The International Journal Volume 13, Number 2


Published: 30th November 2016


Editorial pp 3 Editorial Review pp 4–13

Australia pp 14–15 Review of: R. G. Collingwood: A Research Companion, James Connelly, Peter Johnson and Stephen Leach, London: Bloomsbury, Marnie Hughes-Warrington, Australian National University

Britain pp 16–22 The Relevance Of George Orwell: Reflections On The Teaching And Learning Of History In A Knowledge Based Curriculum James Percival, Oxford Brookes University, Oxford

Chile & Spain pp 23–34 Understanding The Processes Of Transition From Dictatorship To Democracy. A Survey Among Secondary Schools Students In Chile María Sánchez-Agustí, University of Valladolid, Valladolid, Spain Nelson Vásquez-Lara, Pontifical Catholic University of Valparaíso, Valparaíso, Chile Gabriela Vásquez-Leytón, Pontifical Catholic University of Valparaíso, Valparaíso, Chile

Greece pp 35–42 Textbooks, Teachers, Historians And Word Of Mouth: Greek Students’ Ideas On How Historical Accounts Are Constructed Kostas Kasvikis, University of Western Macedonia

Greece pp 43–57 “Historical Culture In Museums: The Representations Of The First World War In The ‘Historial De La Grande Guerre’ Museum Of France & In The Imperial War Museum Of London” Kostas Korres, University of the Aegean, Rhodes George Kokkinos, University of the Aegean, Rhodes

Greece pp 58–69 ‘Truman Or Lincoln?’: Greek Students Debate On Commemoration Decisions Made By Their Community. Eleni Apostolidou, University of Ioannina

Portugal pp. 70–81 Local Heritage Approaches In History Education: Understanding How Decisions Of People In The Past Led To The Present Helena Pinto, CITCEM (Transdisciplinary Research Centre ‘Culture, Space and Memory’)

Norway pp 82–92 Teaching Cultural Heritage In Culturally Diverse Early Childhood Centres In Norway Yngve Skjæveland, Queen Maud University College, Trondheim Ellen Holst Buaas, Queen Maud University College, Trondheim Kari Hoås Moen, Queen Maud University College, Trondheim, Norway

USA pp 93–105 Students’ Perceptions Of A Moral And Value Based Lesson In Relation To Their Personal Selves: The Massacre At My Lai Jeffrey M. Byford, The University of Memphis, Tennessee Sean M. Lennon, Valdosta State University, Georgia Sarah Smilowitz, South Mecklenburg High School, Charlotte, North Carolina

Netherlands pp 106–26 Stimulating Historical Thinking In A Collaborative Learning Task: An Analysis Of Student Talk And Written Answers Harry Havekes, Radboud University Nijmegen Carla van Boxtel, University of Amsterdam Peter-Arno Coppen, Radboud University Nijmegen Johan Luttenberg, Radboud University Nijmegen

Spain pp 127–37 The Perduration Of Master Narratives: The ‘Discovery’, Conquest And Colonization Of America In The Spanish History Textbooks Raquel Sánchez, Universidad de Murcia, Murcia Laura Arias, Universidad de Murcia, Murcia Alejandro Egea, Universidad de Murcia, Murcia

Greece pp 138–49 Fostering Creativity In Sixth Grade History Education Through A Story-Telling Digital Game: An Empirical Study Elias Stouraitis, Ellinogermaniki Agogi, Pallini

Greece pp 150–74 The Transformation Of History Teaching Methods In Secondary Education Through The Use Of Information And Communication Technology (ICT) Anastasia D. Vakaloudi, Department of Teachers’ Supervisors (Inspectors) in Secondary Education, Ministry of Education, Thessaloniki Vasileios Dagdilelis, University of Macedonia, Thessaloniki

Slovenia pp 175–86 Quality Indicators For Teaching Practice Of History At University Of Ljubljana Danijela Trskan, University of Ljubljana – Faculty of Arts, Ljubljana

IJHLTR Information And Instructions For Authors pp 187–90