Social Representations of the Past and Competences in History Education

Dario Pdez, Magdalena Bobowik, and James Liu

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 will review existing empirical research on SR of history in order to enrich the discussion on history education and the formation of political culture. First, we explain how collective memory may be a result of history education (e.g. historical narratives presented in textbooks). Then, we review theoretical and empirical evidence that may serve as guidelines for strengthening meta-cognitive competences in history education. We start with a presentation of biases that may exist in determining what is historically significant. We follow with explanations of the importance of understanding historical continuity and change when learning history. Lastly, we present tools that may enhance learning to identify multiple causes and consequences in history through perspective-taking. We close our chapter with a glance at some major implications and conclusions.

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].

D. Paez (*) • M. Bobowik

Psychology Department, University of the Basque Country, Donostia, Spain J. Liu

Psychology Department, Massey University, Palmerston North, New Zealand © The Author(s) 2017

M. Carretero et al. (eds.), Palgrave Handbook of Research in Historical Culture and Education, DOI 10.1057/978-1-137-52908-4_26

 
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