ABSTRACT
Over the last three decades there has been a strong debate and substantial changes concerning the major paradigms in history teaching, particularly in the UK, where, as a result of several new perspectives and concepts, history teaching is now seen in a different manner. The essential feature of the new paradigm is a strong concern with students’ understandings about the discipline of history. Researchers are now aware that students have implicit ideas about the nature of history and that it is crucial to be familiar with these conceptions.1 Hand in hand with this, there is a growing acceptance that students should be acquainted with important second-order concepts, in order to set the basis for understanding history.
