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The article explores an experiential learning approach for undergraduate and graduate students through a potions lesson experiment, which is part of the history course offering Secrets of Nature in the Iberian World. Topics discussed include students' creation of ink using recipes from herbal notes and manuscripts, the study of Iberian bookmaking traditions, and the preparation and execution of the experiment.

The article discusses the benefits of including more hands-on experimental archaeological projects into history college curriculum. These benefits include facilitating deeper transformative student learning, providing opportunities for interdisciplinary and community connections, and reinforcing teaching of historiography. Other benefits include expanding student experiences and providing photo opportunities.

Understanding local history is fundamental to fostering a comprehensive global viewpoint. As technological advances shape our pedagogical tools, Virtual Reality (VR) stands out for its potential educational impact. Though its promise in educational settings is widely acknowledged, especially in science, technology, engineering and mathematics (STEM) fields, there is a noticeable decrease in research exploring VR's efficacy in arts. The present study examines the effects of VR-mediated interventions on cultural education. In greater detail, secondary school adolescents (N = 52) embarked on a journey into local history through an immersive 360° VR experience. As part of our research approach, we conducted pre- and post-intervention assessments to gauge participants' grasp of the content and further distributed psychometric instruments to evaluate their reception of VR as an instructional approach. The analysis indicates that VR's immersive elements enhance knowledge acquisition but the impact is modulated by the complexity of the subject matter. Additionally, the study reveals that a tailored, context-sensitive, instructional design is paramount for optimising learning outcomes and mitigating educational inequities. This work challenges the "one-size-fits-all" approach to educational VR, advocating for a more targeted instructional approach. Consequently, it emphasises the need for educators and VR developers to collaboratively tailor interventions that are both culturally and contextually relevant. [ABSTRACT FROM AUTHOR]

History is a subject that students often find uninspiring in school education. This paper explores the application of social VR metaverse platforms in combination with interactive, nonlinear web platforms designed for immersive storytelling to support learning about a sensitive historical event, namely the Asia Minor Catastrophe. The goal was to design an alternative method of learning history and investigate if it would engage students and foster their independence. A mixed-methods research design was applied. Thirty-four (n = 34) adult participants engaged in the interactive book and VR space over the course of three weeks. After an online workshop, feedback was collected from participants through a custom questionnaire. The quantitative data from the questionnaire were analyzed statistically utilizing IBM SPSS, while the qualitative responses were coded thematically. This study reveals that these two tools can enhance historical education by increasing student engagement, interaction, and understanding. Participants appreciated the immersive and participatory nature of the material. This study concludes that these technologies have the potential to enhance history education by promoting active participation and engagement. [ABSTRACT FROM AUTHOR]

Background: The conduct of rare disease clinical trials is still hampered by methodological problems. The number of patients suffering from a rare condition is variable, but may be very small and unfortunately statistical problems for small and finite populations have received less consideration. This paper describes the outline of the iSTORE project, its ambitions, and its methodological approaches. Methods: In very small populations, methodological challenges exacerbate. iSTORE's ambition is to develop a comprehensive perspective on natural history course modelling through multiple endpoint methodologies, subgroup similarity identification, and improving level of evidence. Results: The methodological approaches cover methods for sound scientific modeling of natural history course data, showing similarity between subgroups, defining, and analyzing multiple endpoints and quantifying the level of evidence in multiple endpoint trials that are often hampered by bias. Conclusion: Through its expected results, iSTORE will contribute to the rare diseases research field by providing an approach to better inform about and thus being able to plan a clinical trial. The methodological derivations can be synchronized and transferability will be outlined. [ABSTRACT FROM AUTHOR]

The rapid integration of Artificial Intelligence (AI) tools, specifically text-to-image generators, across various domains has had a profound impact on numerous fields. Despite this, the potential applications of AI image generators in architectural education, particularly in teaching the history of architecture, remain underexplored. This research aims to uncover the possibilities of utilizing AI image generators, with a specific focus on the capabilities of Leonardo AI, to enhance communication and engagement. This study employed an experimental methodology to investigate how the integration of AI image generators in education on the subject of "History of Architecture" promises to elevate the learning experience, offering new perspectives, visualizations, and interactive tools. Two workshops were conducted with university students to explore AI image generators' potential applications in architectural history education. The first workshop utilized an iterative approach, while the second aimed to assess students' analytical skills. The ultimate objective was to determine the capabilities of this tool and stimulate discussions regarding its potential future implementations. Following the workshops, online questionnaires were administered to students, and interviews were conducted with educators. The findings of this research underscore the need for validating AI-generated images, establishing guidelines to prevent misuse, and designing tailored AI tools for History of Architecture courses, thereby paving the way for further advancements in architectural history education. [ABSTRACT FROM AUTHOR]

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 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 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]

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]

More than a study aid and repository of contents to be taught, History textbooks contain values that are intended to be transmitted. Aware of this reality, the Iberian dictatorial regimes controlled the knowledge to be taught. This article intends to show the historical knowledge to be transmitted in each of the Iberian dictatorial regimes through the analysis of a sample made up of Spanish and Portuguese school textbooks. Discourse analysis was used to compare the content of the textbooks in both countries, concluding that there were similar processes of ideological inculcation, even if there were slight differences regarding the form to do that. [ABSTRACT FROM AUTHOR]

The text is the result of the analysis of three situations in which the History Class, proposed by the historian Maria Auxiliadora Schmidt (2020), was developed as a strategy for a Reconstructivist Didactic of History, at the Federal University of Goiás, Brazil, in the years 2022 and 2023 Undergraduate and postgraduate students started with different problematizations and intentions for these elaborations, maintaining the articulation between teaching and research as an axis. The text presents some considerations and seeks to expand the possibilities for the construction of a methodology th [ABSTRACT FROM AUTHOR]

Socially acute questions (Legardez & Simonneaux, 2006) have been reflected in education and in the teaching of History, in particular, often through memories of situations of burdening history (Borries, 2011) anchored in painful pasts (Hommet, 2012). However, its approach is not easy and there are many teachers who take risks, even if they feel the need for training, and create tasks that help respond to students' lack of guidance on these topics, enhancing decision-making from a more humanistic perspective. Therefore, we present work paths that could inspire this approach, with a special focus on what has been produced in Portugal. [ABSTRACT FROM AUTHOR]

The main objective of this research is the qualitative analysis of the narratives on democratic education in the official curriculum of Spanish History in the 2nd year of the Baccalaureate. In order to achieve this objective, a critical discourse analysis (CDA) and an instrument designed ad hoc for the research were applied. The results show that the Spanish curriculum contains a neutral description of democratic education without judgement of the social groups represented, although there is an underlying discourse that tends ideologically towards the values of social democracy. [ABSTRACT FROM AUTHOR]

This article is another contribution to the debate on the role of History teaching in the construction of an increasingly complex society. Thus, focused on the Portuguese educational reality, it is based on a case study involving 44 students who, in the school year 2022/23, attended Basic Education (4th and 6th grades) in a private institution in the district of Porto. Their participation took the form of a historical narrative about the Revolution of April 25, 1974. After analysing the individual accounts, it is clear that the democratic citizenship internalized by the young participants is based on the greater, happy idea of recovered freedom, while at the same time it is shaped by a certain crystallized symbology. [ABSTRACT FROM AUTHOR]

This article contributes to a preliminary historical and decolonial analysis of teaching and research in the field of education and international development at the UCL Institute of Education. The preliminary analysis, published as ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal, appeared in the Special 120th Anniversary Issue of London Review of Education. That article and our response to it focus on the work of the Centre for Education and International Development, and its preceding organisational forms from 1927 onwards. In a responsive critique, we consider the evidence, methods, analysis and conclusions offered by Unterhalter and Kadiwal and identify a wide range of additional material on curriculum, staff, students and international partnerships that will be of value to future historians. Contemporary decolonial analysis is important for interpreting the history and for the future positioning of the Centre for Education and International Development, and the wider field of study. We conclude by identifying challenges for ongoing work in this area. [ABSTRACT FROM AUTHOR]

History courses are an essential part of a national education. The application of traditional courseware's media forms in education still requires further development and refinement. Herein, we report on a history courseware mode that integrates various historical teaching media, including 360-degree VR, paintings, maps, infographics, text, audio, and videos, based on the SCORM standard. These media elements are used to provide learners with a multimodal learning experience in history courses. We monitor the learning effects using EEG and questionnaires. The results show a significant improvement in our multimodal courseware technology compared to traditional courseware. [ABSTRACT FROM AUTHOR]

There is a contemporary trend in many major research institutions to de‐emphasize the importance of natural history education in favor of theoretical, laboratory, or simulation‐based research programs. This may take the form of removing biodiversity and field courses from the curriculum and the sometimes subtle maligning of natural history research as a "lesser" branch of science. Additional threats include massive funding cuts to natural history museums and the maintenance of their collections, the extirpation of taxonomists across disciplines, and a critical under‐appreciation of the role that natural history data (and other forms of observational data, including Indigenous knowledge) play in the scientific process. In this paper, we demonstrate that natural history knowledge is integral to any competitive science program through a comprehensive review of the ways in which they continue to shape modern theory and the public perception of science. We do so by reviewing how natural history research has guided the disciplines of ecology, evolution, and conservation and how natural history data are crucial for effective education programs and public policy. We underscore these insights with contemporary case studies, including: how understanding the dynamics of evolutionary radiation relies on natural history data; methods for extracting novel data from museum specimens; insights provided by multi‐decade natural history programs; and how natural history is the most logical venue for creating an informed and scientifically literate society. We conclude with recommendations aimed at students, university faculty, and administrators for integrating and supporting natural history in their mandates. Fundamentally, we are all interested in understanding the natural world, but we can often fall into the habit of abstracting our research away from its natural contexts and complexities. Doing so risks losing sight of entire vistas of new questions and insights in favor of an over‐emphasis on simulated or overly controlled studies. [ABSTRACT FROM AUTHOR]

"The Many Currents of Antebellum Maritime Empire" by Michael A. Verney is a comprehensive examination of antebellum naval exploration and its role in the expansion of the U.S. maritime empire. Verney explores the influential group of "explorationists," who were primarily white, middle- and upper-class individuals with various political, commercial, scientific, and cultural interests that aligned in support of naval exploration. The book covers the U.S. Navy's voyages of exploration from the 1830s to the 1850s, highlighting their political, diplomatic, economic, and cultural significance. Verney's research is based on a diverse array of primary sources, shedding new light on overlooked expeditions. Overall, this book contributes to the growing body of scholarship on maritime and naval history in early U.S. history. [Extracted from the article]

This article aims to understand the proposal of the National Common Curricular Base (NCCB) for the teaching and learning of indigenous history and culture in the curricular component of History, in the final years of Elementary School, in order to have an understanding of what should be worked in this stage of Basic Education. This is a documental and bibliographical research, with a qualitative and exploratory approach, having the objects of knowledge and Skills of the NCCB of History from 6th to 9th grades, related to indigenous peoples, as the corpus of analysis. It is believed that despite the existence of discourses in defense of cultural and identity diversity, as well as teaching that promotes knowledge of indigenous peoples and their historical, social, economic and cultural contributions, the NCCB, in part, structures the curricular component of History from a traditional and Eurocentric perspective, dividing its teaching in a quadripartite manner and placing European peoples at the center of the historical narrative. [ABSTRACT FROM AUTHOR]

This article outlines a pedagogical approach to the virtual reconstruction of the 16th-century Monastery of Madre de Deus, Lisbon, Portugal. The monastery was built upon a former palace in 1509 by Queen D. Leonor. After her death, it underwent several modifications until its present function as the National Tile Museum. These modifications have obscured its history as one of the most significant religious buildings of the Portuguese Renaissance. To recover this lost history, the research uses a pedagogical approach combining previous scholarship, a laser scanning survey, archaeological survey data, written and graphic historical descriptions, and discussions with historians. The article has two principal aims: firstly, to concretize the results of the eight reconstruction projects produced by students using a Historic Building Information Modeling (HBIM) methodology. Secondly, to present an alternative model of teaching history and digital technologies. Our research suggests that extending virtual reconstruction research into pedagogy can provide highly original interpretations of complex and contradictory architecture. The approach promotes meaningful collaborations between researchers and cultural institutions while immersing young professionals in the digital tools and current philosophies of architectural heritage. [ABSTRACT FROM AUTHOR]

The following article aims to analyze the construction of hegemonic masculinities produced by the narratives of hetero-cis-normative male subjects, graduates of the history course at the Federal University of Alfenas and participants in the Institutional Teaching Initiation Scholarship Program (PIBID) from 2015 to 2016. The interviews were undertaken remotely within the context of the pandemic (2020-2022), with the development of the narratives aimed at understanding subjectivation processes in the shaping of teaching identities raised by recollections of PIBID’s teaching interventions in public schools in the city, which is in the south of the Brazilian state of Minas Gerais. The methodology used was based on the study of reports of experiences (intervention projects, reports, and field work) and on an oral history linked to a sensitive consideration of the narratives produced. [ABSTRACT FROM AUTHOR]

The author explains how she used backwards design to structure her History Research Methods course and how she prepared her students for their mini-capstone paper by scaffolding assignments during the semester. Topics include details of the resulting Methods Mystery Box assignment, other approaches to teaching an undergraduate historical research methods course and the advantages to the proposal assignment in History Research Methods such as allowing students to breakdown the research process.

The article argues on the importance of local and state history research projects like "Chronicling Grassroots Suffrage" in Warrensburg, Missouri in enhancing student learning in conducting authentic historical research. Topics include the advantages of authentic research projects, the association of Warrenburg's local history to movements for social justice in the past, and a background and objectives of the Chronicling Grassroots Suffrage project as part of the "Democracy Denied" course.

The author details an assignment she gave to her history students wherein they will write a biography of an enslaved person living in the early modern Atlantic world. Topics include the author's pedagogical goals for this "Contextualized Biography" assignment such as an analysis of an enslaved person's experiences through primary and secondary sources, and the sources used to reflect on the pedagogical and historiographical value of this assignment such as runaway advertisements.

The article evaluates whether the new curriculum developed by history faculty at Rollins College in Florida helps students to effectively learn important history skills. Topics include an investigation by American historian Claire Strom into whether students' acquisition of primary source literacy skills is facilitated by the iterative pedagogy of 200-level classes, the reason for the revision of the curriculum in 2014, and the types of 300-level courses that resulted from the revision.

The aim of the present research is to identify the difficulties of applying the technology of enhanced reality in teaching history from the standpoint of the teachers of the subject. A 20-paragraph survey measuring the most significant difficulties in applying the technology of enhanced reality in teaching has been built. The researcher applied the identification to a sample of history professors at the faculties of education and literature at Iraqi governmental and non-governmental universities, including 58 teachers. The research adopted the scoping descriptive approach, and the weight and weight of the weight were extracted to calculate the degree of difficulty in using the enhanced reality technique in teaching. The research found the following results: difficulties in applying the enhanced reality technique by history teachers; the most important of these was the sense of low importance of applying the enhanced reality technique in teaching; the lack of knowledge of using technical media from images, videos, and pamphlets; and the lack of lecture time with the density of the vocabulary. The researcher therefore recommends that the Ministry take decisions that will motivate teachers to use the technique as material and moral incentives, in addition to the need for universities to provide training courses, a comprehensive manual, and rooms equipped to use the enhanced reality technique for teaching. [ABSTRACT FROM AUTHOR]

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

During the Covid 19, students and instructors experienced double-way synchronization distance classes. Recently, the metaverse was drawn much attention to the online virtual world as a channel for social interaction. It has received renewed interest as a new method of surmounting the limitations of external activities after the pandemic. A few studies have focused on the usability of metaverse in a classroom, but no attention was paid to its applicability to Art History as well as to the higher level of education. In order to compensate for the limitations of two-way synchronized remote learning in university art history classes, Gather. Town was adopted as a metaverse platform in both Western modern art history classes and art history methodology classes. In this study, we surveyed and interviewed students who used both WebEx and Gather. Town. This study examines students' experiences in accessibility, social presence, convenience of interaction, interest and immersion, and satisfaction when the students use the metaverse platform, Gather. Town. The examination of this study confirms that the virtual space of metaverse was more helpful in making students feel a sense of presence, interaction, and engagement than WebEx and demonstrates the possibility of this platform as a sustainable and valid tool in Art History Education. [ABSTRACT FROM AUTHOR]

The article discusses the findings of a qualitative content analysis of pre-service teachers' (PSTs) efforts to dismantle heroification using primary sources in elementary social studies education. Topics include the goals of teacher educators to facilitate a social studies methods course that prepares PSTs to teach transformative social studies, examples of primary sources in history education such as diaries, and the elements of a social justice curriculum design such as social movement.

The article discusses the implementation of culturally responsive and sustaining teaching in an 11th-grade U.S. history curriculum to create an inclusive and positive classroom environment that culturally represented students of color. Topics include the history of discrimination against students of color at John C. Fremont High School in California during the civil rights era that led to the creation of the Fremont Black Student Union, and attempts to reach educational equity at the school.

The article examines the ways in which history of higher education (HE) instructors worked through the lens of social justice to make history relevant for graduate students outside of the history discipline using data from a survey of HE and student affairs (HESA) programs in the U.S. Topics include the number of HESA programs in the U.S., the importance of the strong social justice emphasis within HESA programs to HE history, and the principles of social justice education (SJE) pedagogy.

The article outlines important concepts that should guide history teachers in reorganization of their curriculum around movements and how these can help students develop a stronger understanding of the past. Topics include the need for teachers to emphasize the role of people organized in movements and collective action in the past and present, the importance of illuminating the role of intersectionality in movements for justice and the significance of the role of community and school context.

The article emphasizes the importance of integrating lesbian, gay, bisexual, transgender, questioning (LGBTQ+) content into history and social studies curricula in the U.S. Topics include the significance of this integration considering data and resistance to LGBTQ+ curricula, criticisms of the traditional approaches to the curricula, and several practices for integrating LGBTQ+ histories into the classroom including strategies for teaching LGBTQ+ history and creating inclusive environments.

The author argues on the struggle of pre-service teachers to address common sense and the concept of social justice in history education. Topics include an outline of key pedagogical research on teaching history to historically marginalized students, the reason for the importance of culturally relevant sustaining root narratives to effective teaching of historically marginalized groups, and the link of an effective pedagogical practice to gaining self-awareness and community knowledge.

In the article, the author discusses the challenges and opportunities on the use of the personal narratives of students about their past as a catalyst and medium for learning history by presenting the research project "My Historical Backpack" at Obrero University in Sweden. Other topics include the state of history education in Swedish upper secondary schools, and the increasing focus of history curricula on citizenship education.

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.

In the article, the author discusses issues on the teaching of history and the lessons that can be learned from an Asian American history pop-up museum. Also cited are the origins of Asian American Studies and Ethnic Studies, her experimental curriculum featuring students as producers of knowledge and as public historians, as well as the different learning opportunities for students.

This Article analyzes the references to law found in three standard U.S. History textbooks: (1) ALAN BRINKLEY, AMERICAN HISTORY CONNECTING WITH THE PAST 745 (McGraw-Hill Educ., 15th ed. 2015); (2) ERIC FONER, GIVE ME LIBERTY! AN AMERICAN HISTORY 461 (Steve Forman et al. eds., 5th ed. 2017); and (3) DAVID GOLDFIELD ET AL., THE AMERICAN JOURNEY: A HISTORY OF THE UNITED STATES (7th ed. Combined vol. 2014, 2011, 2008). The Article includes a quantitative analysis of topics (i.e., tabulating the topics that appear most frequently in the texts arranged chronologically) as well as summaries of those topics. It also discusses and draws conclusions regarding the forces that have shaped the development of American legal history--in particular the complex relationships among interest groups, individual historical figures, executives, legislators, and judges. [ABSTRACT FROM AUTHOR]

This research presents the results obtained on how the relationship is and/or collaboration between lecturers and heritage institutions, especially in the case of museums. The methodology used was quantitative with a descriptive non-experimental quantitative method. The participants in the study were 26 lecturers from three departments of the University of Murcia and the research instrument used was a questionnaire. Finally, with regard to the results obtained, it can be concluded that the relationship between university and heritage institutions is present through the didactic visits, employed by the majority of lecturers and carried out generally in the museums, but the potencial of such activities is not being fully exploited. [ABSTRACT FROM AUTHOR]

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

The research aims to examine the institutional and political processes in Honduran society from the 1950s to the 1980s, that are related to the beginning of the professionalization of the historian's profession and the organization of the History Department at the National Autonomous University of Honduras (unah) in 1976. It details some institutional aspects of the University and relates them to a broader social context. The aim is to provide a social view of an institutional phenomenon such as the organization of the History Department. We consulted journalistic sources, internal documents of the University (memories, projects, minutes) and recorded some testimonies of actors who participated in the organization and first years of operation. In the end, it is notable that the professors and officials who gave rise to the career had a clear intention to make history a contribution of critical knowledge that would question the official discourses on the nation, something considered vital for the creation of a popular national conscience. This knowledge, however, would also be based on academic ideas that predominated at that time on the structural study of social phenomena. The originality resided in the fact that this was joined to a particular idea of scientific work as collective labor, field work and social projection that transcended the university classrooms. [ABSTRACT FROM AUTHOR]

This article explains how an educator's haunting experience with the historical portrait, Sick Girl (Krogh, 1881), launched an inquiry about the Norwegian artist's young sister Nana, who died from tuberculosis in 1868 (Hansen, 2014). The hermeneutic experience opened a portal into the past and through interpreting the work of art with preschool children, a picture emerged of childhood in Scandinavia during the 19th century. Derrida's notion of "hauntology" (1993) and Gadamer's (2004) ideas about the experience of play in interpreting the work of art, created a framework upon which to build an understanding of Nana's ghostly visitations and messages. If traces of history can be reconstructed through visual works and artifacts what are the implications for teaching history to young children? The pedagogical strategies used by the educator to uncover the past and enliven teaching and learning point to the relevance of visual literacy and historical portraiture in early childhood education. [ABSTRACT FROM AUTHOR]

It aims to identify the teaching knowledge and typologies of historical awareness present in the narratives constructed by History teachers, working in Basic Education, having as a reference the construction of the epistemology of professional practice defined by Tardif (2000) as the study of the set of knowledge used by professionals in your workspace to perform all your tasks. It is theoretically based on Tardif and Lessard's (2012) conceptions of teaching knowledge and Rüsen's (2007) historical awareness. We support the theoretical contribution of Cultural History and the research methodology of Oral History in Bom Meihy (1996) and Alberti (2013) by enabling the elaboration of records and documenting experiences, knowledge and practices of people regarding their experiences. We can infer that the way they worked in the classroom created the possibility of a teaching that aims to form historical awareness to act in the world, to be able to act and transform it. [ABSTRACT FROM AUTHOR]