Bringing new perspectives on educational resources together, this book considers how a range of learning materials can be used to effectively highlight creativity, collaboration, and critical thinking in learning.
Bringing new perspectives on educational resources together, this book considers how a range of learning materials can be used to effectively highlight creativity, collaboration, and critical thinking in learning.
Karl Christian Alvestad is an Associate Professor in Social Studies at the University of South-Eastern Norway. Kari H. Nordberg is an Associate Professor in Social Studies at the University of South-Eastern Norway. Hege Roll-Hansen is an Associate Professor in Social Studies at the University of South-Eastern Norway.
Inhaltsangabe
Part 1: Places 1. Choreographing the Rjukan-Notodden industrial heritage: Uses of heritage in the Cultural Schoolbag 2. Museums and the socio-material emergence of curiosity 3. "An 'Acropolis' in miniature" and a house that "must be filled with spirit and content": Ideals of Bildung in the building of two Scandinavian schools in the 1920s 4. Street names as monuments and a starting point for teaching historical knowledge 5. Reboot and gather your thoughts. Place-based writing as a learning resource for novice scholars 6. Discovering ecologies of learning in place-conscious education Part 2: Activities and artefacts 7. A war souvenir as learning resource 8. Working with twenty-first-century skills through engaging with indigenous perspectives in teacher education 9. Play-based learning discourses in the Norwegian and English curricula 10. Critical thinking in the 1950s: Language dispute, textbooks and newspaper debates in a Norwegian upper secondary school 11. Into the woods: Forestation as education 12. Songs in English-language education: A well-known resource used in the twenty-first century Part 3: New Media 13. Teaching about pornography: A historical perspective on educational resources 14. Gamers' perspectives on the First World War: Developing historical consciousness using video games in teacher education 15. Roles in peer interaction in comment sections in educational blogs 16. Redesign as method in critical literacy education
Part 1: Places 1. Choreographing the Rjukan-Notodden industrial heritage: Uses of heritage in the Cultural Schoolbag 2. Museums and the socio-material emergence of curiosity 3. "An 'Acropolis' in miniature" and a house that "must be filled with spirit and content": Ideals of Bildung in the building of two Scandinavian schools in the 1920s 4. Street names as monuments and a starting point for teaching historical knowledge 5. Reboot and gather your thoughts. Place-based writing as a learning resource for novice scholars 6. Discovering ecologies of learning in place-conscious education Part 2: Activities and artefacts 7. A war souvenir as learning resource 8. Working with twenty-first-century skills through engaging with indigenous perspectives in teacher education 9. Play-based learning discourses in the Norwegian and English curricula 10. Critical thinking in the 1950s: Language dispute, textbooks and newspaper debates in a Norwegian upper secondary school 11. Into the woods: Forestation as education 12. Songs in English-language education: A well-known resource used in the twenty-first century Part 3: New Media 13. Teaching about pornography: A historical perspective on educational resources 14. Gamers' perspectives on the First World War: Developing historical consciousness using video games in teacher education 15. Roles in peer interaction in comment sections in educational blogs 16. Redesign as method in critical literacy education
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