Nathalie Popa
Biographic Data
| ID | 3899079 |
|---|---|
| NAME | Nathalie Popa |
| GIVEN NAMES | Nathalie |
| FAMILY NAME | Popa |
| SIGNATURE | POPA N |
| AFFILIATIONS | Karlstad University |
| ORCID | 0000-0002-7449-0482 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Belonging to a research-practice partnership: Lessons from 15 think-pieces about the Covid-19 pandemic and a call for action
Research-Practice Partnerships (RPPs) in education have been gaining increasing currency and support since well before the advent of COVID-19. This article reflects on what the pandemic experience has meant for some RPPs so far, and imagines what other RPPs might look like in the near future. The authors share a collection of fifteen think-pieces written by individuals working in or around, or funding RPPs during the COVID crisis. These contribut…
Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning
In response to the growing need for more relevant school history, the notion of historical consciousness has come to represent a way to help students understand the links between past, present, and future. However, translating the construct into practice in an ongoing puzzle in the field. Recently, efforts have been made to operationalize historical consciousness via a competency-based approach, but this is arguably problematic, because its propo…
How Meaning Making Cultivates Historical Consciousness: Identifying a Learning Trajectory and Pedagogical Guidelines to Promote It
The aim of this article is to present a pedagogical approach for history education. This approach is called Meaningful History and it outlines the process by which upper-level secondary history students can cultivate historical consciousness. Based on the notion of learning as meaning making and historical consciousness as a disposition to engage with history so as to make meaning of past human experience for oneself, the author describes a possi…
A consciência histórica e a didática da história no Canadá
A atual discussão sobre a consciência histórica no campo do ensino de história no Canadá inscreve-se num contexto intelectual e social particular, marcado por profundas transformações nas relações com o passado e nossa compreensão da história. Com efeito, os historiadores, didáticos e professores de história, aqui como em outros lugares, estão presos há um problema que, conforme Seixas (2012b), é epistemológico (como nós conhecemos o passado?) e …
No prominent works on this page.
A consciência histórica e a didática da história no Canadá
A atual discussão sobre a consciência histórica no campo do ensino de história no Canadá inscreve-se num contexto intelectual e social particular, marcado por profundas transformações nas relações com o passado e nossa compreensão da história. Com efeito, os historiadores, didáticos e professores de história, aqui como em outros lugares, estão presos há um problema que, conforme Seixas (2012b), é epistemológico (como nós conhecemos o passado?) e …
Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning
In response to the growing need for more relevant school history, the notion of historical consciousness has come to represent a way to help students understand the links between past, present, and future. However, translating the construct into practice in an ongoing puzzle in the field. Recently, efforts have been made to operationalize historical consciousness via a competency-based approach, but this is arguably problematic, because its propo…
How Meaning Making Cultivates Historical Consciousness: Identifying a Learning Trajectory and Pedagogical Guidelines to Promote It
The aim of this article is to present a pedagogical approach for history education. This approach is called Meaningful History and it outlines the process by which upper-level secondary history students can cultivate historical consciousness. Based on the notion of learning as meaning making and historical consciousness as a disposition to engage with history so as to make meaning of past human experience for oneself, the author describes a possi…
Belonging to a research-practice partnership: Lessons from 15 think-pieces about the Covid-19 pandemic and a call for action
Research-Practice Partnerships (RPPs) in education have been gaining increasing currency and support since well before the advent of COVID-19. This article reflects on what the pandemic experience has meant for some RPPs so far, and imagines what other RPPs might look like in the near future. The authors share a collection of fifteen think-pieces written by individuals working in or around, or funding RPPs during the COVID crisis. These contribut…
Educator Training and Historical Pedagogy (3 works) · Computer Science (2 works) · Consciousness (2 works) · Epistemology (2 works) · Global Education and Multiculturalism (2 works) · Innovative Teaching Methodologies in Social Sciences (2 works) · Negotiation (2 works) · Psychology (2 works) · Social science (2 works) · Sociology (2 works)