As an assistant professor in the research group 'Domain Specific Learning' of the Research Institute of Child Development and Education at the University of Amsterdam, I conduct research in the learning and teaching of history in secondary education. My key interests are: sensitive historical topics, the skill of historical perspective taking and learning history in museums and heritage institutions.
Next to my research activities, I work as a teacher trainer at the Graduate School of Child Development and Education at the University of Amsterdam.
Hanneke Bartelds, Carla van Boxtel en Geerte Savenije
This project focuses on the contribution of history education to students' understanding and appreciation of empathy. In two intervention studies the effect of inviting eye witnesses in the classroom will be compared to using documentary film. A third and fourth study examine the ways in which history teachers' supervise such lessons and how they can be professionalised in their supervision.
Pieter de Bruijn, Geerte Savenije, Albert Logtenberg, Guido Goijens, Timo Epping, Diana Timmer, Erik van Zetten, Rutger van Houwelingen en Naomi Nagtegaal
This project aimed to strengthen teacher education with regard to teaching pre-service teachers to teach about sensitive topics. To add to existing general didactical approaches, we developed a domain specific training. The training focuses on the asking of historical questions to museum objects in three dimensions of time to show that the ways in which topics are considered to be sensitive changes over time and context.
The aim of the COST Action was to advance knowledge on the role played by social representations of history in processes of ethnic, national, and European identities construction and intergroup conflicts. It coordinated research on 1) the psychological antecedents of lay representations of history; 2) their content and structure; 3) their transmission through history textbooks and other media; and 4) their social psychological effects in shaping attitudes. Findings of a study on history teachers' perceptions of and experiences with the teaching of sensitive historical topics in 10 countries across Europe are now translated into a special issue.
This community of teachers in secondary educations, teacher educators and researchers conducts practice-oriented research into enhancing students' metacognitive skills in secondary school. As one of the researchers I'm involved in a study to develop a questionnaire to test teachers' self-efficacy in teaching students to use metacognitive skills.
In this community of teachers in secondary education, we developed teaching materials and approaches to improve pupils' reasoning skills and writing skills in history, social studies, economy and geography. I was involved as supervisor. The teaching materials and evaluations are presented in: Savenije, G.M. (Ed.) (2018). Denken en redeneren in schrijftaken bij de mens-en maatschappijvakken. Lesmateriaal ontwikkeld in een professionele leergemeenschap. Amsterdam, The Netherlands: Landelijk Expertisecentrum Mens- en Maatschappijvakken.