Abstract: The present article discusses, first, a conception of learning progression which understands pupils’ (history) learning as a question of their ‘ascending’ to more and more advanced taxonomical levels of reflection –and which has played a major role in history didactics generally as well as in a Danish context in particular. Against this conception the article argues that (history) learning progression should be understood as a many-sided phenomenon to which a number of different forms of knowledge contribute and which cannot adequatelybeconceived as an increasing command of a sequence of (meta-)levels of reflectionbut needs a wider understanding of the nature of knowledge.
|Tidsskrift||Nordidactica - Journal of Humanities and Social Science Education|
|Status||Udgivet - 22 okt. 2020|