Johannes Meyer-Hamme

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Johannes Meyer-Hamme (* 1975 in Hamburg ) is a German history didactic and historian. He is Professor of Theory and Didactics of History at the University of Paderborn .

Professional background

Meyer-Hamme studied history, geography and educational science at the University of Hamburg and Southampton University (GB) from 1997 in the course for teaching at the upper level, general schools. After completing his studies, he received a scholarship in the DFG graduate school "Educational Research" at the University of Hamburg and received his doctorate under Bodo von Borries . In 2009 he completed his legal clerkship in Hamburg and from 2010 to 2012 worked as a teacher at the Julius-Leber-Schule (Hamburg), and since May 2011 partially deputy at the University of Hamburg. In 2014 he became a seconded teacher at the University of Hamburg in the field of history didactics and research assistant in the BMBF project: Historical Thinking - Competencies in History (HiTCH). In 2014 he was offered the professorship for Theory and Didactics of History at the University of Paderborn, and since 2017 he has been the spokesman for the Historical Institute.

Research areas

Meyer-Hammes main research areas are theories of historical thinking and learning, history theory , competencies of historical thinking, historical learning in the migration society, historical learning with comics and graphic novels and historical didactic empirical research.

Prices

In 2009 he received the Karl Heinz Ditze Prize for outstanding humanistic dissertations for his dissertation. In 2013, together with Jan Albroscheit, he was the winner of the 2013 Hamburg Teaching Prize from the Senator for Science and Research for the history didactic seminar: Project workshop for the Federal President's history competition (Master of Education).

Publications (selection)

Monographs

  • Bodo von Borries, Claudia Fischer, Sibylla Leutner-Ramme, Johannes Meyer-Hamme: understanding textbooks, use of guidelines and reflection processes in history lessons. A qualitative-quantitative survey of pupils and teachers in the German-speaking education system 2002. (Bavarian Studies on History Didactics, Vol. 9), Neuried 2005.
  • Johannes Meyer-Hamme: Historical identities and history lessons. Case studies on the relationship between cultural affiliation, school requirements and individual processing. Writings on historical didactics, vol. 26, Idstein 2005.
  • Johannes Meyer-Hamme et al .: Record competencies of historical thinking. Conception, operationalization and first findings of the project "Historical Thinking - Competencies in History" (HiTCH). Münster, Munich a. a. 2017.

Editorships

  • Jan-Patrik Bauer, Johannes Meyer-Hamme, Andreas Körber (eds.): History learning - innovations and reflections. History didactics in the field of tension between theoretical exaggerations, empirical investigations, normative considerations and pragmatic turns. Festschrift for Bodo von Borries on his 65th birthday. Pfaffenweiler 2008.
  • Johannes Meyer-Hamme, Holger Thünemann, Meik Zülsdorf-Kersting (eds.): What does a good history lesson mean? A comparison of perspectives. Schwalbach / Ts 2012.

Individual evidence

  1. ↑ http://www.hitch-projekt.de/
  2. ↑ https://www.thueringer-allgemeine.de/web/zgt/leben/detail/-/specific/Wie-Comics-den-Unterricht-veraendern-koennen-1392185898
  3. ↑ https://www.uni-hamburg.de/newsletter/archiv/November-2009-Nr-8-/Auszüge.html

Web links

personal data
SURNAME Meyer-Hamme, Johannes
BRIEF DESCRIPTION German history educator and historian
DATE OF BIRTH 1975
PLACE OF BIRTH Hamburg