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Students often have a negative perception of history due to the traditional methodology employed in most classrooms. The objective of this quasi-experimental research was to establish whether elementary students’ perceptions of history improved after a gamified project was introduced into the classroom, compared to a control group that followed a traditional methodology. Students completed a questionnaire on a Likert scale before and after the classroom intervention. The results showed significant differences between the groups (posttest) and within the experimental group (pretest-posttest). This initial exploration of this issue hopes to arouse interest for new research able to overcome the limitations of this study, such as the sample size.

The theory of epistemic beliefs has proven valuable in advancing history education through inquiry-based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory

The Batujaya site is one of the relics that reveal the historical heritage of Indonesia in the Hindu-Buddhist era. The objectives of this study are to; 1) Analyzing the study of historical concepts (Bernard Lewis in the case at the Batujaya Site and 2) Reviewing evidence of historical findings) at the Batujaya Site through the philosophy of structuralism (meaning of symbols in the temple area. This research uses qualitative methods (case study approach) through observation, interviews, and excavation reports. The results of the study stated that in the historical concept of Bernard Lewis related to the history of rediscovered has a connection with the discovery at the Batujaya Site which reveals lost history, and can be found by being reconstructed by historians through archaeological reports that have contributed to the collective memory of the Indonesian nation. In addition, the discovery at the Batujaya Site has structuralism meaning as evidenced by the existence of a temple stupa or Vivote Table symbolically about the beliefs of Buddhism.

Dünya üzerinde canlı hayatın başlangıcından bugüne bilimsel ve teknolojik gelişmelere her gün bir yenisi eklenmiştir. Sanayi inkılabı sonrasında bilgi akışının hızla artması neticesinde gelişmiş toplumlar bilgi üreten ve bilgiye bağlı olarak da teknoloji satan ülkeler haline gelmişlerdir. Öğretim programında bilim ve teknoloji alanında meydana gelen hızlı değişim sürecinde yer alan konuların ortaöğretim “Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük” ders kitabında nasıl ele alındığı yapılan bu incelemenin çalışma konusunu oluşturmuştur. Bu çalışmada araştırmanın temel problem sorusu “12. sınıf Türkiye Cumhuriyeti inkılap tarihi ve Atatürkçülük ders kitaplarında bilimsel ve teknolojik gelişmelerle ilgili konuların yeri nedir?” şeklinde belirlenmiştir. Nitel araştırma yönteminin kullanıldığı bu çalışmanın verileri doküman incelemesiyle yoluyla toplanmıştır. Çalışmanın veri toplama aracı olarak ortaöğretim “Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük” ders kitabı kullanılmıştır. Verilerin analizine başlarken önce öğretim programı ve programda yer alan kazanımlar bilim ve teknoloji konusu açısından incelenmiştir. Daha sonra öğretim programında yer alan konular ders kitabıyla eşleştirilmiştir. Sonuç olarak 12. sınıf T.C inkılap tarihi ve Atatürkçülük öğretim programı kazanımlarında bilim ve teknoloji konusuna sınırlı bir şekilde yer verildiği belirlenmiştir. Öğretim Programı ve ders kitabı karşılıklı incelendiği zaman öğretim programında mevcut olan kazanımların ders kitabında yer aldığı görülmüştür. Bilim ve teknoloji konularına ait görsellerin dağılımında makul denge dikkate alınmamıştır. İncelenen ders kitabında bilim insanlarına ait örnekler oldukça sınırlı bir şekilde yer almıştır.

While English for Specific Purposes (ESP) has demonstrated efficacy in multiple professional and academic fields, its application in humanities, particularly history, remains underexplored. This study addresses this gap by examining the effectiveness of a tailored ESP approach in enhancing English language proficiency among history students. The overriding aim of this research is to evaluate the potential benefits of integrating an ESP approach within history education, focusing on the specific linguistic needs and characteristics inherent in historical discourse, archaic language, and academic writing. The study poses a research question of whether a tailored ESP approach, designed around the linguistic demands of historical discourse, archaic language, and academic writing skills, can result in a significant improvement in these skills among history students. This quasi-experimental study involved two groups: a control group receiving a traditional English language course and an experimental group receiving an ESP-oriented course focusing on historical discourse, archaic language, and academic writing. Participants were subjected to pre- and post-intervention tests to measure the efficacy of the ESP approach. The experimental group demonstrated statistically significant improvements in all three areas compared to the control group. The observed benefits were not only statistically significant but also educationally meaningful. The findings point to the efficacy of the ESP approach in history education, suggesting a potential avenue for innovation in English language instruction. They also expose the need to align language instruction with the specific linguistic characteristics of the learners’ field of study, offering supporting observations for further advancements in ESP pedagogy. Future research should explore the long-term effects of the ESP-oriented approach on history students’ language proficiency and academic performance, ideally through a longitudinal study. Investigating the adaptability of tailored ESP programmes in other humanities disciplines beyond history could also yield data regarding their efficiency in diverse academic contexts.

Over the last three decades, research in history education has led to the development of more relevant, student-centred approaches to history curricula. Some researchers have argued that the mastery of historical literacy fosters individual students' personal attitudes or dispositions toward history, ranging from historical understanding to historical consciousness and empathy. This paper sets out to compare, to what extent and how, history curricula developed in Australia and Singapore have helped to encourage historical consciousness, and empathy in lower secondary school students and strengthen students' sense of relationality with those individuals and groups in society who are different from themselves. The comparative education approach adopted in this paper begins by briefly describing the social, political, and cultural context of each country before presenting a comparative analysis of the history curriculum documents of both countries. This analysis is discussed alongside personal responses from history academics, lower secondary classroom teachers, and senior teachers in charge of history. The findings indicate the two countries’ curriculum documents do seek to foster historical consciousness, while the comments of teacher participants demonstrated how their understanding of the curriculum documents had led to examples of empathy and relationality in their classroom teaching.

Learning about emotionally tricky topics sometimes creates educational tension among teachers and learners in the learning environment. In history education, one primary goal of teaching the subject is to promote empathic understanding among learners in the classroom. This study assessed 135 student-teachers ability to understand the actions of past historical actors. Specifically, it explored the student-teachers’ process of contextualising past actions and making moral judgments. The study adopted the qualitative research approach, where student-teachers wrote essays based on a letter Dr J.B. Danquah wrote to Dr Kwame Nkrumah with a follow-up think-aloud to explore the student-teachers thoughts on the letter. The study found that cognitive knowledge of the past promoted the student-teachers ability to contextualise the actors' actions. The student-teachers also viewed historical empathy as a dual construct by using moral and emotional expressions to empathise with the actions and decisions of the historical actors. The seeming suggestion brought forward by these findings is that student-teachers may be able to support their would-be students to empathise with the actions of historical actors in their pedagogical practices. It also points to a need for support in the training of student-teachers where the emphasis is placed on procedural and substantive knowledge as a necessary step for achieving historical understanding.

In the field of history education research, the analysis of the construction, circulation and appropriation of controversial and difficult histories has become a particularly relevant issue. Based on this line of research, the present study seeks to analyze the historical judgments of Spanish and Colombian students regarding processes of historical reconciliation, linked to situations of a controversial and difficult nature. To achieve this objective, a quantitative, non-experimental, survey-based design was employed. A total of 648 Spanish and 764 Colombian students from schools located in the cities of Murcia (Spain) and Bogotá (Colombia) participated by answering a closed questionnaire. The results show that ethical judgments on controversial issues, established on what is considered to be politically correct, are more frequent when the problem being evaluated is situated in a frame of reference external to questions of national belonging. However, such judgments tend to decrease, or assume a neutral standpoint, when the controversial issue is related to the individual’s own sense of identity. Thus, it is clear that the learning of difficult and controversial historical issues is not only built on a cognitive dimension. It is also supported by political, ethical and aesthetic dimensions, leading to the processes of making and receiving historical judgments being even more complex.

In the last years, history education has become a highly developed field, which is receiving considerable attention not only from educators but also from historians, philosophers of history, and social scientists in general. In this vein, seminal empirical and theoretical papers have focused on how history is taught to students and what are the different abilities that should be developed with the end to critically understand historical processes. These abilities are related to key concepts in the field such as historical thinking, historical consciousness, and historical culture. The aim of this paper is to focus on a matter not much considered in any of these approaches. This is to say, “where” the historical processes occurred. Usually the “where” implies a specific territory that is under dispute. In this vein, territories and their transformation through different time periods are represented by historical maps reproduced in atlas and textbooks. But these representations could have several bias and also tend to provide a number of incomplete ideas among the students and citizens in general. In relation to this, it is necessary study not only the features of historical maps but, also, how students appropriate them. This appropriation could be influenced by an essentialist view of the nation through historical master narratives. This is what we have found in our initial empirical studies in Spain and Argentina. Additional empirical studies are needed to improve history education studies from the point of view of the development of historical thinking and historical consciousness taking into account how historical maps and territorial changes are represented by both students and textbooks.

So far, history lessons are only textual in nature. For this reason, teachers must start preparing students to face the rapidly changing technological developments. Meanwhile, the need for human resources in the future is to be able to think analytically, collaboratively, and interdisciplinary. For this reason, this research will raise the application of STEAM through Project Based Learning as an innovation in learning history. Researchers use qualitative methods. First, reflection aims to bring students into the context of the problem and provide inspiration to students. At the research stage, more learning processes occur. In this stage, the teacher also guides the discussion more and determines whether students have developed conceptual and relevant understanding. The discovery stage connects research and information known in project preparation. Students begin to study independently and determine what is still unknown. At this stage, the students collaborate to find solutions. At the application stage, students test products made from previously determined conditions. The results obtained are used to improve the previous step. The final step is communication. The communication process is carried out to convey ideas. At this stage, the teacher and colleagues conduct a final assessment. In addition, teachers are also expected to be able to provide appreciation and constructive feedback. The results showed that STEAM in Project Based Learning for history learning proved to be effective in encouraging students' creativity, collaboration, and communication skills. However, this method requires careful planning. Some students are also not familiar with project learning.

Through analysis of curricular materials (syllabus documents and supplementary readers) from the late-nineteenth century to the present, this article explores the role of school curriculum in shaping understandings of Indigenous political aspirations in the Australian context. It juxtaposes curricular materials with significant occasions of Indigenous political activism in Australia since the late-nineteenth century: the Coranderrk campaign of the 1870-80s, the Wave Hill Walk Off in 1966, the establishment of the Aboriginal Tent Embassy in 1972, and the Bicentenary protests of 1988. From this analysis, five narrative sub-themes were developed—Invisibility, Benevolence, Obfuscation, Innocence, and Acknowledgement—which captured the ways that Indigenous sovereignty, nationhood, and political legitimacy had been represented. In drawing out some continuities and changes to curricular representations of First Nations’ and settler sovereignty, nationhood, and political legitimacy over a one hundred year period, this article highlights the uneven ways that curriculum has, and continues to, represent political possibilities on the Australian continent. This article offers insights for Nordic contexts where there are also contests about legacies of colonialism in the public sphere, including in education.

AbstractThe study looked at how the history curriculum was implemented in senior high schools in the Asuogyaman District of Ghana. The research used a mixed-methods research strategy, particularly the convergent design. The cluster sampling technique, proportional allocation and simple random sampling technique were used to choose a sample size of 200 Form 2 history students and censused 5 history teachers from four public senior high schools in the district. For the students, a 28-item questionnaire was used for data collection. The teachers were interviewed and their lesson delivery was observed. The qualitative data was organized into narrative themes, whilst the quantitative data were analyzed using means and standard deviations. The quantitative data was integrated with the qualitative data throughout the data integration process. From the findings, history teachers frequently used discussion, lecture, and question and answer methods of instruction. The teaching and learning aids used were supplementary textbooks and wall maps. The findings of this study point to the need to improve history teaching. As a result, head teachers of schools should encourage their teachers to lay emphasis more on the use of learner-centred teaching methods. Again, Ministry of Education should provide adequate instructional resources, especially audio and audio-visual resources to the schools.

The number of students passing History in secondary school has shown a downward trend recently. Among the factors contributing to the downward trend are that students think that History subject is difficult to learn as students require knowing many facts, and History is considered boring among school students. The younger generation is known to live with multiple devices, such as computers and mobile phones. However, using these devices in learning activities has not been actively adopted in the Malaysian school environment, and the system still uses a conventional method to deliver the syllabus. Using teaching aids such as interactive videos and gamification techniques helps teaching and learning activities become more interesting and effective through blended learning. The integration of gamification techniques in non-game settings, especially education, has rapidly increased to enhance learner motivation, engagement, performance and provide a better learning experience. The innovation in history education through gamification can be used in formal and informal education settings. History education through gamification techniques can contribute to a more flexible, innovative, and creative syllabus that can be used for face-to-face and online learning. Moreover, it is recommended that such education gamification be commercialized and included as a free source for all Malaysian students to ensure education reachability and accessibility. With this idea put forward, it is hoped that the policymakers and government may subsidies such applications to spark students' interest in learning History in a fun and interactive manner.

Issues of validity and reliability have an impact on the construction of tests. Since the 2010s, there has been increasing emphasis in Sweden on enhancing reliability in the large-scale test system to combat grade inflation. This study aims to examine how this increased focus on reliability has affected how the nature of historical knowledge is presented in the national test in history. Accordingly, it addresses the following research question: what kinds of epistemic cognition does the test communicate to students? The concept of epistemic cognition builds on Kuhn et al.’s discussion on epistemic understanding, regarding the balance between the objective and subjective dimensions of knowledge. Furthermore, the concept of companion meanings is used to establish a connection between the items in the test and students’ epistemic cognition. The findings show that the selected-response tasks predominantly communicate an objective dimension of historical knowledge, while the constructed-response tasks communicate both subjective and objective dimensions of historical knowledge. The findings regarding the offerings of epistemic cognition are discussed in relation to validity, reliability, item formats and classroom practices.

IntroductionIn our globalised world, the goal of cultivating a rigid national identity through school history should be replaced by the goals of developing global citizenship and safeguarding democracy. School history should thus balance the feeling of belonging to the state with the feeling of being a global citizen by building students’ intercultural competence through historical thought, conscience, and empathy. To this end, the main purpose of this research is to examine teachers’ perceptions of the best teaching strategies and practices to cultivate students’ intercultural competence through history education.MethodsThe study is implemented in Cyprus, as it provides for a context of conflict, in which history education is called to play a catalytic role in building reconciliation. Interviews were carried out with 18 high-school history teachers.ResultsBased on teachers’ perspectives, three thematic categories emerged from the data analysis; namely: (a) history teaching through an interdisciplinary approach, (b) history teaching through historical sources, and (c) history teaching through collaborative learning.DiscussionThe study bears wider implications for history curricula, teaching methodologies, and teachers’ training.

This paper analyzes the conceptions of Ibero-American secondary school teachers about the role of history teaching in creating collective identities, and how heritage can impact history classes. We applied a peer validated questionnaire to 283 history teachers from seven countries, analyzing their answers using a deductive-inductive method supported by IBM SSPS software (version 23). The analysis reveal that heritage continues to have little presence in lessons, mostly used as an example of historical narratives that highlight the national identity over others.

Bu araştırmanın amacı, bireyi bir bütün olarak kabul ederek yetişkinlerin biliş, duyuş ve davranış boyutlarını kapsayan tarihsel empati eğilimlerini belirlemek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Dört farklı çalışma grubu kullanılan bu ölçek geliştirme çalışmasında, her bir grup, amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemiyle belirlenmiştir. Çalışma grubu ise Türkiye’nin farklı illerinde yaşayan toplam 1132 yetişkin bireyden oluşmuştur. Çalışma grubu açımlayıcı faktör analizleri (AFA) için 322, doğrulayıcı faktör analizi için (DFA) 381, ölçeğin ölçüt-bağıntılı geçerlik çalışmaları için 356 yetişkin bireyden oluşmaktadır. Ayrıca test-tekrar test güvenirlik için çalışma grubu ise Marmara bölgesindeki bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 73 bireyden oluşmaktadır. Açımlayıcı faktör analizi sonucunda toplam varyansın %57.25’ini açıklayan “biliş”, “duyuş” ve “davranış” olmak üzere üç alt faktörden oluşan 16 maddelik bir ölçme aracı elde edilmiştir. Ölçeğin tamamı için hesaplanan iç tutarlılık güvenirlik katsayısının .88; birinci faktör için .85, ikinci faktör için .82 ve üçüncü faktör için ise .80 olduğu tespit edilmiştir. Ölçeğin test-tekrar test güvenirlik katsayısının .77, birinci faktör için .72, ikinci faktör için .73 ve üçüncü faktör için .70; alt ölçeklerin madde-toplam korelasyonlarının .48 ile .62 arasında değiştiği ve %27'lik alt-üst grupların ortalamaları arasındaki tüm farkların anlamlı olduğu belirlenmiştir. Sonuç olarak yetişkin bireylerin tarihsel empati eğilim düzeylerini tespit etmek için geliştirilen “Tarihsel Empati Ölçeği-Yetişkin Formu” ölçek geliştirme çalışmalarının psikometrik ölçütlerini iyi derecede karşıladığından geçerli ve güvenilir bir ölçek olduğu saptanmıştır. Empati kavramının kuramsal yapısıyla da uyumlu olduğu görülen ölçek; bilişsel, davranışsal ve duyuşsal olmak üzere üç boyuttan oluşmaktadır. Geliştirilen bu ölçek ile yetişkin bireylerin tarihsel empati eğilimlerini belirlemeye veya ilgili kavramlarla açıklamaya yönelik ilişkisel çalışmalar yapılabilir.

DANIŠKOVÁ, Zuzana. The Key Concepts of Historiography Applied in Primary Education. Historický časopis, 2023, 71, 1, pp. 147–160, Bratislava. The manuscript deals with primary history education as a part of integrated subjects at primary education level (ISCED1) in Slovakia. This level of education requires deeper interest and attention from the perspective of the didactics of history, because it forms the basis for the understanding of historical time. It involves rethinking a set of tasks that stimulate the student to understand time relationships. Later, at the higher level of education, we need the conceptual structure with clear educational aims, towards which the historical content of the primary level of elementary school should be directed.

Historical figures have been increasingly brought into the Instagram world, providing insights into the past from a first-person perspective by addressing followers in stories or posts. This type of representation promotes the parasocial interaction (PSI) that creates the illusion of a face-to-face interaction with a media figure. This suggests the possibility that historical Instagram accounts might offer a novel platform for history education. This longitudinal study investigates PSI via actual interaction (e.g., liking and commenting on posts) with historical figures on social media. It uses the results to analyze educational potential in terms of several outcomes: interest in and knowledge about the historical figure and awareness of the historical characteristics and fictional nature of the accounts. To achieve this, followers of the German historical Instagram account @ichbinsophiescholl were surveyed at two time points (N t1 = 239; N t2 = 84). The findings reveal that actual interaction is positively related to the experience of PSI. In turn, PSI was supported by participants’ general interest in history. PSI did not increase over time but was positively associated with interest in the historical figure. Furthermore, followers experiencing PSI were more aware of the historical characteristics of the account but less aware of its fictionality.

Türkiye Cumhuriyeti, başlangıcından bu yana tarih yazımı ve öğretimi konusunda dönemsel olarak farklılaşan bir takım önceliklere sahip olmuştur. Tek parti döneminin önceliklerinden biri yeni bir ulus inşa etmek olduğu için, buna uygun bir tarih öğretimi kaçınılmazdı. Türk Tarih Tezi ile başlayan dönemsel arayışlar, Cumhuriyet neslinde oluşturulmaya çalışılan “biz” şuurunun bir de “diğerleri” kısmını birlikte oluşturmuştur. Tek parti döneminde, geçmişle yüzleşme ve yeni bir gelecek inşa etme kaygısındaki elitlerin, bu geçmişin bir parçasını oluşturan Araplarla hesaplaşması kimi zaman dinin toplumdaki rolüyle yüzleşmesini de beraberinde getirmişti. Ancak ülkedeki toplumsal dönüşüm ve uluslararası gereklilikler tek parti dönemini bitirdiğinde, yıllardır inşa edilen birçok müfredat maddesi ile birlikte Arap imajı da değişmeye başladı. Geçmiş ders kitaplarında dine, Ortadoğu’ya ve Araplara dair sıklıkla rastlanılan üslup yerini yeni bir dile bıraktı. Cumhuriyet tarihinin ilk iki döneminde yazılmış tarih ders kitaplarındaki bu dönüşüm, tarih yazımının dönemsel ihtiyaçlara boyun eğse dahi uzun vadede kendi gerçeklerini dayatacağını göstermiştir.

This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M=764) and Spanish (N=648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied.

This article explicates how different approaches to teaching history can enforce diverse strategies for dealing with uncertainty. Descriptions of three types of historical pedagogy are analysed as three kinds of modelling systems derived from Juri Lotman’s theory of semiotics of culture: myth-type modelling, scientific modelling, and play-type modelling. The paper argues that the connection between pedagogical approaches and uncertainty, as an experience that occurs at the limits of knowledge, can be modelled as the relation between a semiotic system and its boundary. The nature of this relation can differ depending on how the division between the internal and external space of the semiotic entity is perceived. Different types of modelling systems establish distinct patterns in order to deal with the indeterminacy of the borderland area. In the process of learning, these patterns can be viewed as semiotic strategies that various pedagogical approaches enforce when arriving at the limits of knowledge and facing the situation of indeterminacy that can cause students to experience uncertainty. Three different strategies are discussed in the context of history education: avoiding uncertainty in the case of the collective memory approach, addressing uncertainty in the case of the disciplinary approach, and accepting uncertainty in the case of the post-modern approach to teaching history.

This study aims to explore and uncover another side of the potentials of Sunan Bonang’s Tomb in relation to its use for educational purposes. Its main focus is the utilization as a learning resource. Through a qualitative research under a case study approach with descriptive data. The data analysis start from data collection through observation, and interviews with local figure and site functionary, also documentation as support. Then step into data reduction, and subsequently the data presentation, later on draw the conclusion of research results. The Results showed that the Tomb of Sunan Bonang contains various potentials that can be utilize in relation to be as a learning resources. From the geographically and architecturally, The Sunan Bonang’s tomb possess opportunities as a learning resource such in Islamic education, history education, moreover multicultural and character education. Its use in the learning process can be through direct or indirect.

Revolution history research involves many elements—such as the teacher, student, course curriculum, and textbook—presenting the solutions in the context of the current situation. With the research question “What are the opinions and suggestions of teachers of the Secondary Education Turkish Republic Revolution History and Kemalism course about the new curriculum?”, this research examines the fulfillment of the 2018 Secondary Education Turkish Republic Revolution History and Kemalism Course Curriculum by the case study methodology. In this context, a questionnaire consisting of 18 open-ended questions covering the basic components of the curriculum, such as objectives, content, instructional methods, and evaluation was developed. The questionnaire was administered online in two academic semesters to 25 history teachers working in public and private secondary education institutions affiliated with the Ministry of National Education (MEB) in Çankırı who were teaching the Turkish Republic Revolution History and Kemalism course. In the current research, the following conclusions were drawn: the duration of weekly course hours limits the fulfillment of course goals and learning outcomes, depth of content presentation, and instructional methodologies used; teachers have primarily favorable opinions about the objectives, but they identify some factors that limit the achievement of the objectives; teachers draw attention to the borders of the course, newly added topics, and the chronology in the determination, organization, and dealing with the content; although it is stated that more than one teaching method can be used in the instructional process, generally direct teaching is used; the traditional and alternative approaches are preferred together by indicating variety in the evaluation; teachers explain mainly methodological phenomena in the strengths of the curriculum, however they make explanations that focusing on content component, in comparison of the curriculum with the previous curricula, and on the weakness of the curriculum.

Ethiopia is a home of nations and nationalities. In countries with diverse nations and nationalities, such as Ethiopia, history education plays an important role in promoting national consensus, unity, and peaceful coexistence. The main aim of this study is to investigate how the history of all Ethiopian peoples has been incorporated into the secondary school historical education curriculum. To address the intended objectives, the researchers conducted interviews with key informants who are familiar with the contents of Ethiopian history education materials, as well as document analysis of books, articles, journals, theses, history syllabi, history teaching materials, and other relevant historical sources were also examined. The findings gathered through interviews, and document analyses were cross-checked with existing literature and qualitatively analyzed. The study's findings reveal that the secondary school history education curricula has been revised from time to time to organize history education based on Ethiopian realities. The study findings indicate that the secondary school history curriculum did not accurately reflect the country's history. Ethiopia is a country in the Horn of Africa with over 80 ethnocultural and linguistic groups. The study also reveals that secondary school history teaching materials still today lack comprehensiveness and do not accurately depict the history of Ethiopia's nations, nationalities, and peoples. The study emphasizes that Ethiopian history teaching materials contents have been dominated by political history, certain regions and foreign history rather than the history of the diverse Ethiopian populations. There are still complaints concerning the content of Ethiopia's history education curriculum. So, it is recommended that historians, educators, curriculum designers, and stakeholders at the local, regional, and national levels work together to incorporate the Social, political and economic history of all Ethiopian peoples into the national history curriculum in a balanced manner.

An extensive study of the representations of Europe in history textbooks has been conducted with regards to Italian lower secondary school (Pingel 1994, 2000, 2003a, 2003b; Cajani 2003). These studies have included considerations upon the history of European integration, although this was not their exclusive topic. To date, however, few pieces of research have addressed how the history of European integration is dealt with in Italian textbooks for upper secondary school (Accardo, Baldocchi 2004; Challand 2009). The present paper examines how curricula and textbooks portray the integration process in upper secondary school. It focuses on the position they attribute to Italy in different phases and the extent to which they use recent findings of historiography.

This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that there are some aim and learning objectives embedded in the textbooks and syllabi to cultivate unity and patriotism, and promote democratic values that facilitate nation building. Except in the context of Rwanda and USA, in all countries national history textbooks gave more emphasis to regional and global topics than national topics. In Rwanda, South Africa, and Ethiopia centrally prescribed one-size-fits-all contents focused on national narratives that appear to intentionally overlook ethnic-narratives. After the historic genocide in Rwanda and apartheid in South Africa, history textbooks focused on peace and reconciliation, and settlement of ethnic and race-based clashes. In the United States, Switzerland, and Germany, the instructional materials’ preparation process is decentralized to regional states or cantons. Except in South Africa, virtually in all countries, history is a compulsory subject. In Ethiopia, South Africa, and Switzerland history is taught as a separate subject, where as in the remaining countries it is taught as a combined social studies subject. Vis-à-vis the pedagogy, learner-centred methods and continuous assessment techniques appeared in the curricula often. The main lessons for Ethiopia include the need to incorporate more contents that help to ensure peace and national understanding, settle ethnic-based clashes, and facilitate national integration and the nation-building process.

Comparative and reflection on history education across national and cultural boundaries has shown that regardless of different traditions of history education, legislative interventions and research, some questions are common to research, debate and development, albeit there are both differences and commonalities in concepts and terminology. One of the common problems is the weighting of the components “knowledge”, “historical consciousness”, and “skills” or “competencies” both as aims of history education and in their curricular interrelation with regard to progression. On the backdrop of a long standing debate around German “chronological” teaching of history, making use of some recent comparative reflections, the article discusses principles for designing non-chronological curricula focusing on sequential elaboration in all three dimensions of history learning.

Bu çalışmanın amacı Türkmen öğrencilerin tarih ve kimlik hakkındaki düşüncelerini tespit etmektir. Bu amaç doğrultusunda, Türkmenistanlı öğrencilerin Türk kavramı, tarih kavramına yükledikleri anlamlar incelenmiştir. Bu durumu daha iyi anlamak için öğrencilerin tarihte kendilerini hangi devlete yakın hissettiklerine, günümüzde devletlerine dost ve düşman olan ülkelerin hangileri olduğuna, tarihteki kahramanlarının kim olduğuna, ülkelerindeki tarih dersleri ile Türkiye’deki tarih dersleri arasında fark olup olmadığına yönelik sorular yöneltilmiştir. Öğrencilere eğitim için neden Türkiye’yi tercih ettikleri de sorulmuştur. Nitel araştırma yönteminin benimsendiği bu araştırmada olgubilim modeli kullanılmıştır. Örneklem seçiminde kartopu yaklaşımıyla otuz altı Türkmenistanlı öğrenciye ulaşılmıştır. Araştırmacılar tarafından oluşturulan “soru formu” ile uygulama yapılmış ve yapılan uygulamadan elde edilen veriler içerik analizi yöntemiyle değerlendirilerek frekans değerleri ile tablolar halinde sunulmuştur. Öğrencilerin soru formunda yer alan bazı sorulara birden çok cevap vermelerinden dolayı, bazı tablolarda öğrenci sayısı ile frekans değerleri arasında farklılıklar oluşmuştur. Araştırmadan elde edilen bulgulara bakıldığında, Türkmen öğrenciler tarihi geçmişi araştıran bir bilim olarak görmektedirler. Türkmenistanlı öğrencilerin dost devleti büyük oranda Türkiye olarak görürken, Afganistan’ı tehlike bir devlet olarak tanımlamışlardır. Araştırmaya katılan öğrenciler en büyük kahramanları Köroğlu ve Korkut Ata olarak belirtmişlerdir. Türkmen öğrenciler, Türkiye ile Türkmenistan tarih dersi konularının yakın tarih hariç hemen hemen aynı olduğunu söylemişlerdir. Türkmenistanlı öğrenciler eğitim için Türkiye’yi tercih etmelerinin nedenlerini ise kültürel yakınlık, dil benzerliği ve Türk üniversitelerindeki yüksek eğitim seviyesi olarak ifade etmişlerdir.

The formation of the institute of postgraduate studies in history in the USSR in the 1930s is examined in the article. The sources used are published legislative acts, journalistic materials, archival data. The relevance of the study is due to the fact that the proposed problem was often considered in the context of the history of scientific and scientific and educational institutions or exclusively through regulatory legal acts without taking into account the practice that actually existed and developed under the influence of the community of scientists. Using the materials of curricula for the training of graduate students of Moscow University, Leningrad University, the Institute of History of the Academy of Sciences of the USSR, as well as using the individual plans of graduate students, the author proves that the older generation of historians sought to integrate pre-revolutionary standards and mechanisms for training dissertation candidates into the new conditions of Soviet power. It is stated in the article that, despite the publication of numerous decrees, instructions, rules by government structures in relation to the institute of graduate school in the 1930s, there were no clear recommendations on the nature of the process of training scientific personnel. Supervisors of post graduate students, as a rule, themselves determined the scope of requirements for applicants. The author reveals the relative freedom of historians in determining the conditions and scientific criteria for entering the scientific community of neophytes.

Background: The history essay, and historical writing, are crucial forms of assessment in History throughout primary and high school education. This article draws from an autoethnography of teachings in a pre-service history teachers’ school classroom. This article discusses obstacles students experience in conceptualising and writing the history essay. A tool is introduced to overcome these obstacles. Aim: This article presents a possible intervention in the form of a classroom tool. Setting: This classroom tool is presented in a pre-service history teachers classroom (tertiary). It is presented as a method to teach history in classrooms of senior phase (SP), intermediate phase (IP), and further education and training (FET) phase. Methods: This article uses a qualitative methodology that draws on autoethnography and reflective teaching methodology, allowing me to understand and analyse the processes taking place in my own classroom. This was authorised with an ethics protocol number (H18/10/10). Results: The observations from the case study class showed that the tool provided possibilities for understanding the mediation of knowledge used in an essay, in a way that facilitates critical thinking and voice. Conclusion: This tool provides a possible class intervention that can range from primary to high school. It allows teachers to understand what levels their students’ thought need to operate on to teach essay and paragraph writing. Contribution: This spiderweb tool can be used directly in class to demonstrate how the different points of knowledge relate to each other in making an argument. This supports critical thinking and the development of voice.

Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement—for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture. Yet beyond language and content scans, teachers rarely examine or utilize musicals for how their narratives (mis)represent racial communities. This critical film analysis of three film musicals, using the theoretical framework of history production, reveals themes of historical morality, romantic relationship and race, and implicit/explicit racial messaging. Although troubling in their overall contribution to racial projects, film musicals can in fact be an opportune way to engage in the complexities of teaching race and racism in educational spaces when treated as critical curriculums.

This project-based research falls within ​​visual sociology in history education, which focuses on integrating local cultural heritage through digital photovoice (DP). It aims to build the students’ historical and cultural identity to preserve Indonesian cultural heritage. However, research on DP in history education is still scarce and understudied. Grounded in the Project-Based Learning (PBL) theory, this study explored how DP facilitated the students’ history learning of the local heritage. Forty-one history education students from an Indonesian public university agreed and consented to participate in the study. Data were analyzed from the PBL portfolio, student-created DP, and focus group interviews (FGI) with the students. As a result, the study highlights three key findings that PBL-DP integrated strategy: 1) facilitated and increased the students’ learning engagement, participation, autonomy, collaboration, and activeness in learning activities, 2) encouraged the production of student-created digital photovoice, and 3) promoted their historical and cultural identity. The implication of this study suggests integrating DP into history pedagogy and history teachers’ professional development.

Even though recent decades have borne witness to an increased educational interest in teaching the Holocaust, academic stances on why the topic should be taught still vary significantly. The aim of this paper is to present teaching interventions that would help educators to navigate through one of the most important open questions in Holocaust education: the question of aims. Three Holocaust-related teaching interventions, which themselves use open questions as the basis for teaching and learning, are presented and analysed. The open questions, as the background, allow the educators to simultaneously shift between various teaching aims. The interventions addressing the question of heroes, victims and bystanders, causal analysis of the Holocaust, and the responsibility of the Allies for the escalation of the Holocaust, are arranged in such a way so as to lead students from their day-to-day knowledge, through historical concepts, finally ending up addressing more abstract concepts. The analysis draws on literature related to both Holocaust education and the teaching of controversial issues, and covers a range of topics; from practical to more philosophical

After the 1991 separatist region of Transnistria developed its own education system, provided with normative acts, including curriculum and textbooks. History education is part of the official discourse and focuses on Transnistrian interests. In many cases, textbooks are based on Soviet historiography, and Western neighbors are treated as enemies. The author of the present article analyzes, in particular, Chapter IX of the textbook for the ninth grade, which deals with the formation of the separatist republic and the Dniester War of 1992, which is described by the authors of the textbook as “Moldova’s military aggression against the Transnistrian people.” The facts presented in this textbook are unilateral, trying to demonstrate the “aggression of Moldova” on the districts on the left bank of the Dniester. Although, at the end of the topic, the authors consider that this military conflict was “a bloody war”, they insist more on the “sufferings, losses and victims” of the inhabitants of this region. There is a total lack of critical, comparative, and balanced approach to these sensitive events for the recent history of the Republic of Moldova. The discourse is aggressive and hateful, which is not acceptable, it is against international conventions and agreements between the representatives of the warring parties. The main problem in relations between Chisinau and Tiraspol is the lack of effective communication. But education should be one of the most important tools in conflict resolution.

Due to the understanding of national history, states give priority to their national history in history textbooks. However, nations with a common past, interconnected and regionally close have historically similar aspects and common pasts. Another factor that facilitates this phenomenon is the great states in history that dominated large geographies. In this sense, the Great Seljuk State has the feature of being a state that is mentioned both in Turkish history and in the geography where it was founded and under its rule. In this study, it is aimed to analyze the Seljuk history subjects in the history and social studies textbooks recently taught in Iran, Azerbaijan, Turkmenistan, Iraq, and Turkey secondary schools located in the Seljuk geography. In the research the descriptive screening method, which is widely used in the social sciences, was used. The historical subjects of the Great Seljuk State were divided into periods and a comparison was made between the textbooks. On the history of the Great Seljuks in the textbooks, it has been focused on which subjects are mentioned and how the subjects are depicted with an image. Are questions that reinforce historical subjects and measure students' success included in the textbooks? Are there reading passages and visuals, where the student can better understand historical subjects, etc. The answers to the questions were sought. The results obtained in the study are tabulated. As a result of the study, there are differences in the information outside of some basic topics such as the Battle of Manzikert, the topics focused on, and the educational layout of textbooks.

In this interview with Arthur Chapman, history education during the time of pandemic, students' involvement in decision making processes in history education, whether or not it is possible to have a global understanding of history education, students' perception of history were discussed.

Social interaction has been recognized as positively affecting learning, with dialogue–as a common form of social interaction–comprising an integral part of collaborative learning. Interactive storytelling is defined as a branching narrative in which users can experience different story lines with alternative endings, depending on the choices they make at various decision points of the story plot. In this research, we aim to harness the power of dialogic practices by incorporating dialogic activities in the decision points of interactive digital storytelling experiences set in a history education context. Our objective is to explore interactive storytelling as a collaborative learning experience for remote learners, as well as its effect on promoting historical empathy. As a preliminary validation of this concept, we recorded the perspective of 14 educators, who supported the value of the specific conceptual design. Then, we recruited 15 adolescents who participated in our main study in 6 groups. They were called to experience collaboratively an interactive storytelling experience set in the Athens Ancient Agora (Market) wherein we used the story decision/branching points as incentives for dialogue. Our results suggest that this experience design can indeed support small groups of remote users, in-line with special circumstances like those of the COVID-19 pandemic, and confirm the efficacy of the approach to establish engagement and promote affect and reflection on historical content. Our contribution thus lies in proposing and validating the application of interactive digital storytelling as a dialogue-based collaborative learning experience for the education of history.

This article provides an in-depth analysis and discussion of the global-historical theory of the so-called Rise of the West during the Early Modern Age and the commonly named Age of Discovery. This theory is covered from the point of view of history education in order to question and provide a criticial examination of the framework. On the one hand, the controversial state of research of the topic is outlined, focusing on the main theoretical debates and some of the most noteworthy ideas under discussion. On the other hand, a discussion is also provided regarding some of the special requirements and essential conditions for an implementation of the idea of the Rise of the West in the curriculum. These notions are linked to both the traditional and current narratives that can be found in the German and Spanish national contexts. From this point of view, the politics of history of both nations are outlined, and, in addition, in order to provide some exemplifications, a selection of history textbooks from previous decades have been also examined in order to analyze the way some of the narratives and these themes are presented. A series of categories, including historical myths, and the Rise of the West as a special category, as well as its institutional dimensions are also discussed in order to showcase the potential of the theory and some of the shortcomings that were detected from the perspective of history education.

Effectively teaching the subjects of the National Struggle is very significant in the students gaining awareness of citizenship and forming their national identity. Thanks to this subject, it is aimed to educate students as effective citizens who know their duties and responsibilities towards the Republic of Turkey and make these as their behavior. In this direction, the aim of the research is to reveal the views of secondary school students about the National Struggle period. The study group of this research in which the qualitative research method is used, consists of a total of 70 students, 32 of whom are women and 38 of whom are men, who are studying in different secondary schools (Vocational High School, Anatolian High School, Imam Hatip High School) of Ministry of National Education in Antalya province in the first semester of the 2020-2021 academic year. An easily accessible sampling method was used in the research. This sampling method was chosen because the research was conducted during the epidemic period (considering that face-to-face interviews were not possible and online interview opportunities were limited for students). The research data were collected with a questionnaire consisting of 6 open-ended questions created by the researcher. The data obtained from the research were analyzed by descriptive analysis. When the results of the research are evaluated in general, it can be said that the students in the study group said the National Struggle period was one of the periods they wanted to live in among the historical periods, they looked positively towards living in the National Struggle period, as the people they wanted to be in this period, they said the names of those who directed the National Struggle, and they expressed more of good events for the period and they had positive opinions about the importance of the National Struggle period.

The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.

At present, there is a great deal of research demonstrating the educational potential of heritage for the teaching of history. However, relevant studies have shown that, although it is a resource which is widely valued by teachers, its incorporation into the classroom remains limited. The aim of this study is to analyze the opinions of teachers in initial training regarding the use of heritage in the classrooms and to inquire about their relationship with their own teaching approaches, given that these may influence the use or evaluation they make of this resource. This study, which is non-experimental and quantitative in nature, has employed as a research tool a questionnaire with the participation of 646 students of the master’s degrees in Teacher Training in Geography and History of 22 different universities, representing 70% of the universities that offer this degree in Spain. The most significant results show a broad interest in heritage among future secondary education and baccalaureate level teachers, although there is a preference for heritage resources more linked to their undergraduate studies (History, History of Art, Archeology) compared with heritage resources of a technological nature. Regarding teaching approaches, it has been observed that those who present a student-based approach (CCSF) value heritage more highly. Given these results, we consider it necessary to improve the initial training of teachers regarding existing heritage resources and to adapt teaching approaches in order to achieve a greater integration of heritage in history education.