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Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 article examines the gaps in relation to the Sámi people and the colonization of Sápmi (Sámi homeland) in Finnish history textbooks. In the Finnish school system, there is very little knowledge about the Sámi and the colonization of Sápmi. The article uses the concept of the absent curriculum in order to highlight the gaps in history textbooks. The absent curriculum refers to topics and themes that could have, but have not, been included in the curriculum. Using discourse analysis, the article analyzes two different time periods described in textbooks: The 19th and 20th centuries, as well as “prehistory.” The results show that colonialist interventions in Sápmi are not conceptually tied to colonialism in textbooks, even though some textbooks include descriptions of Finnish assimilation acts in Sápmi. With regard to “prehistory,” the textbooks vary in their descriptions of the Sámi: Some textbooks clearly define them as a distinct Indigenous people, whereas others do not mention them at all. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Journal of Pedagogy & Critique / Nordisk Tidsskrift for Pedagogikk & Kritikk is the property of Cappelen Damm Akademisk 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 this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students' visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students. [ABSTRACT FROM AUTHOR]

The question of history learning at school and its improvement has long been a subject of discussion, but it continues to present unresolved critical issues due to pupils’ difficulties in understanding this discipline, difficulties in defining clear and accountable learning objectives and the lack of adequate assessment systems. In line with international research, this article intends to show how it is possible to overcome these critical issues by identifying the development of historical thinking as the purpose of learning history, making explicit the dimensions of which it is composed and matching them with a taxonomy of learning objectives that can be translated into adequate assessment tests. The work presents an example of this process in the construction of a model test applied in the final year of primary school as part of an instructional intervention for progressive improvement of whose objectives the pupils were made aware.

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty 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 purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities. [ABSTRACT FROM AUTHOR]

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]

The article focuses on integrating artificial intelligence (AI) technology, specifically Inworld Studio, to create AI-generated characters based on historical figures, facilitating deeper student engagement and empathy in history lessons. Topics include leveraging AI for interactive historical simulations, ethical considerations in portraying historical figures through AI, and practical lesson plans that align with educational objectives in Victoria's History curriculum.

The article focuses on harnessing generative artificial intelligence (AI) tools through prompt engineering in the history classroom. Topics include the strategic creation of prompts to customize learning experiences, encourage critical thinking, and facilitate ethical reflections on AI use. By employing principles like clarity, relevance, and iterative refinement, educators can effectively integrate AI to enhance student engagement and achieve educational objectives in history education.

The article focuses on revolutionizing history education through the strategic use of generative AI tools, emphasizing the creation of precise prompts, customized ChatGPT settings, and integration of external data for interactive learning experiences. It highlights the role of well-crafted prompts in minimizing AI errors, the process of customizing ChatGPT to meet specific educational needs, and the potential of AI to analyze and visualize historical data effectively.

The article focuses on innovative uses of generative artificial intelligence (AI) in History education, highlighting its potential to enhance lesson engagement through activities like brainstorming creative learning tasks, and designing educational materials such as worksheets and mind maps. It explores practical applications of AI tools like ChatGPT 4.0 in facilitating these activities, emphasizing experimentation and adaptation to optimize teaching effectiveness.

The article focuses on the evolving role of generative artificial intelligence (AI) in History education, advocating for a reassessment of traditional essay assignments due to AI's capacity to generate nuanced content. Topics include the challenges posed by AI in maintaining academic integrity, the implementation of a assessment framework using traffic light signals to guide AI usage in assessments, and historical role-plays to enhance historical learning and critical thinking skills.

The article focuses on teaching History students to critically assess AI-generated writing, aiming to distinguish its limitations as a tool for educational use. Topics include the initial concerns about AI's impact on academic integrity, strategies to integrate AI responsibly into teaching practices, and the educational benefits of using AI-generated content to enhance students' understanding of historical writing skills and evidence evaluation.

The article focuses on utilizing artificial intelligence (AI) tools to enhance history teaching by reducing administrative tasks, adapting content for diverse learning needs, and increasing student engagement. Topics include leveraging AI to streamline teacher workloads, using AI to improve resource differentiation and assessment practices, and employing AI creatively to boost student agency and interaction in history education.

The article focuses on integrating artificial intelligence (AI) into history education to enhance teaching effectiveness and streamline workflows, while addressing challenges such as academic integrity and ethical concerns. Topics include strategies for developing AI literacy among students, leveraging AI tools for teaching and assessment, and ensuring educational outcomes emphasize transferable skills like critical thinking and research.

The article focuses on the Australian government's framework for the use of generative AI in education, emphasizing its role in supporting History teachers. Topics include defining generative AI as technology capable of creating text, images, audio, and video, the framework's core principles such as Teaching and Learning, Human and Social Well-being, and implications for History teachers in Victoria, including the importance of critical engagement with AI's biases and limitations.

The study aims to (1) analyze the conditions of history learning at SMA N 12 Semarang, (2) describe the development of historical comic strip learning media, and (3) analyze the feasibility of historical comic strip learning media. The research uses the Research and Development with a modification of the 4D development model. Several stages are passed in this research, including definition, design, and development. The results of this research are (1) students need learning media, (2) development of historical comic strip learning media in Indonesian National Movement materials entitled "Story of Athar" with manual sketches, digitalization, and digital coloring until finalization, (3) feasibility validation product, namely 94% from material experts, 96% from media experts. The effectiveness of learning media in increasing students' interest in learning is obtained from the results of the gain score using the formula for the difference between pre-test and post-test scores of 32,26%. Based on the results of this research, the scores of increasing students' interest in learning in class XI F 11 are included in the High category because the gain score is 0,767 and is in the range g > 0,7. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effectiveness of using e-module teaching materials in history education. This study is development research conducted using direct observation techniques and the distribution of questionnaire surveys to the research location, in this case, SMA Srijaya Negara Palembang. The development of teaching materials was conducted using the Rowntree model, which comprises three stages: planning, development, and evaluation. The criteria utilized included the success rate and students' achievement in learning activities. The research findings indicate that the utilization of case-based learning e-modules is valid and suitable for history education in classrooms. This is supported by assessments from three validators of the materials, media and language aspects of the e-module, categorized as highly valid (4.4); individual assessments as valid (4.1); and small group assessments as highly valid (4.2). Moreover, there is a noticeable improvement in the students' learning outcomes, classified as valid (88.0), with an effectiveness score of N-gain reaching 0.80, falling into the high or very effective category. [ABSTRACT FROM AUTHOR]

This study investigates alternative approaches for demonstrating historical understanding in elementary school history education, motivated by challenges to educational institutions posed by increased ChatGPT-related plagiarism. Focused on secondary education, an area with scant research, this study, through sociocultural and linguistic methods of analysis, contrasted human-generated historical narratives with those produced by ChatGPT. It was found that ChatGPT's narratives, while stylistically superior, lacked emotional depth, highlighting a key differentiation from human storytelling. However, despite this differentiation, ChatGPT otherwise effectively mimicked typical discourse patterns of historical storytelling, suggesting that narrative-based writing assignments do not significantly reduce the likelihood of ChatGPT-assisted plagiarism. The study concludes by suggesting that rather than focusing on mitigating plagiarism, educational approaches to ChatGPT should seek to channel its potential for historical narratives into assistance with task design, delivery of content, and coaching student writing. [ABSTRACT FROM AUTHOR]

Copyright of Historia Regional is the property of Historia Regional 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.)

Fundamental to recalling memories and remembering is to look at the past and the future concurrently. Remembering is crucial to have a temporal association so that present changes and developments can be elaborated in understanding the construction of memory. Historical trauma is a psychological and emotional collective and subjective injury which are transmitted from adults to children in a cycle process, and it continues over a life span of individuals and across generations. Soft memories are created and shared as a social process. These are narratives, historical texts and similar, less tangible forms of memory. History education has a profound influence on social discourse and the way soft memories are perceived, and since formal schooling is at the centre of shaping a generation and textbooks are the main medium of knowledge transmission, the official narrative shapes it and is often presented selectively. This research explores how the official regulation of history education is used to align official state discourse with social memory. This research employs secondary data and document analysis by examining the compulsory textbook (1979) used since 1971 in history education. It explores history education’s impact on individual narratives of remembrance and collective memory. It examines the long-term effects of what has been taught in secondary school history education on adulthood perceptions of past historical occurrences. Findings confirm that a consistent, official historical discourse supported by exposure to “hard” and “soft” memories enables the maintenance of collective memory as represented in the official discourse among society members. It also concluded that when difficult history is transmitted to the younger generation as part of education, they may experience trauma and similar negative associated feelings; furthermore, they do not necessarily unconditionally embrace the official history but question it in their adulthood. [ABSTRACT FROM AUTHOR]

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 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.)

A feature of the concept of “minorities” is the invisibility and stigmatization of communities, more so within the idea of the nation. This article analyses the representation and construction of the concepts of “Europe”, “Nation” and “Minority” in eight German, Turkish and Spanish secondary school history textbooks, particularly 16th-21st century (7th-10th grade). In times of strengthening nationalism, it is also discussed here whether the representations convey essentialist ideas and imperialistic structures hidden between the lines, or whether they reflect the concept of “minorities” as a component of a pluralistic and hybrid European society. The research is divided into two areas: A comparative quantitative research will be carried out on the representation of 'minorities' in German, Turkish and Spanish history textbooks and a qualitative hermeneutic analysis. Key findings indicate that each country predominantly imparts a history curriculum with a strong national focus, with the pronounced emphasis found in Turkish history textbooks. European-centered history is often portrayed and based on myths as emblematic of modern civilization in comparison with other civilizations or countries, especially in Spanish and German history textbooks. Similarities in the portrayal of “minorities” tend to be either nonexistent or negative, further reinforcing a sense of belonging for national identities. [ABSTRACT FROM AUTHOR]

This study seeks to understand the development of teacher professional knowledge about models and modeling of a Chemistry Education associate professor, experienced and specialized in modeling-based teaching from a longitudinal socio-historical perspective. To do so, we analyzed her statements about her life history in terms of school and academic education, as well as professional practices for the last 18 years. Data were constructed from the transcription of those statements and interpreted according to theoreticalmethodological procedures based on both a microgenetic analysis, promoting the decontextualization of contexts, and a macrogenetic analysis, from the recontextualization of contexts. This made it possible to trace her experiences from the student context at the secondary school to the experiences as university professor about to teach a course on models and modeling to a class of future teachers. The data analysis showed that, in her teaching history, various educational situations and contexts involving modeling-based teaching influenced her teacher professional knowledge about models and modeling, as well as how some turning points influenced and took part of the development of such knowledge. This study favors an understanding of the constitution of the subject (the associate professor) as it allows entering into her life contexts in which developmental paths of her teacher professional knowledge were identified and characterized. Furthermore, it contributes to the understanding of how science teachers can develop such knowledge from a longitudinal socio-historical perspective, which may have implications for teachers education. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to reveal the view of Turkish history in Turkmenistan and Turkmenistan-Turkey relations through textbooks. In the study, historical research, one of the qualitative research methods, was used. The main data of the study consist of the history textbooks currently taught in the Turkmenistan education system from the fifth to the eleventh grades. In this context, ten different textbooks were analysed in line with the purpose of the study and the relevant parts written in Turkmenistan Turkish were transferred to today's Turkish. Subsequently, the data obtained were categorised and evaluated under the headings of Turkish History and Republic of Turkey. When the findings of the research are analysed, it is seen that history education in Turkmenistan is presented with a national narrative and Turkish history in Turkmen history textbooks is evaluated on the axis of Turkmen national history. As a matter of fact, in this narrative, which starts with the Oghuz Turkmen State and continues in the direction of Gokturk-Karahanli-Gazneli-Seljuk-Ottoman states Turkmen identity has a global character. With this feature, Turkmens are considered as the descendants of a generation that established great states in history. In addition to political and military developments in Turkish history, the textbooks also include elements of culture and civilisation. In Turkmenistan history textbooks, the National Struggle, the republic and some revolutions in the first years of the republic were also mentioned. Atatürk was given a special place and his role and importance in history was emphasised. It is noticeable that Turkmenistan's relations with modern Turkey have been covered on the axis of domestic and foreign policy. In this context, the focus is on Turkish domestic politics, political developments and elections, starting from the Turgut Özal era and continuing with the AK Party era. In foreign policy, Turkey's situation during the Cold War period and NATO are mentioned, and information about Turkey's foreign policy on the east-west and regional axis until the beginning of the 21st century is given. At the end of the Turkey chapter in Turkmenistan history textbooks, Turkmenistan-Turkey relations are emphasised. It is noteworthy that this information presented in Turkmenistan history textbooks constitutes an opportunity for the preparation of common history education and history textbooks of the Turkic world. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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.)

Objective: The history courses at any country, plays an important role in creating national identity and value for that country; But despite its high importance, it is observed that interest in studying history, in its specialized sense, is low among students. As it seems, teachers are facing challenges in relation to the way this subject is taught in schools and the content used to teach it. Therefore, the aim of the current research was to analyze the lived experiences of history teachers of the challenges of the curriculum and teaching history courses in the second secondary level. Materials and methods: To achieve this goal, the critical paradigm, qualitative approach and descriptive phenomenological research strategy of multi-stage Van Manen type and document-library method were used. The field of research included history teachers of the second secondary course in Kurdistan province in the academic year 1401-1402 with a purposeful sampling method. The research tool was a semi-structured interview made by the researcher, which continued until the degree of relative saturation with the number of 9 people. Findings: The findings were presented in two sections: curriculum and educational challenges and solutions. The challenges section itself was categorized into three areas: challenges related to history books (11 cases), challenges of teachers' teaching methods (7 cases), and challenges beyond the two mentioned areas (4 cases). Based on this, the solutions section in the two areas of teachers' teaching solutions in order to solve the challenges of classroom education (11 cases) and suggestions for the efficiency of the quality of teaching history courses at the curriculum level, which were presented in the three areas of books (12 cases), teachers (2 cases) and beyond these two (5 cases). Discussion and conclusion: Discussion and conclusion: The results of the analysis of the findings showed that the curriculum in the field of teaching history courses in the second secondary level needs a fundamental revision. At this point, history textbooks play a prominent role in creating educational challenges. Because most of the educational challenges of these courses are related to this field; Among other things, the history books still follow the memory-oriented approach and have less analyzed the events, this is because their history writing style is still traditional and classic. However, not all challenges are limited to the content of books; Moreover, the methods used for teaching history are not in line with the evolution of textbooks and the new goals of the curriculum, and most teachers still use lecture-oriented and teacher-oriented methods. In addition to these cases, there are various personal and social factors outside the teacher's classroom system and in the history course that indirectly affect the classroom teaching of these courses; Therefore, in order to achieve the goals of the new curriculum, there is a need to make changes in the methods of teaching history courses as well as the way of training and selecting teachers. Although the teachers at the class level are trying to complete the shortcomings of the textbooks and use new educational methods; But in order to achieve the educational goals of these courses and improve the quality of history courses, more fundamental changes are needed in the educational planning for history courses in the second secondary level. In order to radically reduce some of the mentioned challenges, in addition to making changes in the management level of classroom education and ingenuity in the teaching and learning process, it is necessary to have appropriate planning at the national macro level and make changes in the field of curriculum content and educational methods. The suggestions expressed were mostly in the context of revising and making changes in the content of history books, so that the emphasis of the content of history books is more on the analysis of historical issues and events and the application of history. Based on the findings of the research, it is suggested that history books should be specifically revised, educational methods should be changed in line with the new goals of history education, which have changed from memory-oriented to historical literacy education, and new student-oriented educational methods should be used instead of teacher-oriented in The education process should be used and history should be taught in a more practical way. [ABSTRACT FROM AUTHOR]

Literacy activities in education hold a crucial position, particularly reading within history education. Addressing literacy challenges encountered in the history learning process at State Senior High School (SMAN) 1 Sumenep, there arises a necessity for innovation in implementing school literacy movements. LIRIS stands as an innovative initiative formed by the School Literacy Team (Tim Literasi Sekolah/TLS) at SMAN 1 Sumenep, aimed at addressing literacy challenges by amalgamating literacy processes with research. This research aims to find out the implementation and problems of history learning in the GLS program and find out how LIRIS can be an innovation in literacy activities. Employing a qualitative descriptive approach, data is collected through interviews, observations, and documentation, then analyzed through data reduction, presentation, and verification. Findings reveal: (1) GLS implementation in history education generally follows existing guidelines, observable in familiarization, development, and learning stages, yet specifics vary based on classroom conditions and teacher innovation, (2) literacy activity issues in history education arise across student, teacher, and school support aspects, and (3) LIRIS emerges as an innovative literacy activity addressing both general and specific history education challenges, albeit still necessitating evaluation and refinement.

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 purpose of this study was to explore the effects of an educational video game on high school students' motivation, self-efficacy and knowledge. The game tells the story of Mariano Melgar, a Peruvian thinker, patriot and hero. The authors used a quasi-experimental design and conducted pre- and post-tests to estimate the effect of the video game. The sample consisted of 67 students from two schools in Lima. The students were randomly assigned to one of two conditions: playing a video game or watching a documentary. Results show that playing the video game was more effective in increasing students' knowledge, whereas watching a documentary increased demotivation and decreased self-efficacy through vicarious experience. In view of this, it is important to explore further video games' usefulness as educational materials. [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]

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]

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]

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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 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]