
Contents
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Introduction Introduction
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What Do We Mean by Learning History? What Do We Mean by Learning History?
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What Do We Mean by History? What Do We Mean by History?
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What Do We Mean by Learning History? What Do We Mean by Learning History?
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Declarative knowledge. Declarative knowledge.
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Procedural knowledge. Procedural knowledge.
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Application of historical learning. Application of historical learning.
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Developmental Approaches Developmental Approaches
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Early Developmental Perspectives on Learning History Early Developmental Perspectives on Learning History
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How Conceptual Historical Understandings Develop How Conceptual Historical Understandings Develop
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Cognitive Issues in Learning History Cognitive Issues in Learning History
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Learning Historical Facts and Concepts Learning Historical Facts and Concepts
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Historical Epistemologies and Literacies Historical Epistemologies and Literacies
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Supporting Students’ Historical Thinking and Reading Supporting Students’ Historical Thinking and Reading
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Young People’s Use of Technology and the Internet for Learning History Young People’s Use of Technology and the Internet for Learning History
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Assessments of Historical Thinking Assessments of Historical Thinking
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Affective Issues in Learning History Affective Issues in Learning History
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Emotion, Interest, and Perceived Relevance in Learning History Emotion, Interest, and Perceived Relevance in Learning History
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Affective Elements of Historical Empathy and Perspective Taking Affective Elements of Historical Empathy and Perspective Taking
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Learning Difficult Histories and Ethical Judgment in History Learning Difficult Histories and Ethical Judgment in History
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Constructivist and Sociocultural Issues in Learning History Constructivist and Sociocultural Issues in Learning History
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Identity and Learning History Identity and Learning History
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The Role of Parents, Family, and Society in Learning History The Role of Parents, Family, and Society in Learning History
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Conclusion Conclusion
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References References
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The Psychology of Learning History
Get accessDepartment of Brigham Young University, History
Department of Teaching and Learning, Policy and Leadership, University of Maryland
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Published:08 September 2021
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Abstract
This article explores the connections between major themes in psychology and what researchers have discovered about how young people learn history. The authors define the concept of history and consider what it means to learn history. The authors then explore developmental perspectives on learning history and review research related to the cognitive processes involved. Next, the authors explore what researchers have discovered about affective influences on learning history. Finally, the authors review research related to social and cultural influences on young people’s history learning. The article concludes by providing suggestions for future research that builds on what is currently known about how young people learn history.
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