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This case study of the Russian Empire, based on the analysis of more than 100 primary sources in the form of textbooks on domestic history (uchebniki otechestvennoi istorii) and archival documentation, is intended to help understand the evolution of the formation of domestic history as a school subject as an integral part of the imperialist state's historical policy. The essence of the work was an attempt to periodise the development of the educational narrative as one of the components influencing the mentality of the Russian population – or rather, certain segments of it – and the extent of this phenomenon from the point of view of postcolonial studies. Special attention was also paid in the text to considerations based on discourse analysis of how the history of rulers-tsars gradually became the history of the people-Russians. [ABSTRACT FROM AUTHOR]

The article focuses on providing teaching and assessment ideas for students and teachers preparing for the 2024 National History Challenge with the theme 'Crisis and Response'. It emphasizes the importance of understanding historical context, identifying responses to crises, assessing their impact, and recognizing the limitations of evidence.

The article focuses on the inclusion of Amenhotep IV/Akhenaten in the NSW Stage 6 Ancient History Syllabus, particularly under the topic of 'Personalities and their Times', due to the historical significance of the Amarna Period. It highlights challenges in teaching resources regarding the examination of key features like foreign policy, suggesting a re-evaluation through the study of artifacts like the Karnak talatat to provide a more nuanced understanding for educators.

The article focuses on the concept of totalitarianism, tracing its origins from Giovanni Amendola's critique of Mussolini's regime to its contemporary relevance and criticism. It examines totalitarianism through the lens of historiography, highlighting how political climates have influenced its application, and through political theory, evaluating its utility as a conceptual framework for understanding authoritarian regimes like those of Hitler and Stalin.

The article focuses on the discovery of a unique ancient Roman gold coin, which has led to a reevaluation of a pivotal event in Roman history: the transition from the republic to the principate of Augustus. This coin, unearthed over thirty years ago and now displayed in the British Museum, provided crucial evidence that challenged previous interpretations of Caesar's dealings with the Senate, shedding new light on historical timelines and potentially dispelling doubts about its authenticity.

"A Pragmatist Philosophy of History" by Marnie Binder is a book that fills a gap in the study of pragmatist philosophy by exploring its potential contributions to the study of history. The author argues that pragmatism offers a unique perspective on historical inquiry by questioning the acceptance of presumed facts and understanding the relevance and meaning of historical details. The book examines the works of classical pragmatists such as William James, John Dewey, F. C. S. Schiller, Charles Sanders Peirce, George Herbert Mead, and Jane Addams, and synthesizes their insights to develop a pragmatist philosophy of history. The author addresses objections to the project and concludes that pragmatism should be understood as a method rather than a theory. Overall, the book is an original and persuasive exploration of the relationship between pragmatism and history. [Extracted from the article]

Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on utilizing historical fiction to engage young learners in meaningful explorations of history while incorporating anti-bias and anti-racist perspectives. Topics include challenges in teaching social studies, embracing anti-bias and anti-racist pedagogies, and the relevance of historical fiction in making history meaningful for children.

This article explores the research of Andrea Ling, who focuses on the intersection of design, fabrication, and biology. Ling's work involves using biological and computational processes to create regenerative systems of production. The article highlights three specific projects that involve the intentional decay of biologically derived materials, such as plant-based paints, enzymes, bacteria, and fungi, to create new objects. Ling's goal is to explore the potential of decay as a fabrication process and to incorporate mechanisms of constructive renewal into the objects we create. The article discusses the challenges and benefits of working with biological matter in artistic and design projects, emphasizing the need to consider the aesthetic, sensorial, and programmatic aspects of decay. It also explores the concept of decay as a natural and necessary process and the potential for incorporating decay into human-made projects to promote resilience and renewal. The article references specific projects, including one that used rotting tree stumps as a stage set for performance art. Overall, the article encourages a reevaluation of our relationship with decay and the integration of decay into design processes. [Extracted from the article]

This research focused on the history learning concerns among 11th-grade Social Science students at MAN Kota Pasuruan, a senior high school. To support research activities, the instruments included a questionnaire to measure the effectiveness of the product. The questionnaire was distributed to validators and users, specifically the 11th-grade students of social science at MAN Kota Pasuruan. The participants in this study were selected using purposive sampling for validation and simple random sampling for testing. During the implementation, this research used the ADDIE research and development model. The product effectiveness analysis technique developed by Nunuk Suryani, Achmad Setiawan, and Aditin Putria was used for analysis of the collected data. Based on the comparison results, it is evident that the developed product is truly valuable, appealing, and aligned with the current advancements in learning technology. Meanwhile, in the effectiveness testing, it was concluded that the product has been highly effective based on expert or user assessments. [ABSTRACT FROM AUTHOR]

As one of the most literary and transdisciplinary cultural practices, speculative design has become one of the best mediums for discussing emerging technologies, the Anthropocene and the ecological crisis. When design history is merely perceived as established knowledge about the past and fails to engage in dialogue with reality or individual interaction, it often struggles to inspire students' agency in learning and willingness to deep involvement in research. Alternative design history, however, serves as a type and method of historiography that actively constructs history and alternatively imagines the past. It aims to situate historical knowledge as the context for design problem exploration rather than an end goal of education. This approach guides educators and learners to co‐speculate on historical design knowledge. By 'reversing' specific elements of historical experience, such as gender mentioned in this article, and employing alternative imagination to form what‐if scenarios and pose inquiries about existing historical facts, a distinct form of 'counterfactual history' emerges that diverges notably from traditional design history. Throughout speculation within 'counterfactual history', students can distinguish between historical facts and realities, which enables students to comprehend the construction of historical knowledge, the individuality of historical narratives, and the standpoint of historical discourse. In this way, it helps students cultivate a historical interest that 'starts from the self', guiding them to foster resilient historical thinking and a critical awareness of reality. [ABSTRACT FROM AUTHOR]

The goal of this study is to try to understand how history teachers in Arab high schools in Israel navigate their way between the official curriculum and their Palestinian-Arab identity. I examine how they broach learning material that contradicts their beliefs and their understanding of recent history in the region. To this end I used qualitative research based on interpretative phenomenological analysis. The participants included Arab teachers, both men and women, who we interviewed using in-depth open interviews. In the literature review and from the findings we can see that the state, through the education system in general and through history teaching in particular, tries to disconnect the Palestinian-Arabs from their history, their people, and their national identity. These practices fit the descriptions of settler-colonialists' behavior toward indigenous populations. The findings show that the teachers use one of three approaches to deal with the state's educational policy. One group of teachers focuses on achievement using the material they are given in order to stay out of trouble. Another group finds creative ways to cautiously expose the students to the Arab narrative. The third group faces the challenge head on, presenting the students with the Palestinian narrative in addition to the Jewish Zionist one. [ABSTRACT FROM AUTHOR]

The article suggests the effectiveness of incorporating digital video projects into retelling of local historical narratives to facilitate student learning of history in the U.S. Topics include the importance of considering the local history of a certain narrative before constructing a comprehensive retelling of any particular national history, and a background on the development of the Satchel & the Yastrzemskis digital video project to retell America's black baseball history.

The author shares her approach to teaching food history to a college-level class using Instagram and the cooking of historical recipes while recording the process in photographs or videos to encourage students to integrate their knowledge of history into their daily lived experiences. Topics include the fun and excitement of teaching food history, a variety of digital resources on teaching food history, and the responses of the students to the use of Instagram in their history class.

The article describes the development and refinement of historical reenactments on Twitter since 2009. Topics include a discussion of the Milwaukee Public Museum (MPM) version of reenacting the 1932 birth of the first polar bear cub Zero born in a North American zoo, how the students prepared for the MPM project, a background on historical Twitter reenactments that began at MPM in 2015, and an explanation of historical Twitter reenactments and its inclusion in history classes in the 2010s.

The article discusses a study which examined the impact of an authentic digital assessment on student engagement with the history of higher education in the U.S. Topics include the number of Higher Education and Student Affairs (HESA) programs in the U.S. that included a course on the history of higher education, the importance of an authentic learning assessment in history education, and the indicators of engagement of students who participated in the study such as hard work.

The article discusses the challenges of teaching the history of ocean science to students who have little experience with the ocean. The author describes a course they taught called "Knowing the Oceans: A History of Human Understanding of the Ocean Environment" and the creative methods they used to help students grasp the uncertainties and challenges faced by naturalists in studying the deep sea. The author built a model ocean using a cardboard box and had students propose and conduct their own expeditions, using fishing weights and yardsticks to measure and interpret data. The exercise helped students understand the immensity and uncertainties of ocean data gathering and analysis, and connected them to the past in useful ways. [Extracted from the article]

Based on a sample of the most commonly used textbooks and online teaching resources, we find that photos play a central but deeply problematic role in Holocaust education in the UK. The impact of photos on a generation of 'primarily visual learners' is significant. But an over-reliance on a set of problematic stock photos, inadequate or erroneous captioning, and a lack of prompts for a critical analysis of photos create problems. Their combined effect can adversely affect understandings of this difficult history, and limit the development of visual literacy skills required for tackling contemporary misinformation and visual indoctrination. [ABSTRACT FROM AUTHOR]

This article examines how the 'historical policy' of the Law and Justice party influenced Holocaust education in Poland at the mandatory primary school level (7–14-year-olds). It analyzes the party's programs vis-à-vis the Holocaust and the representations of Holocaust protagonists – perpetrators, victims, and others – in the history core curriculum, history textbooks, and teaching practice as presented by teachers in interviews. The analysis shows that the representations of Holocaust protagonists in Polish primary school history education are considerably influenced by the nationalist approach originating from the ruling party's 'historical policy' and stressing the salvation of Jews from the Holocaust by Poles. [ABSTRACT FROM AUTHOR]

A major concern in religiously divided societies, is identity formation, as the different communities in such societies aim to pass their religion and culture on to the next generation. Research looking at the socialization function of education shows that history education plays a significant role in identity formation. For instance, [Korostelina, K. V. (2013). History Education in the Formation of Social Identity: Toward a Culture of Peace. Palgrave Macmillan] identifies three conceptions of national identity, an ethnic, a multicultural, and a civic one, and argues that these can be shaped through history education. Linking this back to divided societies, existing research shows that communities generally promote an ethnic or a civic identity through history education, but not a multicultural one. Lebanon is an example of a religiously divided society where the school system, which is mainly composed of private schools, is divided along sectarian lines. We draw on Korostelina's model to develop our own analytic framework, which we subsequently use to analyze history textbooks used in different Lebanese religious schools. We find that these textbooks generally promote sectarian identities corresponding to the three main religious communities, despite recent attempts to promote a civic identity in some Christian and Sunni private schools. [ABSTRACT FROM AUTHOR]

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, nonexperimental, 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. [ABSTRACT FROM AUTHOR]

The research explores the potential of incorporating science, technology, engineering, and mathematics (STEM) education approach and critical thinking to enhance historical consciousness. The study employs an ex post facto quantitative method, specifically a correlational design to analyse the variables. The research population comprises 425 students from diverse backgrounds in Banten Province schools that have implemented the STEM approach. A sample size of 202 students is determined using a predefined error rate. Data collection involves tests and questionnaires assessing historical thinking skills, STEM approaches, and historical consciousness. Statistical analysis, including partial and simultaneous multiple correlation tests, reveals a significant and very strong positive relationship between STEM approach, historical thinking skills, and historical consciousness. This suggests that the interplay of these factors enhances history learning and encourages a deeper understanding of historical events, promoting critical thinking, and historical consciousness. The study emphasizes the importance of integrating STEM methodologies into history education to provide students with a holistic understanding of historical events and their societal implications. Such an approach bridges the gap between STEM and history, fostering interdisciplinary collaboration and promoting informed and empathetic citizens. Future research should explore diverse samples, employ qualitative methods, and investigate curriculum designs and teaching strategies that effectively integrate STEM and history education. [ABSTRACT FROM AUTHOR]

Copyright of Social & Education History / Historia Social y de la Educación is the property of Social & Education History / Historia Social y de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The academic literature has fostered a debate in recent decades regarding the concept of historical empathy and the typology of activities that can help to treat and develop it, although there is no consensus as to the real effectiveness of narrative activities of a descriptive type that involve the projection of the person into the past. The aim of this research was to check whether the implementation of a programme that uses historical contextualisation, contact with primary testimonies, the use of sources and historical empathy, linking the situation of the exiles of the Spanish Civil War with the current refugees, can contribute to the development of tolerant attitudes towards the figure of the displaced in pre-service teachers and the degree to which these attitudes are modified after the application of the programme. The research design is quantitative and corresponds to a quasi-experimental design with a control and experimental group. A questionnaire was used to measure the attitudes of 101 pre-service teachers at a Spanish university towards refugees. The questionnaire was completed at two different times, before and after a historical empathy exercise on the exiles of the Spanish Civil War. The results indicate that programmes using historical contextualisation, testimonies close to refugees and historical empathy relating the situation of refugees to that of the exiles of the Spanish Civil War can contribute to increasing and/or reinforcing positive attitudes towards refugees in pre-service teachers. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article, linked to the research of new methods for teaching history, has as its main objective to analyse the motivation of future primary school teachers regarding the use of photographic heritage in the teaching of historical content. This investigation is based on a teaching experience carried out in the 22/23 academic year with 266 primary education student teachers, in which a key episode in the history of Spain is explored via a series of photographs. Data collection was done through a Likert-type questionnaire, which the students answered after the activity, with a response scale of 1 to 4 with some qualitative open-ended questions. Responses were also examined using the SPSS27 statistical programme. The results show how the analysis and interpretation of the photographs, as well as the activities developed from them, are a motivating resource for most of the participants. The latter consider photographs suitable, on the one hand, for their personal development, and on the other, for their professional training, since it allows them to design innovative and creative history teaching-learning programmes. [ABSTRACT FROM AUTHOR]

This paper concerns with the importance of traditional and extra-academic sources of knowledge in the configuration of historical culture of Spanish adolescents. To conduct the research, a descriptive phenomenological approach has been designed by analyzing the responses of forty-eight students to a semi-structured interview in which they had to choose 5 characters of contemporary history and indicate the origin of the information. The results show the high coincidence about who are historical significant characters: males and politicians, coincident with other studies conducted in Spain and other countries of the near sociocultural context. The degree of coincidence can be considered as a homogeneous image of the historical culture of the participants. In that sense, there is a high rate of coincidence in the source where this vision of history is mainly generated: the history classroom. The information obtained leads us to confirm the need to reflect on the important stereotypes generated after many decades of formal history teaching with contents far from a necessary critical review. For this reason, it is necessary to reorient the teaching of history to provide a better critical reasoning about how the past is used to understand current societies (ontological perspective) along with how we know about the past (epistemological perspective). [ABSTRACT FROM AUTHOR]

In recent years, the teaching and learning of history have been transformed by the incorporation of active methodologies and digital tools. Virtual reality (VR) is one such tool that is being increasingly used in classrooms. It allows students to visit and experience spaces from other historical periods, even those that have been lost. However, due to its relatively slow adoption in formal educational settings, there is still a paucity of scientific references where this type of experience has been empirically tested to prove its potential benefits. Further research on this issue is therefore needed. This study presents a comparative analysis of the didactic use of historical heritage from the Roman period using two different methodological strategies: an educational visit to a museum and a virtual tour via electronic devices. The main objective is to compare the effectiveness of these two methods in terms of usability, learning outcomes, and emotional responses. The study was conducted with 51 primary school teachers in training. Data were collected using two ad hoc questionnaires, which were based on a previous one. A hybrid analysis methodology was adopted, with SPSS used for interpreting the quantitative data and Atlas Ti for the qualitative information. The results indicate that the two methodologies were perceived by future teachers as valuable resources for learning and teaching history. The emotions they evoked were primarily curiosity, joy, and motivation, with only minor occurrences of frustration, nervousness, or fear. The experience gained from this first application will make it possible to extend the study to other educational levels, to enrich the conclusions obtained and to evaluate the potential scope of using this combination of methods to develop historical competences and improve heritage education. [ABSTRACT FROM AUTHOR]

The present work aims to reflect on the role of art and education in the context of the civilmilitary dictatorship, through a microanalysis focusing on southern Brazil. When analyzing the laws in force at the time in the area of education, we noticed that the space for the context of artistic creation was not considered in academic curricula. Thus, the emphasis on creative processes emerged in several actions from the mid-1970s onwards, in southern Brazil, more specifically in Porto Alegre (RS) and Pelotas (RS). Through the analyses, we realized that the poetic-educational actions analyzed acted in an ethical-aestheticsocial way, as a reaction to the current regime. [ABSTRACT FROM AUTHOR]

This paper integrates a set of reflections on our research practice in history teaching with a series of evidence from an investigation into teaching practices related to recent Argentine history, with a special focus on what teachers produce and recreate in the classroom. Particular reference is made to observations of secondary school lessons to highlight the potential of dialogic presentations. Overall, feedback between research and teacher training is advocated. [ABSTRACT FROM AUTHOR]

This article is an analytical and didactic proposal on how to deal with the study of the memory and history of terrorism in history classrooms. For this purpose, it is based on a didactic proposal based on cultural studies with a purpose: that students have learning tools close to youth culture. The aim of this approach is to learn about the memory of eta terrorism and related groups through the lyrics of the alternative and/or protest rock scene groups, close to the thesis of extreme left and/or radical Basque nationalism, and, therefore, to teach students to use the tools of the historian to combat myths and complexify their knowledge on the subject. [ABSTRACT FROM AUTHOR]

Based on a contribution to a panel discussion on Dana Logan's Awkward Rituals , this essay addresses the first chapter of the book, in which Logan discusses the rites of Freemasons in the early American republic. It considers the particular significance of Masonic ritual practice with respect to Logan's arguments about patterns of change in pre- and post-Revolutionary America; and reflects on the general theoretical import of this notion of ritual awkwardness, embodied by the Freemasons, considered as a form of purposive activity. It raises questions about the broader applicability in comparative religious studies of Logan's insights, both for studying history and for thinking about ritual. [ABSTRACT FROM AUTHOR]

The article highlights a curriculum that requires teachers to incorporate critical and creative thinking, ethical, intercultural, and personal and social capabilities in their classes. It also dicusses the class activities focusing on personal and social capabilities, such as investigating one's own past, an archaeology activity, and emphasizes the importance of hands-on and fun learning.

The article emphasizes the importance of teaching history through object-based learning (OBL) to help students understand the past and develop critical and creative thinking, ethical understanding, intercultural understanding, and personal and social capability. It also disscussestThe Hands-on-Humanities Project, through its 'Story in a Box' approach, uses archaeological objects to engage students in hands-on learning, fostering observation, critical thinking, and cultural awareness.

The article emphasizes that History teachers can effectively enhance students' ethical thinking and decision-making by engaging them in critical exploration of past traits, actions, and motivations. Topics include the pedagogical approach of Communal Philosophical Inquiry (CPI), identifying ethical provocations through stimulus material, and maintaining a neutral stance as a teacher to facilitate ethical discussions.

The article emphasizes the importance of integrating ethical understanding into history education, discussing the challenges faced by teachers in incorporating ethical concepts and perspectives. Topics include understanding ethical concepts and perspectives, fostering a safe and inclusive classroom environment, and exploring ethical frameworks and principles.

The article emphasizes the crucial role of critical thinking in History education, particularly in analyzing the story of Musquito, an Eora man. Topics include the development of critical thinking through primary sources, Musquito's capture and influence in Van Diemen's Land, and the portrayal of Musquito as a corrupting force in reports of attacks.

The article discusses the importance of teaching Indigenous histories using Indigenous ways of knowing, emphasizing the non-linear nature of time in Aboriginal cultures and the interconnectedness of relationships. Topics include the need to incorporate Indigenous perspectives in history education, the role of intercultural capabilities, and three guiding principles for teaching Indigenous histories: history exists in lived experience, history is held in the memory of Place.

This study investigates the challenges of teaching history to primary school students and the endeavour to develop a board game, supported by educational apps and augmented reality, to enhance the learning experience. The initiative is in response to the New Zealand Ministry of Education's mandate that New Zealand's history must be taught in all Kura and schools' local curriculum from 2023. (Ministry of Education, 2023). The study was conducted in two phases. The first phase explored teachers' attitudes towards using technology as a teaching aid and the availability of digital devices for interactive teaching and learning. The results showed that many teachers are supportive of using board games and technology in their teaching. In the second phase, a board game was developed and trialled with a group of teachers and students as expert representatives for the target group. The results showed that the mixed reality board game has great potential and is well worth continued development. The study also suggests that emerging disruptive technologies such as mixed reality can create effective and engaging learning and teaching environments. [ABSTRACT FROM AUTHOR]

The article discusses the importance of studying history in order to understand the development of societies and professions. It argues that studying the history of public relations (PR) can help in professionalizing the field and gaining wider recognition. The article also addresses the challenges faced by PR in achieving professional status and the need for historical research to establish the contribution of PR to societies. It highlights the International History of Public Relations Conference as a platform for developing the discipline of PR history. The article concludes by emphasizing the importance of studying history for building a stronger identity in PR. [Extracted from the article]

The emergence of digital technology in the Industry 4.0 era has ushered in significant changes and influenced various aspects of human life, including education. Considering the pursuit sustainable progress, it’s imperative for education must effectively utilize Information and Communication Technology (ICT) to elevate its standards, particularly in the domain of history instruction. This investigation underscores the theme of innovation and evolution in history teaching, particularly amid the digital age. The phrase “revolutionizing” connotes the transformative alterations being advocated, while “redefining our learning methods” lucidly sets forth the study’s aim. This inquiry underscores the redefinition and modernization of history pedagogy in the age of digital advancements, encapsulating the envisioned outcomes. The research methodology is driven by a qualitative descriptive approach. Data is amassed through a comprehensive examination of diverse reports, academic articles, and online platforms. Results suggest that contemporary history instruction in the digital epoch prominently features resources in tune with ongoing technological and internet progressions. The pedagogical strategy champions an unbounded educational setting, fostering learning at any place and time. Educational tools in the classroom have pivoted from traditional mediums to multimedia channels, encompassing e-books, virtual reality, augmented reality, mixed reality, Admodo, social platforms, YouTube, podcasts, and more. Consequently, history educators are compelled to shift the conventional, often tedious image of history lessons to more interactive and invigorating educational ventures. The commitment and proactive role of history educators become pivotal in realizing optimal history teaching in the 4.0 era. [ABSTRACT FROM AUTHOR]

Historical relics of the Musi River during the Sriwijaya period in Palembang are of various types and forms. Understanding their historical values is crucial for history learning. Ironically, many members of the public do not comprehend the historical value embedded in these objects. Therefore, it is necessary to compile a data matrix of historical objects and and analyze their value This process can serve as a source for learning local history in Palembang. The purpose of this research is to analyze and construct a matrix of values for the historical legacy objects from the Musi River during the Srivijaya period. This matrix serves as a source for learning local history in Palembang. The research employed a descriptive qualitative method, employing data collection techniques that include observation, documentation, in-depth interviews, and library study. Data analysis employed a narrative descriptive analysis. This study produced an organized matrix of relics from the Musi River during the Sriwijaya era, including ceramics, beads, statues, and porcelain. These historical artifacts bear marks past life in political, economic, socio-cultural and religious fields. The historical values of objects from the Musi River during the Sriwijaya era is highly relevant to the study of Indonesian History during the Hindu-Buddhist period. It can be concluded that these historical marks can serve as source learning history local in Palembang. [ABSTRACT FROM AUTHOR]

Learning history requires the internalization of principles, information, and abilities related to historical events that are planned and organized to influence and encourage student learning. In this era of globalization and information, the use of Information Technology (IT)-based learning media is a necessity and a demand, however, its implementation is not an easy thing. The implementation of information technology in the learning process is expected to be more interesting, active, and creative in an integrated, systematic, and effective manner per the demands of the skills of this century. Skills are the vision of education to deal with technological advances and the development of various intelligences of students to achieve maximum potential. The implementation of Google Earth-based multimedia as a learning medium using the active knowledge-sharing method in learning Indonesian history is very effective in increasing the cognitive abilities of students at High School an Makassar. The purpose of writing this article is to implement the use of Google Earth-based multimedia as a historical learning media based on Google Earth with the active knowledge-sharing method to improve the cognitive abilities of students at High School an Makassar. The results of writing this article show that the use of Google Earth-based multimedia as a learning medium using the active knowledge-sharing method in Indonesian history subjects has. [ABSTRACT FROM AUTHOR]

History is known as a branch of science that studies human life in the past with its different dynamics and developments. The role of history in school is to provide students with an understanding of the ways of thinking and the processes involved in studying past events, and what is no less important to internalize national identity. Another form of historical writing in formal education is textbooks. Textbooks as one of the learning tools used in school must present historical facts that are truly objective and not only contain the interests of the government. The purpose of learning history is to evoke historical awareness in students so that they know their identity. Students must know their national identity as a whole, free from doctrines that contain political tendencies and must be taught to liberate their minds more broadly and liberate themselves to the complex and comprehensive construction of historical knowledge. [ABSTRACT FROM AUTHOR]

The article is a poetry collection titled "Lai mi ka si (I am Lai mi)" by Thang C. Lian. The poems reflect on the author's experiences growing up in Burma and their connection to their grandparents. The author explores themes of home, family, and the impact of political turmoil on their homeland. The poems express a sense of loss, grief, and resilience in the face of adversity. The author's personal experiences and emotions are conveyed through vivid imagery and heartfelt language. [Extracted from the article]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research analyzes the contribution of learning the history of early independence in fostering a philosophical understanding of nationhood. The research questions are: 1) What kinds of philosophical understanding of nationhood are perceived as pro-Islamism and pro-secularism by high school students? 2) How is nationalist behavior expressed as an act of accepting secularism and opposing Islamic fundamentalism by high school students? Moreover, 3) How do factors contribute to high school students' actions and philosophical understanding of nationhood? This research was carried out using qualitative methods. This research involved 34 students enrolled in class XI 6. We researched at SMA 1 Semarang (a High School) in Indonesia. This research analyzed data from memos written by students, class activities, and conversations. Data was analyzed using qualitative content analysis. The findings showed that the nation's pro-Islamist philosophy is reflected in an attitude of fanaticism, difficulty accepting differences, and support for a closed system. A pro-secularism attitude is reflected in accepting differences, moderation, and prioritizing universal values. Accepting secularism and rejecting Islamic fundamentalism is perceived as an attitude of accepting historical agreements, moving away from fanaticism-based conflicts, and preparing for a more democratic future. The philosophical understanding of nationhood is formed by in-depth arguments on socio-political-religious phenomena, acceptance of historical agreements, and hopes for a peaceful future. The findings indicate that future research needs to investigate the teaching of national philosophy in Indonesian history material in different periods or events. They can also be carried out for teaching national philosophy in other places or countries. [ABSTRACT FROM AUTHOR]

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Only now has learning by mainstreaming authentic educational skills yet to exist. By following mechanical advances, learning media are increasingly diverse, including web transcription media that can be used as learning media in the classroom. Authentic digital recordings with STEM awareness so that learning can begin in a multiteacher manner to prepare students for demonstrable proficiency abilities. This study aims to determine the effect of using STEM-combined verification digital broadcast media on the verification abilities of students in ICT courses. The strategy used in this exploration is a semi-exploratory technique using a quasi-experimental nonequivalent control group design with two classes: a control class and an experimental class. Based on the analysis of the information obtained, the test value of the habit test (pretest-posttest) obtained an x² table value of 11.07 with a significance level of 0.05. The experimental class pretest x²count value was 10.92, the control class pretest x²count was 0.87, and the experimental class posttest x²count value was -18.81. The control class posttest x²count value was 4.22, the pretest-posttest data homogeneity test results obtained a Ftable 1.73 with a significance level of 0.05, the pretest Fcount value was 1.31, and the posttest was 1.57. The posttest data showed that the tcount value of 3.32 was not the same as the ttable value of 1.67, so Ho was rejected. H1 was accepted. STEM-based historical podcast media influences historical literacy skills in ICT History Education students. [ABSTRACT FROM AUTHOR]

The paper aims at discussing how historical knowledge is transmitted in the videogame series “Age of Empires”. Charsky&Mims (2008) suggested that students, at the end of the videogame activity, compare the information gathered with that provided by historical accounts to discover hidden game mechanics. The author argues that, in a perspective of history education through game-based learning (Delgado-Algarra 2020) “Age of Empires” enables the gamer to discover the past in a relatively short time, moving around easily (Brusa, 2022, 75). [ABSTRACT FROM AUTHOR]