B?ker
L?reb?ker og kompendier i historiedidaktikk inneholder studielitteratur som inng?r i begge emnene i PPU (3210/3310L + 3220).
Lund, E. (2011). Historiedidaktikk. En h?ndbok for studenter og l?rere (4. utg.). Oslo: Universitetsforlaget. (Kap. 3, 4, 6 og 10 er pensum)
Grant, S. G., & Gradwell, J. M. (2010). Teaching history with big ideas. Cases of ambitious teachers. Lanham: Rowman & Littlefield Education. (Kap. 4 og 5 er pensum)
Phillips, I. (2008).Teaching History: Developing as a Reflective Secondary Teacher. New York: Sage Publications. (Kap. 6 , 10 og 11 er pensum)
Artikler og kapitler i kompendiet
B?e, J. B. (2006). Kunnskapsomr?der i historiedidaktikken. I J. B. B?e, ? lese historie (s. 31-57). Kristiansand: H?yskoleforlaget.
Hicks, D. (2005). Continuity and Constraint: Case Studies of Becoming a Teacher of History in England and the United States. International Journal of Social Education, 20(1), 18-40.
Nielsen, V. O. (1999). Kap. 6 Ungdommens historiebevidsthed og tidsforst?else. I M. Angvik, & V. O. Nielsen (Red.), Ungdom og historie I Norden (s. 103-120). Bergen: Fagbokforlaget.
Stugu, O. S. (2008). Historiebrukens institusjonar. I O. S. Stugu, Historie i bruk (s. 124-143). Oslo: Samlaget.
Havekes, H., Aardema, A., & de Vries, J. (2010). Active Historical Thinking: designing learning activities to stimulate domain-specific thinking. Teaching History. The Historical Association, (139), 52-59.
Tolo, A. (2006). Minoritetselever utfordrer historiefaget i skolen. Fortid, (3), 49-52.
Knight, O. (2008). Create something interesting to show that you have learned something: Building and assessing learner autonomy within the Key Stage 3 history classroom. Teaching History. The Historical Association, (131), 17-22.
Pickles, E. (2010). How can students’ use of historical evidence be enhanced? A research study of the role of knowledge in Year 8 to Year 13 students’ interpretations of historical sources. Teaching History. The Historical Association, (139), 41-51.
Schnakenberg, U. (2010). Developing multiperspectivity through cartoon analysis: strategies for analysing different views of three watersheds in modern German history. Teaching History. The Historical Association, (139), 32-39.
Nichol, J. (1980). Simulation in History Teaching. Teaching of History Series, (45), 5-11.
Nichol, J., & Birt, D. (1975). Ch. 1,2 & 9. Games and Simulations in History (s. 1-8, 140-149). London: Longman Group UK Ltd.
Williams, K. (2006). ‘It’s All About Perspective: Using Simulations in Multicultural Teaching. History Compass, 4(5), 933-942.
Foster, R. (2008). Speed cameras, dead ends, drivers and diversions: Year 9 use a ‘road map’ to problematise change and continuity. Teaching History. The Historical Association, (131).
Friedman, A. M., & Heafner, T.L. (2007). “You think for me, so I don’t have to”. Contemporary Issues in Technology and Teacher Education, 7(3), 199-216.
Sugarman-Banaszak, C. (2008). Stepping into the past: using images to travel through time. Teaching History. The Historical Association, (130), 24-29.