History teaching usually focuses on understanding the past as an aim in itself. Research shows that many students don’t see the point of this and perceive history as not very useful. Yet history plays a major role in the orientation on present and future. If students fail to see this, the question arises whether this is due to a lack of explicit attention in history classes on the application of knowledge about the past to the present and the future. This article explores two questions: (1) If history is to be more relevant to students, what kind of objectives should play a central role in history teaching? (2) What kinds of teaching strategies align with these objectives in history teaching? The first question is answered by means of historical and
educational theory. The second is answered by exploring a number of teaching strategies that have been described in the literature, as well as a small-scale experiment conducted by the authors. This article aims at providing a basis for developing meaningful history curricula as well as for research into educational strategies which can be deployed to teach students how to make connections betweenpast, present and future.

V této kapitole shrnujeme metody a výstupy dvojího navazujícího testování aplikace Historylab na podzim 2016 a v období jaro/podzim 2017. Obojí testování zjišťovalo funkčnost cvičení – technické parametry jednotlivých cvičení a funkčnost uživatelského prostředí, ale především funkčnost didaktických postupů v jednotlivých cvičeních a vzdělávací cíle aplikace. Testování proběhlo ve smíšeném designu. Využili jsme několik typů dotazníků pro žáky a učitele, dále jsme sbírali data o uživatelském chování v aplikaci a shromáždili jsme též samotná vyplněná cvičení. Testování bylo zakončeno sérií focus groups s pilotujícími učiteli. V následujícím textu tak postupně popíšeme metodologii a design obou testování včetně problémů, které testování provázely. Shrneme výsledky dotazníků a focus groups. Dále se zastavíme u interpretačního rámce, který je určen mimo jiné vztahem testovací skupiny jako specifického vzorku všech učitelů dějepisu v ČR a ukážeme, nakolik se testovací skupina od celku učitelů pravděpodobně liší. Závěrem shrneme hlavní výsledky testování a své zkušenosti z něj.

Este artículo analiza las Pruebas de Acceso a la Universidad (PAU) de Historia de España de la Universidad de Valencia. Se aportan datos empíricos del nivel de aprendizaje sobre historia de alumnado preuniversitario. Los resultados muestran carencias en el desarrollo de su capacidad de pensar históricamente constatados en los bajos niveles cognitivos presentados. Las PAU de Historia de España estudiadas no demuestran un uso heurístico e integral de las fuentes. Como evaluación externa del sistema, el estudio de las PAU debería facilitar el análisis de las dificultades de aprendizaje y mejorar la enseñanza de la Historia.

This special issue arose from a joint conference of the History of Education Society, UK and the Australian and New Zealand History of Education Society, held in Malvern in Worcestershire, England in 2016 on the theme 'sight, sound and text in the history of education'. The conference drew together media and educational historians, as well as archivists and museum professionals, to examine both methodological issues and a range of examples of sensory and textual histories. The three-day event, as well as being enriching for its international character, proved that although much work has already been done in this area, there is so much more to consider and exploit when it comes to the study of the 'new' sonic and visual sources and their intertextual relationship with the documentary, as well as traditional understandings of 'text'. Clearly, text is fundamental to the history of education because education often involves some type of reading, extracting of content or deciphering of meaning, and because historical methods tend to require the use of documentary evidence in their reconstruction of the past. However, this is not to suggest that the use of text as historical evidence has led to methodological stagnation in the history of education. Rather, the expansion of textual sources through a desire for multi-layered analysis and an awareness of the importance of sources of information has been a key part of the discipline's methodological development. 1 Thus, as historians have responded to calls to address 'the historical silences on teachers' work' , 2 they began to access a greater range of educational, textual sources. In this case, the documentary archive used by historians of education expanded beyond traditional schoolbased texts and opened up to include newer sources, such as autobiography 3 and the 'written documents of school life … the paperwork of school administration' , 4 as well as oral history interviews. 5 Peter Cunningham has demonstrated that these re-imaginings of 'text' have dovetailed with other historiographical currents, such as a renewed focus on recapturing 'hidden' narratives, such as the role of women, reintegrating the history of these and other

The period between the late 19 th and early 20 th centuries in the modern world history was a time span in which some capitalist European states perceived the world as an imperial battleground. During this period conceptualized as «imperial age», history education was utilized as a pioneer of constructing imperial identity in Britain, and this conservative construction was fortified through invented patriotic symbols and monarchic rituals. Imperial vision and values of the British Empire was transferred to the new generation through history education. This article analyzes the conservative and imperial mission the British Empire attributed to history education. In this respect, official publications of the Board of Education, books and journal articles concerning history education published between 1890s and 1940s were analyzed from a political, ideological and cultural perspective. EET/TEE

As we noted in 2015, in a blog post launching the call for papers for this special feature in the London Review of Education, ‘anxieties about national identity and its strengthening and preservation are common in countries around the world, and it is, of course, entirely natural that this should be so in times of great change, challenge and uncertainty’ (Létourneau and Chapman, 2015). These anxieties set the context for many discussions about history education, identity and young people’s knowledge in nations around the world (Taylor and Guyver, 2011). They are often expressed in a persistent perception, common around the world, that young people are ignorant of their country’s past, a perception that is often based on very weak or impressionistic evidence (e.g. Ball, 2013) and that is often repeated, generation after generation (Wineburg, 2004)

Die Auseinandersetzung mit Geschichtsschulbüchern hat eine lange Tradition. Arbeiten, die auf geschichtsdidaktische Aspekte zur Einforderung und Förderung historischer Denk- und Lernprozesse durch Schulbücher fokussieren, gibt es aber kaum.
Der vorliegende Sammelband gibt einen Einstieg in den aktuellen Diskurs der geschichtsdidaktischen Schulbuchforschung. Neben kategorialen Schulbuchanalysen werden Einblicke in die Produktion und Rezeption von Geschichtsschulbüchern gegeben. In kritischer Auseinandersetzung geht der Band der Frage nach, inwiefern Schulbücher dazu beitragen (können) im Geschichtsunterricht historisches Denken zu fördern, um damit letztlich die Ausbildung eines (selbst-)reflektierten Geschichtsbewusstseins zu unterstützen.
Mit der Präsentation aktueller Forschungsergebnisse über Geschichtsschulbücher möchte der Sammelband im Rahmen des vom österreichischen Wissenschaftsfonds (FWF) geförderten Projektes „Competence and Academic Orientation in History Textbooks“ (CAOHT) den aktuellen Diskurs nicht nur begleiten, sondern darüber hinaus zu weiteren Forschungen innerhalb der Geschichtsdidaktik anregen.

- Desde hace décadas en los centros educativos españoles se han multiplicado experiencias didácticas o talleres de arqueología experimental. ¿Aprovechan estas actividades todo su potencial educativo? A través de una metodología de investigación mixta y por medio de un muestreo no probabilístico y no aleatorio se analizan once proyectos de arqueología experimental que se han implementado en los últimos años en las aulas de Educación Secundaria en España. El estudio de estos casos, obtenidos a través de la bibliografía, de la información hallada en Internet y a través de entrevistas con empresas especializadas, ha permitido establecer distintos patrones de actuación y categorizar los diversos tipos de actividades que se realizan habitualmente en los centros educativos. Los resultados demuestran que el grueso de este tipo de experiencias no aprovechan todo el potencial educativo que realmente tiene la arqueología experimental. La amplia mayoría de experiencias analizadas no desarrollan actividades previas, de consolidación o de evaluación de la actividad. También se detecta que muchas se limitan a trabajar la prehistoria y, por tanto, se vinculan únicamente a los contenidos de 1.º ESO (12-13 años). Se propone finalmente un modelo estándar de actuación (PAEduca) de cara a que futuras actividades de este tipo puedan alcanzar un valor educativo más significativo y valioso, tanto para estudiantes como para docentes y centros educativos. 
- During the last decades experimental archaeology workshops and experiences have multiplied their presence in Spanish schools and high schools. But, do they take advantage of their full educational potential? To answer this question a mixed methods study was designed. Different experimental archaeology projects that have been implemented in recent years in Spanish Secondary Education classrooms were analyzed. A non-probabilistic and non- random sampling was used as the study is based on the cases obtained through literature search, information found on the Internet and interviews with specialized companies. It was possible to establish different patterns of action and categorize the various types of activities that were usually carried out in educational centers. The results showed that most of these types of experiences did not take advantage of the full educational potential that experimental archaeology has proved to have. The vast majority of experiences analyzed did not introduce, consolidate or assess the experience by means of specific activities. It was also detected that many are limited to working on Prehistory and, therefore, were linked only to the contents of 1st ESO (12-13 year olds). As conclusion, a standard model of action is proposed so that future activities of this type enable students to achieve a more significant and valuable educational outcomes.

Im vorliegenden Beitrag wird das Modell der Didaktischen Rekonstruktion beschrieben. Das Modell ist ein theoretischer und methodischer Rahmen sowohl für die Unterrichtsplanung
als auch für die fachdidaktische Lehr-Lernforschung. Es besteht aus den drei Teilen Fachliche Klärung, Erfassung der Schülerperspektiven und Didaktische Strukturierung, deren fachdidaktische Erforschung und Bedeutung für die Konstruktion von Unterricht anhand je eines Beispiels aus der Biologie-, Geschichts- und Geografiedidaktik näher beschrieben werden. Auch wird die Bedeutung des Modells für die Lehrerbildung diskutiert.

Issues of transitional justice are central to countries moving away
from identity-based conflict. Research tends to focus on the most
well-known forms of transitional justice, like truth commissions.
Far less attention has been given to education as a form of
transitional justice, and even less to teacher professional
development, even though education is central to signalling the
new society and teachers are expected to become agents of
change in their classrooms. This article focusses on history
curriculum change in post-apartheid South Africa. We show how
the post-apartheid South African government developed a human
rights-based history curriculum but failed to support teachers to
implement it. Aspects of these inadequacies included a failure to
take into account the de-skilling of a large segment of the
teaching population under apartheid and teachers’ personal
legacies of that era. Through a review of the teacher professional
development programme, Facing the Past, this article
demonstrates the possibility to implement teacher training
programmes attuned to the particular needs of a transitional
justice environment.