Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
2016 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 3, no 1, 31-42 p.Article in journal (Refereed) PublishedText
Contemporary teaching and learning imply that pupils encounter curricular content in the form of multimodal representations such as films, museum visits, power point presentations, role play and digital games etc. Verbal language is no more the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.
Place, publisher, year, edition, pages
2016. Vol. 3, no 1, 31-42 p.
Multimodality, framing, salience, learning design sequence, curriculum emphasis, substantive knowledge, procedural knowledge
Research subject Information Society
IdentifiersURN: urn:nbn:se:su:diva-131360OAI: oai:DiVA.org:su-131360DiVA: diva2:938088