Abstract
An analysis of the conceptual components of learning facts is used as the basis for a prescriptive theory of teaching facts. Learning and teaching an appropriate student role for fact learning in general, and also learning and teaching for belief in (i.e., persuasion of) certain particular factural propositions, in Civics, are considered. This leads finally to some prescriptive theory about the teacher role in Civics, assessing teaching effectiveness, and training teachers.
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