Machine generated contents note: 1. Development of History Education -- Developments Up to the 1960s -- Crisis of the 1960s and the Responses to It -- New Socio-Political Interest in History Education from the 1990s Onwards -- Conclusions -- 2. Historical Time -- Objective Time -- Subjective Time -- Historical Time -- Alternatives to a Historical Consciousness of Time -- Historical Time Consciousness in History Education: Aims and Research Questions -- Retrospective and Preview -- 3. Developing and Learning a Consciousness of Time: Review of Current Research -- Results from Developmental Psychology Research -- Domain-Specific and General Educational Research Up to the 1960s -- Domain-Specific and General Educational Research After the 1960s -- Diverse Data from Educational Research About the Six Key Concepts of a Historical Consciousness of Time -- Conclusions and Consequences for Future Research -- 4. Empirical Research into Students' Orientation in Historical Time -- Research Design -- Test Used During the Pre-Test and Post-Test -- Results -- Discussion of Results -- Conclusions -- 5. Conclusion -- Consequences for Teaching -- Significance for Society -- Notes -- References -- Appendices -- A. PowerPoint Presentations Used in the Lessons According to the Chronological and Imaginative-Associative Approaches -- B. Content Protocols for the Lessons According to the Chronological and Imaginative-Associative Approaches -- C. Summaries of the Subject Material Handed Out to the Students -- D. Questions Used for the Pre-Test and Post-Test -- E. Rules for Scoring the Pre-Test and Post-Test -- F. Average Scores to All 25 Items During the Pre-Test and Post-Test -- G. Results of the Paired t-Tests Applied to the Differences Between Item Scores on the Pre-Test and Post-Test in Group A and Group B -- H. Significance of the Difference between Groups A and B as Summarized in Table 4.11
