Abstract
Thirty years of the scholarship of teaching and learning have provided a plethora of books about teaching, containing potential assessments, advice about course design, teaching tips, and prescriptions. Much of this work, which arises from practical classroom experience, useful as it may be, treats symptoms—specific student difficulties—rather than diagnosing the underlying illness, so that there is no framework for applying solutions. The “Decoding the Disciplines” (“Decoding”) methodology provides such a framework; it has led us first to identify and then classify student difficulties or “bottlenecks” in history. These turned out to be closely related to the epistemology of...
Bibliographic data
SHOPKOW, L., DÍAZ, A., MIDDENDORF, J., & PACE, D. (2013). The History Learning Project ʺDecodesʺ a Discipline: The Union of Teaching and Epistemology. In K. McKinney (Ed.), The Scholarship of Teaching and Learning In and Across the Disciplines (pp. 93–113). Indiana University Press.
