The purpose of this study is to elucidate movements of reform and characteristics of history Learning in Germany through an analysis of the curriculums in Lower Saxony from the 1980's to the 2000's.
From an analysis of the curriculum of the 1980's, it became clear that history Learning in those days was focused on just teaching historical phenomena by teachers. From analysis of those of the 1990's, has shown that history classes at that time were characterized by inquiries about social issues through learning historical for cognition. An analysis of history classes the 2000's history Learning becoming an history interpretation study characterized by students' studying history by themselves.
An analysis of the improvements in curriculums from the 1980's to the 2000's shows proof that, in order to conquer the problems in History Learning up to the 1990's, the lesson content should not be fixed, to guarantee various contents and methods, and to connect them appropriately. The reform adopting a constructionism viewpoint satisfied these requirements.
The curriculum reforms promoted reform in History Learning in Germany adopting a constructionism viewpoint. In conclusion, the adoption of a constructionism viewpoint was a gradual shift from positivism to constructionism, and a very unique for Germany.