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Learning history is vital for students' intellectual, spiritual, emotional, and physical development. Students perceive history subject as difficult and boring because they must memorize facts and understandthose facts, concepts, time, and historical events. Interactive multimedia can increase students' enthusiasm and make the teaching and learning process more interesting to make the history "alive." Game-based learning uses game elements and principles to effectively deliver teaching and learning process in the classrooms. Yamashita's Treasure: A Quest to Find the Treasure is a game-based instructional material designed for grade 7 students of the Philippine K-12 curriculum that aims to teach significant lessons and events occurred in the Philippines over the last century. In this paper, we present findings from an assessment of an instructional material in teaching Philippine history. A System Usability Scale (SUS) was used to test the system's usability which generated a positive score. Respondents were highly satisfied with the game's usability scoring 87.5 on the SUS. Future work includes developing a programmed system, conducting quasi-experimental research design, and consultations with the experts for further enhancement. [ABSTRACT FROM AUTHOR]

In the eighteenth and early nineteenth centuries Russia experienced a considerable lack of teachers. In this situation, foreign migrants became Russia's preferred teachers for more than a century. Foreigners were particularly welcome to teach languages and a whole range of other subjects such as history, geography, and mathematics. All teaching was done in a foreign language. Foreigners became important actors in cultural transfers from Western Europe to Russia. Social elites (the nobility, particularly its upper strata) became the main clients of these foreign teachers. This process ended up producing several generations of aristocracy possessing a sort of hybrid culture, both Russian and Western-European with a particular predominance of French culture starting from the generation of the middle of the eighteenth century. In my paper I will first analyse the national composition of the teaching staff in some major Russian educational institutions, first and foremost the institutions for the nobility or in which noble students were present, and in private education; then I will give a brief overview of the geographical origin of the students in these institutions. I will finally analyse the positive aspects as well as the problems caused by this situation and will show what reactions the predominance of foreign teaching staff in Russia provoked in Russian society. [ABSTRACT FROM AUTHOR]

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]

There is a growing concern throughout the UK and beyond about the lack of suitably qualified post-primary teachers in some subject areas, particularly mathematics, design and technology and the sciences. This paper reports on a survey of teacher qualifications in Northern Ireland which indicates that a significant percentage of teachers are unqualified in the areas of mathematics, physics, ICT, history and Irish, and that Key Stage 3 teachers tend to be less well-qualified than those at Key Stage 4 or post-16. Unqualified teachers are less likely to be found in the grammar sector than the non-grammar sector. [ABSTRACT FROM AUTHOR]

In this article, the author incorporates two assumptions about studying history that are central to educational standards. The assumptions state: the teaching of historical thinking needs to lie at the core of history instruction and to study history in this manner, students need to learn how to analyze primary documents. The author observes that the process of learning to teach young people how to think historically must be a complicated one. To illustrate the assumptions, the author cites a student who study history and follows her learning process.

Thinking about the museum’s engagement in educational programmes is increasingly adopting a more critical perspective on the implications of a programme in authorizing and defining particular knowledge. While objects are still invoked to define history and culture and to underscore their authority, the museum’s claim to educational purposes is being questioned by the museum itself. This has resulted in changes to the ways in which student learning occurs within the museum. Using data gathered during a year‐long study of the changing role of a Canadian regional history and ethnology museum, this paper argues that the changing role of the museum prompts reconsideration of their roles not only as sites of knowledge but also as sites of knowledge‐production. [ABSTRACT FROM AUTHOR]

This article reports on a study that concerns the way in which preservice teachers negotiate historical inquiry-based teaching and learning in relation to their preexisting conceptions of social studies as a discipline. Thoughts and opinion that form preservice teachers' historical understanding at the start of a semester were examined. Data gathered from the examination was compared with students' thoughts and opinions at the end of the semester. Students were asked to write in their journals on how they believe social studies should be taught in elementary classrooms to learn the preservice teachers' goals and perceptions of social studies pedagogy. A variety of instructional strategies that focus on history as an inquiry-based discipline was introduced.

Provides information on teaching elementary students interpret history. Significance of teaching and learning history in elementary school; Challenges to interpreting the past with children; Misconceptions about history as a way of knowing.

This article discusses the nature of case studies in the light of its history. The author begins from the fact this is a success story. The case study is one of the major vehicles of learning, in both senses of the term. First, in teaching contexts, it is an effective "learning machine," helping to overcome some of the worst fixations of traditional pedagogy, with its focus on the learner as atomized individual, dependent on textbooks and notes, and geared to getting grades on ritualized, rote-learned test. Instead, it offers learners the chance to engage, as a group, with specialized yet real-world problems, and to undergo a version of situational testing. Second, in the research arena, the case study has emerged as a distinctive and effective means to generating "learned truths." It helps guard against research work becoming over-theoretical, or over-technical, or both. Doing case studies ensures that researchers get their hands dirty, and check their theories against real-life experience, and thus provide cumulative insight into the richness and complexity of work cultures and practices.