Time visuals in history textbooks: some pedagogic issues
This chapter explores in detail the pedagogic role of time visuals in historytextbooks (see also Coffin and Derewianka, 2008). It first offers a set of categoriesto capture how time is construed in different ways in school-based historicaldiscourse, including through visual resources in contemporary textbooks. It thendiscusses how current use of visual resources may (or may not) facilitate studentsÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ¿understanding of time and, more generally, their historical knowledge andunderstanding.
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