Epistemická přesvědčení v dějepise

Abstract

The theory of epistemic beliefs has proven valuable in advancing history education through inquiry-based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory

Keywords

• epistemic cognition
• historical thinking
• inquiry-based learning
• history education
• history teachers
• history+ project