern and Western textbooks, historical narrative and the use of pictures in the textbooks
Susanne Popp, Dr. phil., professor of history didactics at the University of Augsburg, Germany. Main research interests: world history and national curricula, visual literacy in history teaching, readability of history textbooks
M. Pilar Rivero, Dr. phil., professor of Social Sciences Didactics at the University of Zaragoza. He is member of DGHICS research group and authors of book Didáctica de la Historia y Multimedia expositiva. Main research interests: ICT for history teaching, History teaching
Andrea Schampaert, research assistant, K.U. Leuven, Belgium. Main research interests: history didactics
Jutta Schumann, Dr. phil., research assistant at the University of Augsburg. Main research interests: textbook analysis, gender issues in history learning, historical culture, museum education
Cristòfol A. Trepat, Dr. phil., professor of Social Sciences Didactics at the University of Barcelona. He is member of DGHICS research group and authors of book Didáctica de la Historia y Multimedia expositiva. Main research interests: ICT for history teaching, History teaching
Barnabas Vajda, lecturer of post-1945 world history and history didactics at the University of J. Selye, Komárno, Slovakia. Main research interests: everyday life during the Cold War, quality improvement of history textbooks, Hungarian-Slovak relations regarding history books
Lieven Verschaffel, full professor in educational and instructional technology, K.U. Leuven, Belgium. Main research interests: learning and instruction, mathematics education and problem solving
Kaat Wils, associate professor in history didactics and contemporary cultural history, K.U. Leuven, Belgium. Main research interests: history of history education, history didactics, contemporary history of the humanities and the biomedical sciences, history of gender and sexuality
Joanna Wojdon, professor of history at the University of Wrocław (Poland) employed at the Department of Methodology of Teaching History and Civic Education. Main research interests: textbook analysis and Information Technology usage in history education.
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