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La enseñanza de la Historia viene implicando un modelo didáctico principalmente transmisivo y un aprendizaje memorístico que no facilita la comprensión del hecho histórico ni su investigación. Aunque desde fines del siglo XIX podemos destacar importantes propuestas de cambio, nos detendremos en el último tercio del siglo XX para estudiar los grupos de innovación formados por profesores de bachillerato que promovieron nuevos paradigmas a través de sus modelos didácticos y proyectos para el aula. Por ello esta investigación pretende describir y comprender las propuestas de tales grupos desde sus fundamentos teóricos a los materiales publicados y experimentados. Los datos se recogieron mediante entrevistas y el análisis de los documentos generados por cada grupo de innovación. Se expone lo que caracterizó a aquellos proyectos didácticos y se evidencian los cambios en la enseñanza de la Historia que pretendieron, dejando constancia de estos referentes para las actuales tendencias de renovación pedagógica. The teaching of History has involved a mainly transmissive didactic model and rote learning which does not facilitate the understanding of the historical fact or its investigation. Although we can highlight important proposals for change since the end of the 19th century, we will focus on the last third of the 20th century to study the innovation groups formed by secondary school teachers who promoted new paradigms through their didactic models and classroom projects. Therefore, this research aims to describe and understand the proposals of these groups from their theoretical foundations to the materials published and experimented. Data was collected through interviews and analysis of the documents generated by each innovation group. What characterised those didactic projects is presented and the changes in the teaching of history that they sought to bring about, leaving a record of these references for current trends in pedagogical renewal.

Epistemic beliefs can have an important effect on teaching practices determining how teachers approach a discipline in the classroom in different contexts. The research reported on here focused on initial teacher education, assessing the pre-service social studies teachers’ epistemic beliefs about history, and their ideas regarding history education. We examined the way in which the beliefs of 59 Spanish participants had evolved after an intervention focused the fostering of historical thinking and understanding. A pre-test-post-test quasi-experimental design was applied, using the Beliefs about History Questionnaire (BHQ), which was supplemented by a qualitative approach. Results indicate progression, although it was more noticeable in pre-service primary education teachers who adhered to a more nuanced vision about historical knowledge and both objectivity and subjectivity. The way that participants with different conceptions about history thought about educational aspects were also examined and discussed. Findings suggest the effectiveness of educational interventions in initial teacher training to allow pre-service teachers to understand the specificity of this discipline.

Education is the most basic structure that shapes the future of a state and strengthens the existence awareness of the nation to which it belongs. The application area of this is shaped according to the content of the textbooks, the structure of the program the philosophies of education adopted and the policy of the states. In this study, Turkey-Afghanistan Revolution history and history textbooks contents, unit structure, were compared in terms of educational status. The research was designed in qualitative research design and descriptive analysis was done by using document analysis technique. Textbooks that have been in effect since 2017-2018 in both countries have been examined. This context, the textbook 7 in Turkey; There are 4 units in Afghanistan and the contents are prepared in accordance with the expanding environmental approach. Teaching methods are mostly used in the definition, explanation method, question-answer and group discussion techniques that address listening skills., temel yapı eğitimdir. Bunun uygulama alanı okullarda okutulan ders kitaplarının içerikleri, program yapısı, benimsenen eğitim felsefeleri devletlerin politikasına göre şekillenmektedir. Bu nedenle ders kitapları devletlerin tutumları hakkında bilgi veren önemli kaynaklardır. Bu çalışmada Afganistan’da 7. Sınıf; Türkiye’de 8. Sınıf düzeyinde öğretimi gerçekleştirilen ders kitapları incelenmiştir. Bu amaçla 7. Sınıf Afganistan tarih kitabı ile ve 8. Sınıf Türkiye Cumhuriyeti İnkılap tarihi ve Atatürkçülük ders kitapları içerikleri, ünite yapısı, eğitim durumları açısından karşılaştırılmıştır. Araştırma nitel araştırma deseninde tasarlanmış olup doküman analizi tekniği kullanılarak içerik analizi ve betimsel analiz yapılmıştır. Her iki ülkede de 2018 yılından itibaren geçerli olan ders kitapları incelenmiştir. Bu kapsamda ders kitaplarında Türkiye’de 7; Afganistan’da 4 ünite bulunmakta olup içerikleri genişleyen çevre yaklaşımı doğrultusunda hazırlanmıştır. Ders kitapları ulusal marşla başlamaktadır. Öğretim yöntemlerinde çoğunlukla dinleme becerisine hitap eden tanımlama, açıklama yöntemi ile birlikte soru-cevap, grup tartışması teknikleri de kullanılmaktadır.

Historical Encounters is an open access, interdisciplinary journal, dedicated to the empirical and theoretical study of: • historical consciousness; • historical cultures; and • history education. This special issue arose out of the symposium «Epistemic Cognition in History—insights into structure and practice» that was held at the 2018 Annual Meeting of the American Educational Research Association (AERA) in New York, organized by the first and third guest editors. In addition, it was inspired by the work of the second guest editor, an associate editor of Historical Encounters, who recently published a handbook chapter about epistemic cognition and historical thinking (Mathis & Parkes, 2020). Adapting Hofer’s (2016) domain-general understanding, we use the phrase “epistemic cognition in history” to refer broadly to individuals’ beliefs, concepts, thinking, and reasoning about knowledge and knowing in the field of history. → for citations see bibliography in the document, +repphzhbib2022A

Geschichte ist im Tourismus ein wichtiger Faktor. Dies haben Historiker*innen und Geschichtsdidaktiker*innen erkannt und reflektiert. Aber wie sehen dies die Tourismusverantwortlichen selbst? Public History Weekly hat mit Marcel Perren gesprochen. Er ist Tourismusdirektor in Luzern, einem weltbekannten Touristenort in der Schweiz., + ID der Publikation: phlu_17275 + Art des Beitrages: Artikel (Journal) + Seiten: 1 - 11 + Jahrgang: 11 + Medium/Art/Gattung: Public History Weekly + Sprache: Deutsch + Letzte Aktualisierung: 2023-06-29 15:55:20

This research analyzes the conceptions expressed by teachers about the advantages and limitations of teaching history and social sciences in the context of a pandemic. In addition, it contrasts the content of the narratives of history and social science teachers about the teaching of historical empathy, citizenship and democratic participation pandemic times. The type of study is framed in the qualitative paradigm and follows the methodological strategies of a case study in a school in the Metropolitan Region in Chile. We were able to collect the conceptions of the team of teachers belonging to the Department of History of this educational center, which serves students with socio-economic difficulties and within a context of social vulnerability. The results show that the context of the pandemic exacerbated the needs and difficulties of the students and their families by highlighting the problems of connectivity to virtual classes, the lack of motivation and the absence of a future perspective. However, this healthcare context has allowed participating teachers to incorporate historical empathy and themes such as the teaching of democratic citizenship and student participation as an alternative to a new educational scenario. La investigación se enmarca en analizar las concepciones que expresa el profesorado sobre las ventajas y las limitaciones de enseñar historia y ciencias sociales en contexto de pandemia, además de comprender y contrastar el contenido de los discursos del profesorado de historia y ciencias sociales, sobre la enseñanza de la empatía histórica, la ciudadanía y la participación democrática en tiempos de pandemia. El tipo de estudio se enmarca en el paradigma cualitativo y sigue las estrategias metodológicas del estudio de caso en una escuela de la Región Metropolitana en Chile. Hemos podido recoger las concepciones del equipo de docentes pertenecientes al Departamento de Historia de este centro educativo, que atiende a estudiantes con dificultades socioeconómicas y dentro de un contexto de vulnerabilidad social. Se aprecia en los resultados que el contexto de pandemia agudizó las necesidades y dificultades de los estudiantes y sus familias, destacando los problemas de conectividad a las clases virtuales, la falta de motivación y la ausencia de una perspectiva de futuro. Sin embargo, este contexto sanitario ha permitido al profesorado participante incorporar la empatía histórica y temáticas como la enseñanza de la ciudadanía democrática y la participación del estudiantado como una alternativa a un nuevo escenario educativo.

Esta investigación ha sido posible gracias al proyecto de I+D de «Generación de conocimiento» PGC2018-094491-B-C33 financiado por el Ministerio de Ciencia e Innovación y cofinanciado con fondos FEDER de la Unión Europea, gracias al proyecto 20638/JLI/18 financiado por la Fundación Séneca, gracias al proyecto “HistoryLab for European Civic Engagement: open e-Toolkit to train History Teachers on Digital Teaching and Learning”, subvencionado por el SEPIE en la convocatoria ERASMUS + KA226 [2020-1-ES01-KA226-HE-095430], y gracias al proyecto de investigación PID2020- 113453RB-I00, subvencionado por la Agencia Estatal de Investigación de España (AEI/10.13039/501100011033), El presente trabajo se aborda teniendo en cuenta los estudios que demuestran la vinculación que realizan los docentes en formación con la función lúdica o motivacional concedida a las TIC y a los recursos digitales, así como a partir de las investigaciones que exponen la asociación existente entre el enfoque de enseñanza centrado en el docente (ITTF) con un aprendizaje superficial y el enfoque centrado en el alumnado (CCSF) con un aprendizaje profundo. Sobre este enunciado, se plantea como objetivo general analizar los enfoques de enseñanza del futuro profesorado de historia en España y su relación con sus opiniones sobre el uso de recursos digitales en un aula. Para ello, se utilizó un diseño cuantitativo no experimental, con una escala Likert, en el que participaron 646 estudiantes del Máster de Formación del Profesorado de la especialidad de Geografía e Historia de 22 universidades nacionales diferentes, es decir, el 70% de los centros de Educación Superior que ofertan dicha titulación en España. Como conclusión general, el análisis estadístico realizado con los datos correspondientes a los enfoques del futuro profesorado de historia en España y su relación con sus opiniones sobre el uso de recursos digitales en un aula permite inferir que la validación y la fiabilidad de la herramienta aplicada es muy positiva; que existe una débil vinculación de los recursos digitales con los procesos educativos y; por último, que se destaca una relación significativa entre la aplicación de un enfoque de enseñanza concreto y una visión particular acerca del uso de los recursos tecnológicos., The present research is approached taking into account the studies that demonstrate the connection that teachers in training make with the playful or motivational role granted to ICT and digital resources, as well as from the research shown by the association between a teacher-centred teaching approach (ITTF) with superficial learning and a student-centred approach (CCSF) with deep learning. Thus, the general objective of this research is to analyze the teaching approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom. For this purpose, a non-experimental quantitative design with a Likert scale was used, in which 646 students of the Master’s Degree in Teacher Training in the specialty of Geography and History from 22 different national universities participated, that is, 70% of the universities offering this degree in Spain. As a general conclusion, the statistical analysis carried out with the data corresponding to the approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom allows us to infer that the validation and reliability of the applied tool is very positive; that there is a weak link between digital resources and educational processes and; finally, a significant relationship between the application of a particular teaching approach and a particular view about the use of technological resources is highlighted., Ministerio de Ciencia e Innovación, FEDER, Fundación Séneca, SEPIE, Agencia Estatal de Investigación de España

Should the luxury we currently enjoy of focusing our research mainly on debating and/or philosophising about the discipline of History in centres of Higher Education and Training (HET) not be transformed in the 21st century? Recently, the trend is that community engagement in these environments should become infused with the tertiary education sector vision by means of engaged research; and engaged, teaching and learning, and that HET scholarship should focus on community engagement that complements sustainable livelihoods. With this in mind a webinar was organised by North-West University’s Regional History Research Group. This was held on 29 November 2021, with the title “Engaging community/ ies in regional histories research: Sharing experiences and best practice.” Prof Sulevi Riukulehto (Finland), and Prof Sekibakiba Lekgoathi (University of the Witwatersrand) were among the prominent speakers. Interesting ideas and experiences of working with communities were discussed and ideas were put forward on community engagement in the process of fieldwork. Historians are familiar with working in communities and engaging with them proactively, especially with selected individuals in communities. However, for the most part this tends to remain a one-directional process with the purpose of reaching a specific research goal and often has little community agency. In this discussion – here viewed as a commentary – my aim is to instil debate; to rethink the historian’s involvement in communities and how this can encourage the involvement of the wider community. Therefore, this discussion will be presented in two major parts. In the first, a brief discussion is inspired by the Annales approach, and this is then infused with ideas from several theoretical approaches that are more recent. These will be considered for their possible role in historical analysis and how they might be useful to historians as historical tools. In the second part I argue for a 21stcentury approach to historical research that requires that historians associate more widely with communities close to their particular institutions/universities which will then function as spaces to allow students to learn from and to give back to the communities concerned. Thus, the positioning of (traditional) History in this visionary space for research, is linked to teaching and learning practices, particularly in undergraduate and honours modules. It is hoped that this will be a learning curve to gain and implement new, refreshing ideas that will contribute towards community sustainability and also create new research opportunities.

A relationship between school history and notions of citizenship is evident in the Australian context. In this way, it is important to reflect on the nature of the subject of history (Körber, 2011) and how socio-political forces have impacted discourses relating to its aim and purpose (Goodson & Marsh, 1996). This paper seeks to consider how literacies are historically embedded in history (mandatory) syllabuses in New South Wales (NSW), and the implications of this for a conceptualisation of literacy that acknowledges the changing nature of communication, and as a result, participatory citizenship. Following the linguistic turn, and acknowledgement of the importance of language to social practice, a successful approach to literacy in secondary school contexts should consider the language and literacies required for specific subjects, rather than common or foundational areas of literacy (Lo Bianco & Freebody, 2001), as are often the focus of standardised literacy assessments. Positioned as a history of the present (Popkewitz, 2011), official curriculum documents are examined covering the period of the 1990s to the early 2000s, prior to the implementation of the first national curriculum. It was found that there was a distinct and explicit separation of notions of literacy and understanding in official curriculum, as well as presenting information communication technologies (ICTs) and literacy as distinct (and separate) competencies. It is argued that if history education is to contribute to active citizenship, there is a need to reconceptualise this idea to align with emerging civic practices of the twenty-first century.

This article contains a comparative analysis of the narratives concerning the Great Patriotic War that can be found in textbooks in the post-Soviet republics of Central Asia. The aim of the study is to show the similarities and differences between these narratives and to reveal to what degree the picture of the conflict that was shaped during the Soviet period has been revised. At the same time, the aim is to juxtapose the contents of Central Asian textbooks with the narrative present in the Russian history education system. The analysis aims not only to identify discrepancies, but also to identify the reasons for the existing state of affairs and relate them to the politics of memory pursued in individual countries.

History education in many parts of the world is increasingly integrating the practices and sources of oral history. This rapprochement between the field of history education and the field of oral history presents an opportunity to allow students to engage with and develop the particular ways of thinking used by oral history practitioners and theorists. This study investigates how ‘oral historical thinking’ might be captured in a framework designed for educators, much like the various existing models of historical thinking, to support secondary students to analyse and interpret audiovisual interview sources in a way that emulates experts in the field. The study presents a prototypical ‘oral historical thinking framework’ and explores its possible applications to classroom teaching.

In response to the growing need for more relevant school history, the notion of historical consciousness has come to represent a way to help students understand the links between past, present, and future. However, translating the construct into practice in an ongoing puzzle in the field. Recently, efforts have been made to operationalize historical consciousness via a competency-based approach, but this is arguably problematic, because its proponents view historical consciousness as a hermeneutic quest for meaning yet operationalize it as a set path of mental processing. This article explores a different approach based on meaning-making practice. It does so through an extensive review and synthesis of the relevant literature, and based on the results, it suggests operationalizing historical consciousness through negotiating the presence of the past, inquiring about the past with the help of disciplinary and everyday habits of mind, and building a sense of historical being.

“Hexagon” is an innovative method for the Bulgarian educational system, aimed at developing the logical thinking and creative abilities of students. It not only updates or develops content-based learning material, but also its systematic application in lessons increases the ability to perceive. It allows to move from passive to active form of learning that builds sustainable cognitive interests in the subject of History and Civilizations.

PurposeThe purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.Design/methodology/approachCase study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.FindingsMajor findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.Originality/valueIn light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

The present study focuses on the development of intercultural values and attitudes in a linguistically homogeneous groups of students in the nation of Georgia. The aim of the research was to study:...

This article traces discursive shifts in the ways in which imperialism and European colonialism have been dealt with in the classroom in relation to the German history textbook Time for History (Zeit für Geschichte), which was published in 2010. It explores how the textbook’s representation of German colonial rule in present-day Namibia both raises awareness of and reproduces common colonialist-racist images of the “other” by demonstrating how its content is negotiated in year-nine history lessons, as observed over the course of an ethnographic study carried out in a German secondary school. The author assesses the complex interplay between discursive practices of negotiation, everyday educational practices and deeply rooted, colonialist-racist images of the “other” and, on the basis of this interplay, analyses how difficult it is to bring about content-based and discursive shifts in the classroom.

Existing research on history education’s role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplin...

The aim of this study investigated is to describe the influence of self confidence on public speaking skills at History Education Students of Jambi University. Data obtained by distributing questionnaires and then analyzed quantitatively with a correlational research design. The results showed: there was an influence of self confidence on public speaking skills at History Education student of Jambi University because the value of thitung (16,960) > ttabel (1,65) and the significance probability value is 0,000 < 0,05. It means that the higher self confidence of history education students also makes the higher public speaking skills. The magnitude of the influence of self confidence on public speaking skills at History Education Students of Jambi University is 66,5% and the remaining 33,5% is influenced by other variables outside of this study. From the results of this study, it's recommended that lecturers no longer only focus on models, media, or learning methods but also have to pay attention to the psychology and mentality of students who can influence their attitude during class, so there’s no assumption that students who are less active when appearing in front of the class are students who are not good at learning. Key words: Self Confidence, Public Speaking Skills

Memorial places and museums make use of Virtual Reality (VR) to make the past more attractive and tangible for young people (Schofield et al., 2018). For instance, some applications can bring contemporary witnesses which tell something about the Second Worl War as holograms in your living room and the memorial site Berlin Hohenschönhausen (Germany) offers visitors the possibility to get the impression what it was like to be a prisoner in the Stasi (state security service) Prison of the German Democratic Republic (GDR) in the 1980s. Reporting the atrocities of the past (e.g., second world war) is always emotional and those applications often make use of this emotionality to deeply involve individuals into the content and make the application more interesting (Rosenwein, 2001). Historiographers warn that especially producers of those VR applications must be aware about this extent of emotions that the VR content elicits as it could lead to emotional overload which has to be prevented to ensure the cognitive reflection of the seen content (e.g., Bunnenberg, 2020). Therefore, we ask which role the content’s emotionality of history VR applications plays when focusing on the potential for (historical) education. We will investigate whether the content’s emotionality evokes higher engagement into the presented historical content (subjective immersion (transportation, presence), emotional response). Furthermore, we will examine based on the Transportation-Imagery Model of Green and Brock (2002) the effects of engagement into historical VR applications on the individual’s cognitive and affective processing and enjoyment. Additionally, we will ask whether opportunities which encourage reflection processes can prevent emotional overload and persuasiveness of the presented historical content. Moreover, we will analyze the differences in individual’s engagement depending on different media types, to examine which role the presentation form of the (historical) VR content plays. We will investigate differences in presence, transportation, and emotional response between the usage of VR glasses (cardboards) and desktop VR. Moreover, we will examine outcomes to follower’s democratic/moral education, as to learn from the past is often mentioned as an important aim of the historical education (Brauer & Lücke, 2013). As the Model of Intuitive Morality and Exemplars (MIME, Tamborini, 2012) suggests that media content affects the individual’s moral, we assume that also historical immersive media affects the recipient’s moral values. Therefore, will examine the effects of historical VR on the individual’s moral values (Moral Foundations, Haidt & Joseph, 2006 ). As perspective taking is considered as the basis of moral development, and historical immersive media enables recipients to gain experiences there could not do otherwise, we will ask whether historical VR can support the moral development according to Kohlberg’s Theory of Moral Development (1958).

Increasingly, memorial places, museums, journalists, and historians use new media to make the past more interesting, tangible, and vivid for young people (e.g., Haydn & Ribbens, 2017). Also, in Germany public broadcasting (SWR & BR) started a project which brings Sophie Scholl for her centenary on Instagram. The Instagram channel, @ichbinsophiescholl, reports in real time the last ten months of Sophie Scholl’s life: from the start of her studies in Munich to her arrest and execution on February 22nd, 1943, for her resistance against the National Socialists. During this unique happening, we will have a look at the effects that come along with bringing historical persons to Instagram. Based on theoretical assumptions on parasocial interaction, we will examine the extent of parasocial relationship with the historical Instagram channel @ichbinsophiescholl is formed (e.g., Hartmann & Schramm, 2008). Furthermore, we will investigate, how individual differences, like political interest, and individual’s interactivity affect this parasocial relationship. Furthermore, as such kind of historical application are highly discussed throughout media and historiographers, we will examine the effects and potentials of parasocial interaction with the historical Instagram channel (@ichbinsophiescholl) on historical interest, historical consciousness (Pandel, 1987) and historical knowledge about Sophie Scholl. Moreover, we will investigate outcomes to follower’s democratic education, as to learn from the past is often mentioned as an important aim of the historical and democratic education (Brauer, 2013). Therefore, we will focus on empathy and moral orientation, as previous research already showed positive relationships between social media use and empathy (e.g., Vossen & Valkenburg, 2016; Prot et al., 2014). As empathy develops with the cognitive development and the confrontment with the individuals’ environment (e.g., Eisenberg & Strayer, 1990), especially social interactions are considered as basis of empathy development (e.g., recognition of emotion, mimicry). Therefore, we assume that parasocial interactions may have a significant effect on individual’s empathy and will investigate whether parasocial interaction with a historical person on Instagram could lead to higher values of empathy. We ask whether parasocial interaction processing has a positive effect on the follower’s empathy (cognitive and affective; e.g., Decety & Jackson, 2006). We will investigate whether effects on empathy through interacting with and following @ichbinsophiescholl on Instagram over time. Furthermore, as empathy is considered as basis of moral development (Kohlberg, 1958), we will examine to which extent such kind of historical education application can support moral development.

This study will investigate how history education shapes the way people explain the causes of social disparities. We will collect data from participants who have received various amounts of formal history education. We will present participants with a series of social disparities and ask them to provide written explanations for each disparity. We will also ask them how confident they are in their explanations, to rate explanations we provide for each disparity, and to complete scales assessing the extent to which they view the social world in general as reflecting groups’ biological nature versus historical events. In this initial exploratory study on this topic, we are interested to see the types of explanations students provide, feel confident in, and rank highly, overall. We are also particularly interested in (1) relations between these variables and history education, following our past work showing that education impacts this reasoning (Coley & Tanner, 2015). We expect that history majors may provide more explanations referencing extrinsic historical events, and fewer explanations referencing groups’ intrinsic biological natures, compared to freshmen and to non-history majors. However, we recognize that history education may also have the opposite impact, promoting essentialist explanations by portraying disparities as stable. Our study will allow us to adjudicate between these possibilities. We are also interested in (2) how act of explaining will shape participants' confidence ratings. We expect that the act of providing mechanistic explanations for disparities will temper participants' confidence in their understanding of each disparity, thereby extending previous works on illusions of explanatory depth (e.g., Rozenblit & Keil, 2002) into the social domain.

Motivation to learn history can be interpreted as a driving force for carrying out historical learning activities that come from within and also from outside the individual so as to foster enthusiasm in learning history. How strong an individual's motivation will determine the quality of the behavior he displays, one of which is the behavior of loving the motherland. A sense of love for the motherland needs to be cultivated in the soul of every individual from an early age who becomes a citizen of a country or nation so that the goal of living together can be achieved. This study aims to find out what is meant by motivation to learn history and how important is the feeling of love for the motherland in students. The essence of human beings as national and state creatures is to love their own nation and country. As a good citizen, you should have a sense of love for your nation. Proud to be part of the Indonesian nation is a light example in efforts to defend the country. The younger generation is one of Indonesia's assets in the future. Indonesian youth must have a strong sense of love for their country in order to become leaders in the future. Efforts to instill a cultural characteristic of this nation to differentiate it from people from other countries.In addition, the existence of a local culture that is inherent in Indonesian youth will be able to strengthen identity and pride as an Indonesian nation.

Seeing the learning process is a process of communication that school is a world that is bound by its own small communication. The success of an educational process is not only measured from the cognitive aspect of students, but no less important in terms of affective and psychomotor aspects are also determining factors for the success of an educational process. Therefore, in addition to family and the environment, when children enter the world of education, teachers also play an important role in shaping the attitudes of their students, especially attitudes related to students' sense of love for their homeland, namely student nationalism. By using the VCT model, educators are forced to slowly start instilling the values of nationalism. Through a learning model that is able to create a society that has an attitude of nationalism and patriotism to increase the behavior of nationalism of students so that they have character and temperament.

Based on the network teaching model, this article briefly summarizes the development of Chinese art history education in universities, analyzes the importance of integrating network teaching in Chinese art history lessons, and explores the integration strategy.

Before and after the introduction of western education to Nigeria by Christian missionaries, the teaching and learning of history was given pride of place, although the contents of school history privileged the Bible and English history by celebrating the importance of the arrival of the colonial powers with their religion. This position, indeed this narrative, was challenged and contested by Nigerian nationalists even before 1960. Therefore, the need to overhaul the curriculum content arose after independence in October 1960 which led tothe organisation of the 1969 Curriculum Conference. Part of the outcome of the conference was the emergence of the first Indigenous education policy in 1977. However, in 1982 History was delisted from the basic school curriculum and retained only as an elective subject in the Senior Secondary school. The outcry from stakeholders since then (over thirty years) recently reached a crescendo and has yielded a positive change, as History was reintroduced into the school curriculum in the 2018/2019academic session. This paper, therefore, addresses the following questions, with recommendations on how the study of History might be promoted at all levels of education in Nigeria: What was the position of history education in the past? Why was it delisted from the basic school curriculum? What were the consequences of the delisting? How did it find its way back into the basic school curriculum? After reintroduction, what next?

Based on Systemic Functional Linguistics (SFL) informed genre theory, this paper investigates the interplay between narrative and analytical representations of the past in texts used for history-educational purposes. In this paper, it is argued that the role of narrative merits further attention in history genre descriptions. Thirteen history texts, selected from a lower secondary history-instructional unit about European colonization, are examined. The examination of stages, narrative elements, and the way historical significance is expressed in these texts arrives at a re-calibration of the historical recount genre suggesting four distinct historical recount types with different configurations of a narrative-analytical interplay. The findings have implications for our understanding of the role of narrative elements in history texts, and further for genre-based approaches to instruction that concern reading and writing history texts.

The past is irrevocably gone. It thereby eludes our primary visual space. Now, as is well known, historical education is only possible when people turn to the universe of the historical and encounter it. Original sites where historical events took place seem to facilitate the access to history for people from the present., + ID der Publikation: phlu_14836 + Art des Beitrages: Artikel (Journal) + Seiten: 1 - 6 + Jahrgang: 10 + Medium/Art/Gattung: Public History Weekly + Sprache: Englisch + Letzte Aktualisierung: 2022-06-21 14:41:17

Existing studies history education in Japanese colonial period were mainly conducted on the basis of history education courses and textbook analysis. Of course, the impact of history education courses and textbooks is also significant for history education. However, it is difficult to discuss history education at that time except for teachers and students who teach and learn in actual classes. Therefore, deliberation and research on the practice of classes in history education are urgently and seriously needed. In this paper, we are going to look into practices of elementary history lesson through history teacher Evi Michitaka"s a teaching guide and teaching book. While Evi Michitaka worked as an instructor at Gyeongseong Normal School, he actively published 37 articles in the magazine of 『Education Research in Joseon』, including articles on history education, teaching guidelines, teaching materials, and teaching points. According to the result analyzing his writings, the purpose of his history education is to strengthen the ideology of the Japanese emperor, which was related to the fusion of Japan, Joseon and ideological education. In addition, methods of history education he proposed included ‘① empathy’, ‘② life guidance’, ‘③ use of visual teaching materials’, ‘④ child-centered learning methods’, ‘⑤ narrative methods’.

This article reports on the impact visits to community-based museums in a divided society, Northern Ireland, had on young people’s historical, political, and cultural understanding of the commemora...

In the last three decades, history education has focused overwhelmingly on inquiry. In teacher education, the recent turn to “Core Practices” or “High-Leverage Practices” (HLPs) has been applied to...

How can history pedagogy account for racialized experiences impacting historical thinking in the present? In contrast to a more universalized set of historical thinking skills, this article asserts...

Secondary education students do not usually perceive history as a subject connected with their lives, backgrounds and interests. At the same time, prospective and in-service teachers do not always ...

This article explores a key claim underpinning Russian official memory politics, namely, the notion that Russia’s past (and especially the role it played in the Second World War) is the object of a campaign of “historical falsification” aimed at, among other things, undermining Russian sovereignty, especially by distorting young people’s historical consciousness. Although “historical falsification” is an important keyword in the Kremlin’s discourse, it has received little scholarly attention. Via an analysis of official rhetoric and methodological literature aimed at history teachers, I investigate the ideological functions performed by the concept of “historical falsification.” I show how it serves to reinforce a conspiratorial vision of Russia as a nation under siege, while simultaneously justifying the drive toward greater state control over history education.

U.S. politics has been primarily focused on the exploration of presidential power. People have engaged in traditional Master Narratives with the examination of U.S. Presidents where their actions a...

Penelitian ini bertujuan untuk (1) mengetahui apakah penerapan metode inkuiri berbasis audio visual “Museum Bali” dapat menumbuhkan motivasi belajar mahasiswa, dan (2) mengetahui apakah penerapan metode inkuiri berbasis audio visual “Museum Bali” dapat menumbuhkan kesadaran sejarah mahasiswa. Penelitian ini merupakan penelitian tindakan kelas. Penelitian ini dilakukan dalam dua siklus dengan subjek penelitian seluruh mahasiswa semester III jurusan Pendidikan Sejarah Universitas Mahasaraswati Denpasar tahun akademik 2017-2018 sebanyak 26 orang. Metode yang digunakan pada penelitian ini adalah metode inkuiri. Hasil pembahasan menunjukkan bahwa motivasi belajar mahasiswa mengalami peningkatan, dengan indikator rasa ingin tahu mahasiswa meningkat setelah dilacak menggunakan angket motivasi pada proses belajar. Sementara itu, jika dikalkulasikan ke dalam angka maka pada siklus I sebanyak 16 mahasiswa belum mencapai ketuntasan dan 10 mahasiswa mencapai ketuntasan. Pada siklus II terjadi peningkatan, yakni sebanyak 17 mahasiswa mendapatkan skor 90, 3 mahasiswa memperoleh skor 110 sedangkan 6 mahasiswa mendapatkan skor 100. Dengan demikian dapat dikatakan bahwa sudah ada perubahan terhadap motivasi belajar mahasiswa secara signifikan. Sementara itu, aspek kesadaran sejarah mengacu pada rentang skor (100-120 Amat Baik), (90-99 Baik), (80-89 Cukup), (70-79 Kurang, dan (60-69 Sangat Kurang). Hasilnya menunjukkan bahwa data analisis tes angket kesadaran sejarah terhadap pembelajaran sejarah pada siklus I yaitu ada 13 mahasiswa mendapatkan skor terendah, 1 mahasiswa mendapatkan skor 77, 1 mahasiswa mendapatkan skor 78, 2 mahasiswa mendapatkan skor 79, 2 mahasiswa mendapatkan skor 80, 1 mahasiswa mendapat skor 86, 3 mahasiswa mendapatkan skor 88, dan 3 mahasiswa mendapatlan skor 89. Berdasarkan pedoman skor yang terdapat pada lembar observasi maka klasifikasi berada pada taraf Cukup. Pada siklus II, 19 mahasiswa mendapatkan skor di atas 90, 1 mahasiswa mendapatkan skor 112, 3 mahasiswa mendapatkan skor 103, dan 3 mahasiswa mendapatkan skor 120. Berdasarkan pedoman skor yang terdapat pada lembar observasi maka klasifikasi berada pada taraf Amat Baik.

Estella Lewis’s handbook for teachers, Teaching History in Secondary Schools, published in 1960, is examined to reflect upon the teaching of history in the UK during the postwar period, a text that...

The article is a review of the main theoretical discussions of the international scientific conference on history didactics, which was organized at the University of Graz (Austria) at the end of 2020. The results of the conference indicate the presence of transformational processes taking place in history didactics. This is true both in relation to its basic concepts (historical consciousness, historical thinking, historical culture) and the methods of teaching history. The main trends of this transformation can be called the central role of issues of intercultural dialogue and cognition in history lessons, the comprehensive use of the digital environment in teaching history, the migration focus of history education and the widespread dissemination of ethical issues, the history of everyday life in history lessons. It was noted that this aspects are correlated with the development trends of modern memory studies, which gives hope for further correlation and mutual enrichment of the two discourses. Key words: historical consciousness, historical thinking, historical culture, history didactics, ethics of history

History classes in Secondary Education form a teaching and learning space with practices that are nourished by two traditional epistemological and methodological models. To counter these models, a training program was carried out in the specialty of Geography and History of the Teacher Training Master’s aimed at changing their methodological and epistemological concepts and the design of innovative training units. The effects are evaluated through the implementation of these training units in curricular practices. This evaluation was with a pre-test and post-test formed by two scales (motivation and satisfaction). The analysis strategy was developed in two phases. In the first, the longitudinal factorial invariance is checked, progressively analyzing this invariance between the pre-test and post-test scales. In the second, a second-order growth model or factor curve is applied to assess the change in latent variables between the pre-test and the post-test. After the application of the program, a substantial increase in student motivation and satisfaction was observed. This increase was most visible in motivation, due to the low initial levels of the students.