Bøker
Lærebøker og kompendier i historiedidaktikk inneholder studielitteratur som inngår i begge emnene i PPU (3210/3310L + 3220).
Lund, E. (2016). Historiedidaktikk. En håndbok for studenter og lærere. Oslo: Universitetsforlaget. 5. utg. (Kap. 4, 6, 7, 8, 9 og 10).
Grant, S. G. og Gradwell, J. M. (2010). Teaching history with big ideas. Cases of ambitious teachers. Lanham: Rowman & Littlefield Education. (Kap. 2, 4, 5 og 9).
Artikler og kapitler i kompendiet
Phillips, I. (2008). Kap. 6: ‘Assessing for Learning History’ I Teaching History: Developing as a Reflective Secondary Teacher. London: Sage Publications. 119-140.
Skram, H. F. (1999). Noen tanker om historiebevissthet, historieforståelse og muligheten for at historieundervisningen kan fungere emansipatorisk. I Historiedidaktikk i Norden. Bergen: Fagbokforlaget. 59-64.
Eikeland, H. (2007). Interkulturell dannelse i norsk og tysk historiefaglig skoleundervisning. I Fortid. 4. 39-44.
Monte-Sano, C.; de la Paz, S.; Felton, M. (2014). Kap. 2: ‘Teaching Disiplinary Literacy Through a Cognitive Apprenticeship’. I Reading, Thinking, and Writing about History. New York: Teachers College Press. 15-28.
Monte-Sano, C.; de la Paz, S.; Felton, M. (2014). Kap. 9: ‘Assessing Historical Thinking and Writing Outcomes’. I Reading, Thinking, and Writing about History. New York: Teachers College Press. 164-176.
Nokes, J.D. (2013) Kap. 3: ‘Teaching Historical Literacies’. I Building Students' Historical Literacies. New York: Routledge. 30-48.
Hammond, K. (2014). ‘The knowledge that ‘flavours’ a claim: towards building and assessing historical knowledge on three scales'.I Teaching History. 157. 18-24.
Chapman, A. (2011). ‘Time’s arrows? Using a dartboard scaffold to understand historical action'. Teaching History. 143. 32-38.
Nielsen, V. O. (1999). Kap. 6: ’Ungdommens historiebevidsthed og tidsforståelse’. I M. Angvik & V.O. Nielsen (red): Ungdom og historie i Norden. Bergen: Fagbokforlaget. 103-120.
Stugu, O. S. (2008). Historiebrukens institusjonar. I Historie i bruk. Oslo: Samlaget. 124-143.
Havekes, H.; Aardema, A.; de Vries, J. (2010). Active Historical Thinking: designing learning activities to stimulate domain-specific thinking. I Teaching History 139. The Historical Association. 52-59.
Tolo, A. (2006). Minoritetselever utfordrer historiefaget i skolen. I 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. I Teaching History. 131. The Historical Association. 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. I Teaching History. 139. The Historical Association. 41-51.
Schnakenberg, U. (2010). Developing multiperspectivity through cartoon analysis: strategies for analysing different views of three watersheds in modern German history. I Teaching History. 139. The Historical Association. 32-39.
Nichol, J.; Birt, D. (1975). Ch. 1,2 & 9. I Games and Simulations in History. London: Longman. 1-18, 140-149.
Williams, K. (2006). ‘Its All About Perspective: Using Simulations in Multicultural Teaching’. I History Compass. 4/5. 933-942.
Friedman, A. M.; Heafner, T. L. (2007). ‘You think for me, so I dont have to’. I Contemporary Issues in Technology and Teacher Education. 7(3). 199-216.
Artikler tilgjengelig på nettet
Mullin, J.; Hill, W. (1997) ‘The Evaluator as Evaluated: The Role of Formative Assessment in History Class’. I The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 71(2), 88-91 http://dx.doi.org/10.1080/00098659709599332
Metzger, S.A. (2010). 'Maximizing the Educational Power of History Movies in the Classroom'. I The Social Studies. 101(3). 127-136 http://dx.doi.org/10.1080/00377990903284047
Seixas, P. (2015). 'A Model of Historical Thinking', I Educational Philosophy and Theory. 1-13. http://dx.doi.org/10.1080/00131857.2015.1101363
Antall sider: 443