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In the article, the author discusses the importance of researching and documenting the experiences of the war dead at the Owen Sound Collegiate and Vocational Institute (OSCVI) during the Boer War as an engaging way to study history. Other topics include the Historical Thinking Project's six Historical Thinking Concepts, and the teaching programs participated in by teachers Maureen Radbourne and Ryan McManaman.

Copyright of Studia Histórica: Historia Moderna is the property of Ediciones Universidad de Salamanca 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.)

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata 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.)

Copyright of Revista de Comunicación 'Vivat Academia' is the property of Facultad de Ciencias de las Informacion de la Universidad Complutense (Espana) 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.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 historical-political coping with Education: Research Perspectives in the Context of Transitions and course of changing teaching and school practice through competence orientation domain-specific teaching research and subject didactics have one upswing experienced. It mentions reality of teaching also includes that historical-political teaching and learning processes within the framework of formal learning contexts are anything but continuous. It also mentions drastic changes and restructuring of the social and school learning environment of children and young people.

This essay on the social practice of history didactics outlines the potential that a reflective and discipline-historical view, based on practice theoretical thoughts, could offer on one's own prerequisites of the possibilities within history didactical research practice. Built upon the assumption that the process of constructing knowledge orders of history didactics is performed through doings and sayings, forgotten or previously discourse-excluded alternatives become again the focal point of history didactics. They can, in turn, help call attention to compatible perspectives of future history didactical modelling, putting them up for discussion. [ABSTRACT FROM AUTHOR]

This article deals with the field of history didactics in France, Quebec and Switzerland. It puts into perspective questions, research axes, theoretical discussions and empirical results since the first works in the 1980s. This portrait is based on the defi nition of the didactics of history as a scientifi c discipline that takes into consideration the three poles of the didactic triangle: the process of construction of historical knowledge, the modalities of its teaching and the conditions of its appropriation by students. It discusses the relationship of these three dimensions to the aims of history teaching and to social demands, the articulation be tween the empirical and the theoretical, epistemological choices and methods of investigation. [ABSTRACT FROM AUTHOR]

With the professionalization of teacher training at Swiss universities of teacher education starting in the 2000s, subject didactics have come to see themselves as scientific disciplines. Following Rudolf Stichweh's definition of scientific discipline and community, this article discusses the extent to which those working in history education in German-speaking Switzerland have formed a scientific community. In this context, the Swiss-German Society for History Didactics (DGGD), founded in 2008, is interpreted as a framework in which a "sufficiently homogeneous communication context" (Stichweh) can unfold. Based on the minutes of the DGGD, interviews and a questionnaire survey among the members, we also examine career structures, or rather the socialization process, as well as the corpus of scientific knowledge and the self-image with regard to a specifi c expertise or competence. [ABSTRACT FROM AUTHOR]

This article deals with the development of history didactics as an academic discipline in Austria since 1945. It explores concepts, studies and researchers that have been engaged in this academic fi eld as well as the process of its institutionalization. Not only does it focus on associations and academic institutions as key motivators but it also acknowledges the representatives of history didactics for their interests and achievements. It furthermore outlines how history didactics are positioned in the Austrian aca demic landscape and in German-speaking and international discourses. The article also discusses recent research approaches, focusing on typical aspects (subject-orientation, domain-specific conceptual learning, contributions to textbook research, etc.). It refers to empirical research and summarizes current research fi elds. In doing so, the article also provides an overview of the current situation of history didactics in Austria. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editor discusses various articles within the issue on topics including historical didactic approaches in Austria; German-speaking Switzerland in contrast to historical studies and Germanic cult on picture postcards of the late Habsburg monarchy.

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek 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.)

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata 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.)

Copyright of Grafía is the property of Universidad Autonoma de Colombia, Facultad de Ciencias Humanas 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 discusses the effectiveness of history textbook activities and tasks in fostering historical empathy and perspectives in Year 8 students. Also cited are the importance of empathy and perspectives in engaging students in critical historical thinking, the purpose of teaching history, and some textbooks like "Oxford Big Ideas History 8," "Retroactive 8," and "Nelson Connect With History."

Copyright of Biblos: Revista da Faculdade de Letras da Universidade de Coimbra is the property of Imprensa da Universidade de Coimbra 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.)

Copyright of Didáctica de las Ciencias Experimentales y Sociales is the property of Didactica de las Ciencias Experimentales y Sociales 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 discusses the effectiveness of storytelling in teaching History subject to Middle Year students. Topics include the teachers' efforts to attract the interest and engagement of their students, the need for teachers to acquire vast historical knowledge to tell compelling and accurate stories, and how storytelling can improve learning results.

The theoretical justification for enactivist approaches to learning is just beginning to emerge, and remains largely theoretical. Enactivism conceptualized as play beings us closer to the heart of the question about how play-based social studies might look. Recent research in simulations and games—forms of play—help to reveal some of the potential of the enacted domain. This paper attends to the (inter)subjective perspectives and lived experiences of two veteran middle school teachers who use play as a regularly occurring feature in their social studies teaching classes, which they co-construct and co-teach. Using a basic interpretive approach to research, this paper serves to highlight these perspectives and experiences as related by the participants in an effort to contextualize a highly theoretical approach to learning. Throughout this study, participants revealed their perceptions that the pedagogies of play are challenging but invaluable tools with which to approach social studies teaching. In doing so, this paper will help to illuminate some potential promises and pitfalls that an enactivist approach to social studies presents for the teachers.

The article offers author's insights on the importance given to history scholarship and teaching the same with history research. Topics include the influence of philosopher Martin Heidegger in teaching humanities, the awareness of Historismus (Historicism), a theory that social and cultural events are determined by history, on how change takes place over time, and the influence of philosophers René Descartes and Immanuel Kant regarding the representational models of mind.

My current research concerns the politics of Russian history education. In this paper, I discuss some of the issues raised by the study of national history textbooks. I analyze the normative implications of sentences and statements about the past and try to define contrary ideological assumptions. How do the authors construct the aim of historical education? In what kind of activities do the typical patterns of textbook questions and instructions try to engage pupils? How do the different textbooks construct the political subject? The article aims to explore the media construction of political actions in Russian school history textbooks. [ABSTRACT FROM AUTHOR]

Current analysis is a segment in the investigation for the doctoral thesis titled 'The Teaching of History in the First Cycle of Basic Education: The concept of historical time in children and the contexts for their development' (Solé, 2009), undertaken with children of the 1st CBE (6 - 10 years) in a school in the north of Portugal. The study was conducted with two groups, namely, 1st and 2nd years (24 students) and 3rd and 4th years (25 students) throughout two scholastic years. Current investigation lies within the investigation mode of interpretation, predominantly qualitative (Erickson, 1986) and may be considered a longitudinal case study (Yin, 2003) since it describes the learning and understanding process of historical time by children between the 1st and 4th year of two groups during two years. Following typology by Stake (2000), it may be called an instrumental case study since it shows how children develop the concept of time and the difficulties experienced in the process of teaching/learning and to understand how learning occurs through several strategies and procedures. [ABSTRACT FROM AUTHOR]

Current essay provides arguments on the existence of a disciplinary code on the Didactics of History which was historically constructed, aggregated ideas on what should be taught and learned, suggested rules, and identified contents on teachers' formation. Elements of a disciplinary code on the Didactics of History in textbooks for teachers' formation will be provided. Handbooks, known as 'visible texts', prove that historically a manner of thinking the teaching and learning in History was constructed which affected teachers' formation and practice. Through a previous selection of textbooks, the manner relationships between teaching and learning History was thought and constructed has been investigated, regardless of the nomenclature employed. Handbooks were considered sources of investigation since they were thought to be 'visible sources' of the discipline code of History, according to concepts by researcher Raimundo Cuesta-Fernandez (1988). [ABSTRACT FROM AUTHOR]

The article focuses on the works of Brazilian educator and philosopher Paulo Freire on teaching in general and history teaching by considering the challenges of contemporaneity, with a special reference to democracy and citizenship. Topics discussed include the development of an independent and critical historical thought by considering democracy; the importance of directing education and the teaching of history to young people with close social relations; and the importance of "historical conscience" for building civil and citizen awareness.

How may the possibilities of History teaching be enhanced? It is the main question to be debated. The theme will develop by providing an epistemology and a methodology of History by which the teaching of History may be more efficient to promote students' interests and for the best formation of their capacities and historical knowledge. History learning occurs through the construction, inferences, evidences and causalities, while History may be deemed to be interpretation, representation, text and teaching. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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 discusses the author's impressions concerning the historiography of slavery in the African Atlantic region in classroom teaching. The article examines the study of statistics concerning the numbers of Africans sold into slavery, the mortality rates of slaves, and slave profits. It also discusses the question of the possibility of slave rebellions and the relative lack of slave resistance posed by students, and scholarship on the historiography of slavery.

This paper aims to present an analysis of the textbooks listed by the Ministry of Education to be chosen by the state and municipal schools of Santa Catarina in 2013 from two aspects, the first, a clipping from the military period, observe how these books deal if addressed, involvement of the state and the population with the Brazilian military dictatorship. Second, observe how these books relate to the new laws 10639/03 and 11.340/2006, claiming the inclusion of indigenous history and African content in curriculum. Realizing how the content and the choice of these books relates to the office of professor of history and the tasks of teaching and what are the educational media that present themselves as an alternative to books registered in PNLD about these demands. [ABSTRACT FROM AUTHOR]

The article reviews the conference "Empirische Geschichtsunterrichtsforschung," held in Essen, Germany, from September 4th to September 9th, 2012, presenting empirical research regarding methods of history teaching. Topics included a proposed methodology for assembling a bibliography of the field, a Swiss pedagogical project including the video release, Geschichte und Politik im Unterricht (History and Politics in the Classroom), and an evaluation of pedagogical methods currently in use alongside proposals for new methods.

A program for teaching 9th graders course content (history) and how they should evaluate information found on the WWW was designed and tested. Goal of the program was to teach content, evaluations skills, and to achieve transfer of these skills to a different domain. In the design of the program the principles of two transfer theories were combined using a design-based research approach. Results revealed that the program improved students' evaluation behaviour. Compared to the students of the control condition, the evaluation skills of students in the experimental condition improved to a higher level, but did not lead to transfer. Students in the experimental classes scored higher on the final content exam than students in the control class. [ABSTRACT FROM AUTHOR]

The authors introduce a history teaching instrument known as the Protocol for Assessing the Teaching of History (PATH). The authors claim that PATH provides the establishment of a conversation among history teachers concerning teaching behaviors that contribute to quality instruction in the subject of history. The authors state that PATCH attempts to engage students in what is termed the decomposition of practice for history teaching techniques. The authors state that PATH was modeled upon the Classroom Assessment Scoring System-Secondary (CLASS-S).

In this article, the authors present several issues which were raised and discussed during the World History Institutes which were conducted and designed by the College Board in the U.S. to prepare the way for the implementation of the 2011-2012 revised curriculum standards. These issues include the changes in the World History Course, the key concepts covering the essential content of the course, and how to use the content outline to help guide instruction.

An essay concentrating on a thematic approach to the World History terminology, and emphasizing that the thoughts of the American historian and author William H. McNeill on the development of more efficient World History terminology have been justified, is presented. It says that a conscious, heightened awareness of the essential terms will act as a very efficient guide toward learning and teaching the subject.

This essay describes the moral significance of memory to the goals and methods of teaching about the past and in making demarcations among the past, present and future. The author argues that the learners should be fostered with critical historical consciousness in order for them to appreciate the difficult lessons of the past. Based from her teaching experiences, the author asserts that cultivating critical historical consciousness does not need to be based upon personal testimony as it is all about framing the way we live in relation to the past.

The article presents the author's personal reflections on his experiences teaching U.S. history at the American University of Beirut, Lebanon in 2009. Details are given describing premise and central themes of his course "Introduction to American Studies," highlighting questions regarding the students' perceptions of what "America" was. Discussion is particularly given noting the influence of the U.S. military presence in the area with the Iraq War and the War on Terror. Additional subjects discussed include the benefits and pitfalls of comparisons between U.S. history and other nations' histories, encountering and critically examining American cultural mythology, and the centrality of ideology in the understanding of history.

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University 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.)

History textbooks are sources of collective memory and can thus be read as "autobiographies" of nation-states. History textbooks used to be anchored in national traditions, ultimately legitimizing the rationale of nation-states. In questioning the sole validity of national history, social movements since the 1960s and the process of globalization became the seedbeds for the deconstruction of master narratives. Because of their instrumental character as teaching tools, textbooks in general allow researchers to decipher the normative structures of societies. The information revolution since the 1970s has dethroned textbooks as the sole means of instruction in classrooms, and led to the development of different approaches for the analysis of textbooks. Today's globalizing world demands new reference frames for teaching and learning. In the second part of this article, eight clusters that are pertinent for orientation in the perplexing realities of the present are drafted: challenges resulting from the revolution in information technologies; the changing world of work; contradictory tendencies in globalizing processes; the impact of a new turbo-capitalism with its de-legitimizing impact on political systems; unequal developments leading to an ever increasing inequality on a global as well as on local levels; the increase of worldwide migration and its impact on classrooms; contested memories in societies that reposition themselves in a world that has grown together and re-fragmented at new seams; and finally, the crisis in orientation and values and the personal costs resulting from the perplexities and insecurities of the world. [ABSTRACT FROM AUTHOR]

A personal narrative is presented which explores the author's struggle to overcome the barrier between pre-service teachers and historians and the barrier of the compartmentalized beliefs about the content and its teaching through three semesters of an experimental course, called a counterpoint seminar.

In September 2007, the Higher Education Academy's Centre for History, Classics and Archaeology commissioned a detailed survey of how and where contemporary history is taught in UK higher education institutions and further education institutions offering degree-level courses. The aim was to establish where contemporary history is taught in UK higher education departments and to understand chronologies used by departments; the resources used in its teaching; how learning is assessed; and the distinctiveness of contemporary history. The survey, based on analysis of university and further education college websites and answers to a questionnaire, resulted in a report which was presented at the Subject Centre's annual conference in 2008. The findings of the survey revealed some interesting comment from those involved in contemporary history teaching in higher education in the UK, feeding into wider issues and ongoing debates about the scope and meaning of contemporary history. The following article discusses the results of the survey in detail and outlines concerns raised. It is intended as a platform for further discussion and to aid fuller understanding of contemporary history teaching generally at higher education level in the UK. It is hoped that this initial investigation and discussion will spark ongoing interest in how the subject is taught in the future and will provide groundwork for enhancing the subject and its further development. [ABSTRACT FROM AUTHOR]

The relations between indigenous society and the academic research in Brazil consist on the object studied of this paper. Therefore, ponder about the eurocentrism present on the traditional historiography. Finally, discuss around the modern schedule of this theme in the scholarship practices. [ABSTRACT FROM AUTHOR]

In establishing a collective history, past events are utilized to celebrate a nation's origins. While analysis of these events is often framed in knowing the single best narrative, the events themselves become of interest when examining how the interpretations remain the same or change over time. The recent bicentennial celebration of the Lewis and Clark expedition of 1804 offers an opportunity to examine such a change. This article investigates how students revealed a historical consciousness in realizing what purpose the expedition serves to a national identity. After analyzing conversations occurring among three eighth-grade students, this article explores the student responses to three interpretations, which bears important educational consequences and implications for the teaching and learning of history. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS 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.)

In the fall 2005 semester, the author designed a course in the history of America's modern wars hoping to encourage students to criticize and oppose the country's current aggressions in Afghanistan and Iraq. Surveys of student attitude change suggest that the course did promote criticism but did far less to facilitate student activism. The author concludes that instructors may need to model activism in addition to offering historical evidence. [ABSTRACT FROM AUTHOR]

The article discusses competencies and educational standards in the teaching and learning of history. The author says that current competency models leave out the aesthetic dimensions and that concepts such as narrative competence are too broad to be of practical use. It is also said to be impractical to take a chronological approach to teaching the whole of history.

The article discusses the competency based structural model for the teaching and learning of history. The author doubts that the model can be operationalized and finds it internally contradictory. Additionally he finds it a structure of theory that lacks empirical underpinning. Similarly, creation of a historical consciousness makes no mention of constitutive competences.

This article draws on oral history narratives to examine the beliefs and expectations that brought a group of young people to the field of teaching in the 1960s through the National Teacher Corps (NTC). The oral histories address the identities, politics, aims, and backgrounds of a dozen NTC participants. By situating the voices of these young people within a larger social and historical context, the article uses oral history testimony to reconsider existing accounts of social reform movements and teaching in the 1960s and early 1970s. Specifically, the oral histories allow Teacher Corps participants to emerge as individuals who represent an important if largely unexplored population that took part in 1960s movements toward greater equality and social justice and who embraced the unique perspective that teaching in ordinary schools serving poor and minority students could offer meaningful opportunities for grassroots, social reform activity. [ABSTRACT FROM AUTHOR]

The article explores ideas about integrating historical thinking into history instruction. It describes the features of learning and the use of historical knowledge by students. It emphasizes the importance of actively engaging students in exploring relevant questions related to the subject. Chris Husbands suggests ways in assessing students of history based on research done in Great Britain, including addressing the nature of student historical study and establishing criteria for the evaluation of interpretations.