How Does Learning History Make Students “Feel”? A Systematic Literature Review

• In Event: Students' Histories and Experiences at the Center: Defining "Difficult" and Worthy Historical Investigations

Abstract

Recent studies have reported the significance of emotional and affective dimensions in history teaching. Understanding these dimensions can offer valuable insights to educators, enabling them to approach history teaching in a more purposeful and justice-oriented way. This systematic literature review aims to discern various aspects of empirical research in the K-12 education context and key attributes associated with the emotional and affective aspects of history teaching.

Author

• Seunghoon Han, University of Northern Iowa