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Social Representations of the Past and Competences in History Education

Abstract

Research on social representations (SR) of history within the field of social psychology may provide guidelines that can strengthen meta-cognitive competences in history teaching. This chapter reviews existing empirical research on SR of history in order to enrich the discussion on history education and the formation of political culture, first explaining how collective memory may be a result of history education. Then, theoretical and empirical evidence that may serve as guidelines for strengthening meta-cognitive competences in history education is reviewed, presenting biases that may exist in determining what is historically significant and explaining the importance of understanding historical continuity and change when learning history. Lastly, tools are presented that may enhance learning to identify multiple causes and consequences in history through perspective-taking. Some major implications and conclusions are considered.

Keywords

  • Historical Event
  • Transformational Leader
  • Collective Memory
  • World History
  • Historical Significance

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 work was supported by the Spanish Ministry of Science and Innovation [grant numbers PSI2008-02689/PSIC PSI2011-26315] and the University of the Basque Country [grant number IT-666-13].

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Fig. 26.1

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Páez, D., Bobowik, M., Liu, J. (2017). Social Representations of the Past and Competences in History Education. 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_26

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  • DOI: https://doi.org/10.1057/978-1-137-52908-4_26

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