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Concept Acquisition and Conceptual Change in History

Abstract

Rodríguez-Moneo and Lopez examine the acquisition of intuitive knowledge and its relation to the process of conceptual change in the field of history learning. Their chapter’s first section explores the cognitive processes underlying the construction of concepts and stresses their relevant role for both developing and changing theories. In the second part of the chapter these analyses are applied to the field of history and placed in relation with empirical studies carried out in the field regarding students’ key historical concepts such as nation and national identity. The chapter also emphasizes the connection between historical concepts and narratives as a crucial way to better understand students’ prior knowledge and promote a conceptual change towards their more critical understanding of history, closer to disciplinary historical knowledge.

Keywords

  • Moral Judgement
  • Conceptual Change
  • National Identity
  • Conceptual Knowledge
  • Procedural Knowledge

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This paper has been written with the support of Projects EDU2013-42531P and EDU2015-65088-P from the DGICYT (Ministry of Education, Spain) coordinated by Mario Carretero. Also this work was conducted within the framework of COST Action IS1205 “Social psychological dynamics of historical representations in the enlarged European Union”.

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Rodríguez-Moneo, M., Lopez, C. (2017). Concept Acquisition and Conceptual Change in History. In: Carretero, M., Berger, S., Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52908-4_25

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