ABSTRACT
Although the literature on children’s understanding and learning of history is not so rich as that on the natural sciences, physics, and mathematics, it has nevertheless produced interesting results (Beck & McKeown, this volume; Bombi & Ajello, 1988; von Borries, this volume, Calvani, 1988; Carretero et al., this volume; Jahoda, 1963; Jurd, 1978a; McKeown & Beck, 1990; Peel, 1967). In Italy, empirical studies are rather scanty, but theoretical research has been carried out on the peculiar characteristics of history and on the problems that arise in the teaching and learning of history. The procedures and concepts of this discipline as analyzed by historians and epistemologists suggest several sources of difficulties for learners. Of considerable importance among these is the historical lexicon (Calvani, 1986; Guarracino & Ragazzini, 1980, 1991; Lastrucci, 1989; see also Halldén, this volume).
