Full text: Schulbuchforschung in Europa - Bestandsaufnahme und Zukunftsperspektive

(skills to attain knowledge and insight and to evaluate its validity).” All descriptive or 
explanatory information can be subdivided into three historical dimensions: time, space 
and the social dimension (socioeconomic, socio-political and socio-cultural conditions of 
life). The purpose of the Maerlant concept was to learn historical and procedural con- 
cepts, to apply procedures (historical method) and to develop interpretations (historical 
synthesis). In addition to these historical skills students should be able to improve their 
global reading skills (detect possible shortcomings in their reading strategy, improve 
their reading process and apply new insights to different information sources).? 
The purpose of the Maerlant concept is the development of a critical attitude towards 
information, in this case historical information. In other words, which strategies can, by 
means of digital aids, stimulate reflection on information? The sources of our historical 
knowledge are the raw material for the Maerlant concept. These sources are being inves- 
tigated in a scientific manner, according to the procedures of historical criticism and 
historical synthesis (the 'historical method'). Through studying these traces of the past, 
the reader covers a learning route that is focused on reflecting upon historical informa- 
tion, that is analysing, interpreting, explaining and understanding a historical problem. 
This systematic way of reading covers three steps: firstly a descriptive reading, sec- 
ondly a contextual and interpretative approach and finally an explanatory and compre- 
hensive phase. The Maerlant concept organizes and accompanies this reading by means 
ofa digital learning environment through offering information about the source material 
in three levels or layers: 
1) Descriptive level: 
What is the literal meaning of the information (textual or visual) presented? How is 
the information structured? Hyperlinks help the reader to explore this first, descrip- 
tive reading phase. 
2) Contextual level: 
What is the historical context of the source material that has to be taken into consid- 
eration? Only via a proper understanding of the context can one come to a precise in- 
terpretation of the traces of the past. The hyperlinks on this second layer offer infor- 
mation about the specific context. 
DE KEYSER, R., Historical formation, S. 17. 
DE KEYSER, R., Historical formation, S. 18. . \ 
’ DE KEYSER, R., ROGIERS, K., and TRUYEN, F., The Maerlant project on computer-assisted learning 
ofhistorical skills. Can hypertext supersede programmed instruction? http://www.hd.uib.no/AcoHum/abs/ 


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