Editorial: Epistemic cognition in history education

Historical Encounters is an open access, interdisciplinary journal, dedicated to the empirical and theoretical study of:
• historical consciousness;
• historical cultures; and
• history education.

This special issue arose out of the symposium «Epistemic Cognition in History—insights into structure and practice» that was held at the 2018 Annual Meeting of the American Educational Research Association (AERA) in New York, organized by the first and third guest editors. In addition, it was inspired by the work of the second guest editor, an associate editor of Historical Encounters, who recently published a handbook chapter about epistemic cognition and historical thinking (Mathis & Parkes, 2020). Adapting Hofer’s (2016) domain-general understanding, we use the phrase “epistemic cognition in history” to refer broadly to individuals’ beliefs, concepts, thinking, and reasoning about knowledge and knowing in the field of history.

→ for citations see bibliography in the document