Historisches Lernen erforschen. (Wissenschafts-)Theoretische Grundlagen und empirische Fundierung
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Author (Corporation)
Publication date
09.2025
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Course of study
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04A - Book part
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Parent work
Geschichtsdidaktisch forschen. Theorie und Empirie im Dialog
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DOI of the original publication
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Series
Geschichtsdidaktik theoretisch
Series number
8
Volume
Issue / Number
Pages / Duration
138-158
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Publisher / Publishing institution
Wochenschau
Place of publication / Event location
Frankfurt am Main
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Abstract
Contrary to the prevailing view of the supremacy of theory, the paper argues for a cyclic connection of theory and empiricism in the process of knowledge creation in the field of history didactics. We justify this view against the background of the activity theory of the cultural-historical school and show how we use our concept of narrative competence, existing approaches to historical thinking and learning, and empirical analyses from our research project “Research of Learning Processes in History” to substantiate historical thinking and learning in such a way that its understandings contribute to social orientation in relevant fields (e.g., research, history teaching). Finally, we discuss the opportunities and challenges of our approach and draw implications for the relationship between theoretical and empirical (as well as normative and pragmatic) knowledge production.
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ISBN
978-3-7344-1724-5
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Language
German
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Expert editing/editorial review
Open access category
Gold
License
Citation
Nitsche, M., Scheller, J., & Schobinger, J. (2025). Historisches Lernen erforschen. (Wissenschafts-)Theoretische Grundlagen und empirische Fundierung. In M. Nitsche, L. Yildirim, S. Barsch, & J. van Norden (eds.), Geschichtsdidaktisch forschen. Theorie und Empirie im Dialog (pp. 138–158). Wochenschau. https://doi.org/10.26041/fhnw-13525