Nitsche, Martin

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Martin
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Nitsche, Martin

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2019 - 201912020 - 202416
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Gerade angezeigt 1 - 10 von 17
  • Vorschaubild
    Publikation
    Why an integrated approach matters. Searching for a way to understand the formation of prospective history teachers’ epistemological beliefs
    (Palgrave Macmillan, 2024) Nitsche, Martin; Åström Elmersjö, Henrik; Zanazanian, Paul [in: Teachers and the epistemology of history]
    AbstractThis chapter argues for an integrated perspective of developmental, dimensional, and contextual approaches to epistemological beliefs to understand how they might be shaped in prospective history teachers during history teacher education. To this end, the various approaches are discussed, drawing on literature from educational psychology, historical theory, and history education to construct an integrative framework of epistemological beliefs. The empirical studies are presented to highlight the strengths and weaknesses of the approach. The discussion concludes with related challenges and future directions.
    04A - Beitrag Sammelband
  • Vorschaubild
    Publikation
    Special Issue: Revisiting history and its epistemology – teachers and learners
    (University of Newcastle, 2024) Zanazanian, Paul; Elmersjö, Henrik Åström; Nitsche, Martin [in: Historical Encounters]
    99 - Sonstiges
  • Vorschaubild
    Publikation
    Revisiting history and its epistemology. Teachers and learners. Editorial
    (University of Newcastle, 2024) Zanazanian, Paul; Elmersjö, Henrik Åström; Nitsche, Martin [in: Historical Encounters]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Historisches Fragen aufgabenbasiert digital beforschen
    (Wochenschau Verlag, 12/2023) Schobinger, Jonas; Scheller, Jan; Nitsche, Martin; Krösche, Heike; Brait, Andrea; Oberhauser, Claus [in: Neue Aufgabenkultur im Geschichtsunterricht? Theoretische Zugänge und empirische Befunde]
    04A - Beitrag Sammelband
  • Vorschaubild
    Publikation
    Geschichtstheoretische und Lehr-Lern-Beliefs der Mitglieder der DGGD
    (Hep, 09/2023) Ziegler, Béatrice; Nitsche, Martin; Ziegler, Béatrice [in: Geschichtsdidaktik - eine eigenständige Disziplin. Institutionalisierung, Verwissenschaftlichung und Professionalisierung in der Deutschschweiz]
    04A - Beitrag Sammelband
  • Vorschaubild
    Publikation
    Die Mitglieder der DGGD. Berufsbiographische und institutionelle Homogenität?
    (hep, 09/2023) Ziegler, Béatrice; Nitsche, Martin; Ziegler, Béatrice [in: Geschichtsdidaktik - eine eigenständige Disziplin. Institutionalisierung, Verwissenschaftlichung und Professionalisierung in der Deutschschweiz]
    04A - Beitrag Sammelband
  • Vorschaubild
    Publikation
    Diffundierende Zeit(en). Das Anthropozän als Herausforderung für das historische Zeitverstehen
    (Vandenhoeck & Ruprecht, 09/2023) Hübner, Andreas; Nitsche, Martin; Barsch, Sebastian [in: Zeitschrift für Geschichtsdidaktik]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Geschichtsdidaktisch intervenieren
    (hep, 2023) Waldis Weber, Monika; Nitsche, Martin
    03 - Sammelband
  • Vorschaubild
    Publikation
    Editorial: Epistemic cognition in history education
    (University of Newcastle, 2022) Nitsche, Martin; Mathis, Christian; O’Neill, D. Kevin [in: Historical Encounters]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Narrative competence and epistemological beliefs of German Swiss prospective history teachers: A situated relationship
    (University of Newcastle, 2022) Nitsche, Martin; Waldis Weber, Monika [in: Historical Encounters]
    Few history education studies have indicated that school students’ epistemological beliefs affect their historical thinking and writing. Some research has suggested that history teaching could affect these aspects. Several history educators have assumed that (prospective) history teachers’ epistemological beliefs are related to their ways of teaching and to their ability to think historically. Yet evidence underpinning these assumptions is rare. To address this gap, we investigated how prospective German Swiss history teachers’ epistemological beliefs impacts their reading and writing abilities in terms of narrative competence. We therefore applied argumentative writing tasks to assess participants’ narrative competence and surveyed their epistemological beliefs and further contextual covariates (e.g., situational interest, number of history courses attended at university). Results show small effects of participants’ epistemological beliefs on their narrative competence, while their situational interest is more influential. Other contextual constructs (e.g., number of history courses attended at university) are also predictive. Overall, our results indicate that narrative competence and epistemological beliefs are correlated yet situated in contextual aspects.
    01A - Beitrag in wissenschaftlicher Zeitschrift