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Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a study on historical thinking, particularly on the alleged use by historians of inaccurate and unreliable historical evidence to construct historical arguments. Other topics include the cognitive processes in the study of history, the discipline-specific skills needed in the study of history, and how historians assess the reliability of their information.

This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M = 764) and Spanish (N = 648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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.)

Değer, bireyin amaçları ve ihtiyaçları doğrultusunda olguya yüklediği belirli nitelik ve anlamlar ile belirlenen tavır ve davranışlar olarak tanımlanabilir. Bireyin kendi tercihlerine bağlı olarak sergilediği davranışlara kaynaklık etmesinin yanında değer, davranışları yargılamayı sağlayacak anlayışları da içerisinde barındırmaktadır. Ayrıca zamandan bağımsız olmayan, toplumun çoğunluğu tarafından kabul gören değerlerin, eğitim yoluyla yeni nesillere aktarılması, değerlere ve değer eğitimine özel bir anlam yüklemiştir. Bireylerde egemen söylemin istediği yönde davranış değişikliği öngören eğitim faaliyetleri içerisinde yer alan tarih dersleri, sadece geçmişin bilgisini öğretmekle kalmayıp değer aktarımını da içerisinde barındırmaktadır. Tarih dersleri, öğrencilere belli değerleri kazandırmakta ya da bu değerlerin sorgulanmasını sağlamaktadır. Bu bağlamda çalışmanın amacı Türkiye’de 2018 yılında gerçekleşen müfredat değişikliğinin ardından yenilenen ortaöğretim tarih ders kitaplarında yer alan değerlerin ve değer aktarım yaklaşımlarının neler olduğunu ortaya çıkarmaktır. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılarak doküman incelemesi yapılmıştır. Araştırmada 9, 10, 11. sınıf tarih ders kitapları ile 12. sınıf T.C. İnkılap Tarihi ve Atatürkçülük ders kitapları örneklem olarak seçilmiştir. Ders kitaplarındaki değerler ve değer aktarım yaklaşımlarının neler olduğu ve ifade etmiş olduğu anlamlar betimsel analiz ve içerik analizi yapılarak tespit edilmiştir. Sonuç olarak ders kitaplarında yer alan kök değerlerin, evrensel ve geleneksel anlayış odaklı karakter eğitiminde yer alan değerlerden meydana geldiği ortaya çıkmıştır. Mevcut değerlerin aktarımında sıklıkla tercih edilen yöntemin, birçok değerin doğrudan öğrenciye aktarıldığı değerleri telkin etmek veya aşılamak olduğu tespit edilmiştir.

19. yüzyılın ikinci yarısında tarih derslerinin okul müfredatlarına girmeye başlamasıyla birlikte tarih eğitiminin tarihi gelişim süreci başlamıştır. Böylece tarih, tüm topluma hitap eden bir alan haline gelmiştir. Akabinde ders kitaplarının da hazırlanmasıyla birlikte tarih öğretimi sistemli bir hale getirilmeye çalışılmıştır. Dönemin şartları ve yapısı, tüm eğitim sistemi gibi tarih eğitimini de etkilemiş, dersin içeriği ve ders kitapları buna göre oluşturulmuştur. Tarih eğitiminin tarihi konusunda araştırma yapılırken dönemin ders kitaplarının yanı sıra, hatıralar, mecmua ve gazeteler, arşiv vesikaları temel kaynakları oluşturmaktadır. Bunların yanı sıra eğitim tarihinin kaynakları olan Maarif Salnameleri, tarih eğitiminin tarihi çalışmaları için de önemli bir kaynak niteliğinde olup okul müfredatları içerisinde yer alan tarih dersi hakkında ayrıntılı bilgiler içermektedir. Bu çalışmada, II. Abdülhamid döneminde Maarif Nezareti tarafından hazırlanan Maarif Salnamelerinden hareketle, 20. yüzyılın başlarında (1898-1904) Osmanlı devlet okulları ve müfredatındaki tarih dersinin yerini ortaya koymak amaçlanmıştır. Bu bağlamda salnamelerdeki veriler esas alınarak tarih dersinin, ilköğretimden yükseköğretime kadar hangi okullarda ve ders programlarında yer aldığı tespit edilmeye çalışılmıştır. Ayrıca derslerin içerikleri hakkında da bilgi verilmiştir.

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences 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 history curriculum design in England, currently at least two loci of authority - the history teachers' 'extended writing movement' and the national awarding body Pearson Edexcel - present somewhat contrasting portrayals of the narrative mode for the purposes of historical causal explanation. Nonetheless, both loci suggest they are reappropriating academic knowledge for the purposes of secondary schooling in a fashion similar to what Basil Bernstein (1986) dubs 'recontextualisation'. As a practising history teacher, I provide a phenomenological critique of Pearson Edexcel's specifications for the national GCSE and A-level examinations from the perspective of the extended writing movement's realisation of the Bernsteinian model, with a specific focus on the narrative mode for the purposes of historical causal explanation. In order to characterise the status of historical narrative in the academic field of production, I draw on analytic philosophies of history, theories of history by practising historians and historical explanations from one historiography: the Salem witch trials. Finally, I make recommendations for future reforms in national history examinations in England: constant revaluation with reference to academic knowledge; the avoidance of specific yet unsustainable claims about the discipline of history generally; and the abandonment of a genre-led assessment in favour of an epistemology-led alternative. [ABSTRACT FROM AUTHOR]

Bu çalışmada 2018 YÖK ATLAS (Yükseköğretim Program Atlası) verileri baz alınarak tarih bölümleri ve tarih öğretmenliği programları üzerine değerlendirme yapılmıştır. YÖK ATLAS programı tarih bölümlerine yerleşen öğrencilerin yaptıkları net sayısı, üniversiteye giriş sınavında hangi derslerden başarılı olup hangi derslerden başarısızlık gösterdiklerine ilişkin veriler sunmaktadır. Bu veriler hangi üniversitelerin ilk sıralarda tercih edildiği, hangi üniversitelerin son sıralarda tercih edildiğini de göstermektedir. Araştırmada doküman analizi yönetimi kullanılmıştır. Araştırmanın sonuçlarına göre tarih bölümlerine yerleşen öğrencilerin genel anlamda net ortalamalarının düşük olduğu, sayısal derslere yönelik başarılarının sıfıra yakın olduğu görülmüştür. Öğrencilerin tarih bölümlerini tercih etmelerinde tarih bölümlerinin bulunduğu il ve bölümlerin örgün öğrenim olup olmama durumu etkili olmuştur. Eğitim fakültesi tarih öğretmenliği programlarının öğrenci sayısı açısından kontejanlarının az olduğu anlaşılmıştır. Tarih bölümlerinin kontenjanlarının çok fazla olması nedeniyle bu bölümlere çok düşük net ortalamasına sahip öğrenciler de yerleşebilmektedir.

The article discusses educational travel and experiential learning in history, from a roundtable panel held October 22, 2015 at the 16th Century Society & Conference annual meeting. Emphasis is given to topics such as travel to Mexico for students in the course "History and Public History of the Yucatán," the difference between educational travel and recreational tourism, and developing student engagement.

• The study probes students' historical beliefs with an innovative method. • Our approach transcends category models, offering pattern-based insights. • Students increasingly grasp the complexity of historical knowledge. • The findings could be used to foster historical thinking in history education. Epistemic beliefs are crucial in the modern digital world, where individuals must navigate a vast array of information. These beliefs, connected to higher-order thinking skills like critical thinking and problem-solving, enable individuals to evaluate the credibility of information, discern biases, and make informed decisions. Developing sophisticated epistemic beliefs is essential for engaging with the digital world and contributing meaningfully to various domains. For history education, as the goal has put more emphasis on developing students' higher-order thinking in history (i.e. historical thinking and reasoning) both in Taiwan and around the globe, it has then become more and more important to investigate students' historical epistemic beliefs. Despite this, most scholarly work focuses on scientific and mathematical personal epistemology, leaving the discipline of history underexplored. To fill in such a salient gap, this study implemented a mix-method research design with the use of Epistemic Network Analysis to explore high school students' trajectory of historical epistemic beliefs. This study implemented a mix-method research design with the use of Epistemic Network Analysis. Twenty-one high school students were recruited for the study. Data was collected with semi-structured interviews at the start and end of one academic year to investigate the changes in their personal epistemology. Data was then transcribed and coded with the coding framework developed in this study. The results are shown in the pattern-based model for each individual student's trajectory during the course of one academic year. A t -test was used to examine the differences between the first and second sets of interview data of each student. Six participating students witnessed a significant change (p < 0.05) in their historical epistemic beliefs within one year. The students shifted from a more naïve and simple perspective about the nature of history to a more sophisticated stance in which they started to acknowledge the complexity of history due to the consideration of historical contexts. The students also became more aware of the subjectivity in the formation of historical knowledge and, thus, the limitation and uncertainty of the objective truth. Moreover, a fine-grained qualitative analysis of these students was provided to present a more holistic perspective. The evidence indicates that students' epistemic beliefs are not easily categorised, as they display different stances towards various aspects of historical knowledge. Furthermore, students have become more critically engaged in historical thinking and have adopted a more discerning attitude towards history class. This pioneering research not only provides a solid foundation for future investigations in the field but also carries significant implications for enhancing history education and fostering critical thinking skills in students. Limitations and future applications are also discussed at the end of the paper. [ABSTRACT FROM AUTHOR]

İçinde yaşadığımız yüzyılda yaşanan hızlı değişim ve gelişim, etkisini her alanda olduğu gibi eğitim-öğretim alanında da hissettirmektedir. Bu süreçte öğretim programlarının içerikleri çağın gerektirdiği düşünülen farklı içerik ve uygulamalarla donatılmaktadır. Geçmişten günümüze eğitim-öğretim sistemlerinin vazgeçilmezleri arasında var olan tarih dersleri ise yaşanan bu değişim ve dönüşümden yeterince etkilenmemiş görünmektedir. Kaleme alınan bu çalışmada çeşitli örneklerle dile getirilmeye çalışıldığı üzere tarih öğretiminin dönüşümü sağlayamamış olmasının farklı gerekçeleri olduğu görülmektedir. Bu çalışmada tarih öğretimi alanında olması gerektiği düşünülen bazı uygulamaların, öğrenme-öğretme sürecinde yer almaları durumunda nasıl bir yarar sağlayacakları ekseninde tartışılması yoluna gidilmiştir. Bu bağlamda çeşitli içerikteki uygulamalar, alt konu başlıkları şeklinde oluşturularak okuyucunun aklında var olabilecek soru işaretlerinin bir kısmının giderilmesi amaçlanmıştır. Yapılan öneriler tarih öğretimiyle ilgili yaşanan sorunlara farklı bir bakış açısıyla çözüm önerileri getirilebilir mi mantığı doğrultusunda dile getirilmişlerdir.

The 19th Chinese Communist Party (CCP) Congress, held in October 2017, enshrined not just Xi Jinping's grip on power. It also re-coated its ideology with a medley of Socialist and traditionalist buzz words that had been marginalized in the 1980s. During the height of the reform era, these increasingly made way for ideas borrowed from market economies. Predictably enough, the ideological ferment surrounding the 19th Party Congress has since also played out in the realm of education. This article examines in detail the most current history textbooks used in PRC classrooms to construe China's pre-Imperial and Imperial past. To that end, included in my exploration will not just be changing PRC attitudes to the Chinese past, but also PRC instruction of world history from antiquity to the early modern era. In passing, I will also compare the school material with the latest authoritative Western scholarly studies of the same topics by way of eliciting how PRC official historical narratives of events preceding the 20th century diverge from Western ones. [ABSTRACT FROM AUTHOR]

This article outlines the agenda of a collective research project that aims to explore modalities of historical futures that constitute our current historical condition. To present the collective work adequately, we have teamed up with History and Theory and initiated a long‐term serial publishing experiment. In the coming years, each issue of the journal will feature contributions to this research endeavor. In our project‐opening piece, we briefly introduce the experiment and the premises of the collective research agenda. We begin by recounting the many ways in which increasingly towering novel future prospects have begun to capture the scholarly world's attention across disciplinary boundaries. We then introduce the notion of historical futures. Crediting theoretical inspirations and paying intellectual debts to conceptual relatives, we define "historical futures" as the plurality of transitional relations between apprehensions of the past and anticipated futures. At the core of the article, we formulate our call for a collective investigation of modalities of historical futures and sketch three basic sets of concerns that the explorative works in this experiment may address: kinds of transitions from past to futures, kinds of anticipatory practices, and kinds of registers as interpretive tools that position such practices on a variety of spectrums between two poles (for instance, a value register with the poles of catastrophic and redemptive futures). Finally, we close with a brief note about the necessity of collective endeavors. [ABSTRACT FROM AUTHOR]

The article examines the modern historical epoch - from the First World War to the present day, and the related concepts and discussions. Concepts and categories that are of paramount importance for the objective representation of this reality are considered. The formation of historical concepts is of particular importance for the overall process of teaching history. The author considers and analyzes different opinions about the methodological requirements towards the concepts in the teaching process in history, presented in the methodological literature. The role of the teacher in clarifying to students the content of new concepts in modern history is pointed. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyze two Works of different genres: the first by the campechano Gustavo Martínez Alomía, which was published in 1906 and the second of the tabasqueño Manuel Mestre Ghigliazza, with four volumes, edited between 1916 and 1940. After the historical and intellectual context, the semblances and family ties of both historians, I examine the selected materials, highlighting the objectives, spaces, times and themes that they both attended, the sources they handled, the way as they put together their writings, their interpretation of the past and present, how they were expressed in their speeches and what their main contributions were. [ABSTRACT FROM AUTHOR]

Lately, theme parks have emphasized the learning and edutainment aspects of their business. This has created new opportunities for theme parks and schools to cooperate. Research has shown that learning at science centers, a similar form of learning arena, tends to be out of context and that the learning outcomes are meager. High Chaparral, in southern Sweden, is a theme park primarily focusing on the American 1870s. With 160,000–170,000 visitors each year, the theme park is one of the largest arenas for history communication in Sweden, alongside traditional cultural heritage institutions. This paper presents an analysis of students, mainly aged 10–12 years, visiting the park. In the park, the children are presented with various fact- and skills-oriented activities. While the children enjoy the activities, they do not align the presentations with their school history education. Rather, the children relate them to their own everyday life experiences, and the idea of 1870s America they take from the park is, to a high degree, informed by popular TV and movie Westerns. While the theme park seems fun for the children, the findings of this analysis show that the park's theme is not easily connected to the Swedish history curriculum for the studied group of students. In particular, the park does not align with the constructivist ideals of the Swedish curriculum. This does not mean that learning possibilities are absent. The park contains multifaceted leaning opportunities, but given the park's present focus, these are not fully developed. [ABSTRACT FROM AUTHOR]

In this work, some of the challenges are noted, that the digital age has imposed on the task of the historiographer, and the obstacles faced by students and future historians, considered to be «digital natives», in order to develop themselves professionally. A revision was made of the sources related to the topic, in which were found the problems faced by education and the practice of history in the digital age. It is noted that students have needed to enter the digital world autodidactically and that academia has not proposed theoretical-methodological changes for its teaching and practice. Some of the obstacles that young people must face are the management of enormous quantities of data, with the capacity to analyze and store it; new sources, writings, and expressions; the hyper-textuality and the depth of the research; creativity and resources for dissemination; crowdsourcing and the manipulation of information, and the work field, epistemological changes, and the theoreticalmethodological debate. [ABSTRACT FROM AUTHOR]

The article explains how civic education is included in the subject of history in elementary and secondary schools in Slovenia. History is a compulsory subject taught in elementary and secondary schools and plays an important role in the cultural, social and political education of young people - young citizens. The analysis of current history curricula indicates that they contain civic and patriotic elements in the general and specific objectives and learning outcomes, as well as in the content. The analysis of selected history textbooks shows that Slovenian textbooks include more European history than Slovenian history. The article explains what social and civic competences can be developed and fostered in the subject of history and how elementary and secondary school students can use various examples from the past to develop a positive attitude towards Slovenian identity and the protection of Slovenian cultural heritage, a respectful attitude towards human rights and democratic citizenship, towards different cultures, religions and nations, and responsible sociopolitical activity. It has been noted that history teachers have many opportunities to teach students the relevant values of democratic citizenship and to enable them to know and understand themselves as individuals and as members of the local and global communities. However, more attention should be paid to contemporary Slovenian history and active citizenship. [ABSTRACT FROM AUTHOR]

The history of world regions beyond theNorth Atlantic realm has gainedmuch greater visibility in Germany in recent decades than it previously enjoyed. Dietmar Rothermund, the eminent and internationally renowned specialist of South Asian history who from the early 1960s taught at Heidelberg University, played a crucial role in this process. In the wake of his death earlier this year, this article offers a short intellectual biography of Rothermund, reflecting on major scholarly and institutional shifts and transformations in the study ofwhat is nowoften called the "Global South." It provides a portrait of Rothermund as one of the most versatile and cosmopolitan German historians of his generation. [ABSTRACT FROM AUTHOR]

This essay explores how both German and international educators mobilised history curricula to reshape German collective identity between 1945 and 1950, focusing particular attention on depictions of the deutsche Vertriebene (German expellees) in curricular plans and textbooks. In the mid-1940s, 12–15 million ethnic Germans were forcibly ousted from Poland, the Soviet Union and other Eastern European states. However, while international authorities considered them 'German', expellees were typically understood as problematic outsiders by the local residents and officials of their neue Heimat (new homeland). It will be suggested that, rather than helping integrate young expellees into post-war societies, post-war curricular reforms reinforced an identity rooted in loss and collective exclusion. More than 70 years later, ageing expellees still challenge public narratives, describing themselves as perpetual outsiders, at home neither in the Federal Republic of Germany, nor in the places and cultures of their memories. [ABSTRACT FROM AUTHOR]

This article discusses historical competence as reading and understanding use-of-history as it is expressed in different texts. Students need to develop competence in the use-of-history in order to approach the diversity and complexity of uses of history in our time. The use-of-history is also an aim in the curricula of Nordic countries. This capacity is, however, rarely operationalized in current research on historical competence. This article coins the concept of 'performative historical competence', meaning use-of-history as symbolic action. We argue that Kenneth Burke's dramatist theory allows students to examine how history is used in different ways for different purposes in different content and contexts, thus allowing a more conscious, critical and creative approach to the use-of-history as symbolic action. This by emphasizing history based contradictions, competition and conflict as constructs rather than given by nature. In turn, they can be redefined. This can be an empowering process. [ABSTRACT FROM AUTHOR]

Michel-Rolph Trouillot’un ilk defa 1995 yılında Boston’da Silencing the Past: Power and Production of History adıyla yayınlanan bu kitabı yirmi yıl gibi uzun bir süre sonra Sezai Ozan Zeybek tarafından Türkçeye çevrilerek 2015 yılında İthaki Yayınevi tarafından Türkiye’de yayınlanmıştır.

This study examined the effect of YouTube audio-visual documentaries (YAVDs) on students' achievement and interest in History in Enugu state, Nigeria. Six hypotheses guided the study using a quasi-experimental research design. Multi-stage sampling techniques were used to sample 70 Senior Secondary two students (SS2) in four intact classes. Data were collected using History Achievement Test (HAT), which yielded 0.65 reliability index using Kuder-Richardson Formula 20 (KR20), and History Interest Inventory Scale (HIIS), which yielded 0.78 reliability index using Cronbach Alpha. Analysis of Covariance (ANCOVA) was used to test the null hypotheses at.05 significant level. The findings revealed that there was a significant difference between the achievement and interest of students taught History using YouTube Audio-visual documentaries (YAVDs) and those taught without. Recommendations focused on teachers' empowerment by the governments on how the use of YAVDs in teaching History. [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.)

Copyright of Grafía is the property of Universidad Autonoma de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was carried out in Nicosia to evaluate the society’s awareness of history reflected in education. The research was conducted to determine the differentiated historical effects through education to create the city brand identity of, Nicosia, symbolising both the northern and southern parts. Semiotics and descriptive analysis techniques, which are among qualitative research methods, were used. The fact that there has been no research in terms of city brand identity reflected through education covering both the northern and southern parts of Nicosia makes the study unique. This research aims to promote interdisciplinary social representation that addresses the ways in which social and cultural respond to the needs of the people on the island as a whole after obtaining history lessons through education. Both Greek and Turkish society chosen randomly has revealed information about the city identity and brand identity regarding their history education. It was found out that all of the participants learnt the traces of many different civilizations dominated the island of Cyprus are the common intersection points of the city. Therefore, an integrated logo was proposed as a graphic design study for the city brand identity as a reflection of history teaching and learning, which may cover all of the northern and southern parts’ cultural symbols of Nicosia. [ABSTRACT FROM AUTHOR]

The article offers detailed reflections of two lecturers on the teaching of Social Sciences Education Honours modules in a multidisciplinary context at one university in South Africa. The reflections portray that, while in Social Sciences Education students from diverse specialisations are enrolled in courses that are multidisciplinary in nature, the teaching pedagogy used continues to be disciplinary-based. Through the qualitative self-reflective narrative study of two lecturers teaching Commerce Education and History Education in the Honours programme in this university, the paper explores how these lecturers teach these Honours modules in a multidisciplinary context. Drawing on the reflections of the two lecturers, the conclusions of the study were that, the Honours programme in Social Sciences Education needs to be an integrated and multidisciplinary study, given the pedagogical weaknesses, and the resultant compromising of the quality of the teaching of the disciplines within this programme. The paper proposes 'border crossing pedagogy' as a solution that can be used in a multidisciplinary classroom because it allows for integration of disciplines in terms of content and teaching approach. This calls for revisiting how the modules within Social Sciences Honours programme are taught in South Africa. [ABSTRACT FROM AUTHOR]

Copyright of Veritas is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Copyright of Biblos: Revista da Faculdade de Letras da Universidade de Coimbra is the property of Imprensa da Universidade de Coimbra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Hızlı teknolojik gelişmelerle birlikte hızlı bir değişimin yaşandığı günümüzde değerler eğitimine daha da ihtiyaç duyulmaktadır. İyi bir değer eğitimi almamış bireyler ailelerine, çevrelerine ve insanlığa zararlı davranışlarda bulunabilmektedir. Değer eğitimi ailede kazandırılmaya başlayıp, çevre ve okul yaşantısı ile devam etmektedir. Değer eğitimi yaşam boyu devam etmesine rağmen okul planlı bir eğitimin verilmesi sebebiyle değer eğitiminde önemli bir yere sahiptir. Okuldaki derslerden biri olan tarih dersleri değer eğitiminin verilebileceği önemli derslerden biridir. Tarih eğitiminin amaçları içerisinde değer eğitimi, her dönemde yerini korumuş ve tarih değer eğitiminde önemli bir araç olarak görülmüştür. Günümüzde ise gerek dünyada gerekse ülkemizde tarih derslerinde değer eğitimine daha büyük bir önem verilmektedir. Ülkemizde yenilenen ortaöğretim tarih programlarını incelediğimizde değer eğitimine ayrı bir önem verildiği açıkça görülmektedir. Son yıllarda tarih eğitiminde görsel araçların kullanımı çabaları artmasına rağmen yine de yeterince kullanılmadığı bilinmektedir. Bu görsel araçlardan biri de tarihi filmlerdir. Tarihi filmler değer eğitimi için önemli bir kaynaktır. Tarihi filmlerin öğrenciler üzerinde önemli etkileri olmaktadır. Öğrencilere tarihi filmlerle değer eğitiminin kazandırılmasının öğrenciler üzerinde bırakacağı olumlu etkilerin göz ardı edilmemesi ve değer eğitiminde işlevsel olarak kullanılması önem arz etmektedir. Bu bakımdan tarih eğitiminde değer eğitimi kazandırılmasında tarihi filmlerin kullanılması son derece önemlidir. Bu çalışmanın amacı tarih eğitimi ve değerler ilişkisi üzerinde durmak ve ortaöğretimde tarihi filmler ile öğrencilere değer eğitiminin nasıl verilebileceğini ortaya koymaktır.

An introduction is presented in which the editor discusses articles in the issue on topics including cross-Atlantic debate on historical consciousness and its relevance to history education; and how historical consciousness is an important part of several ongoing conversations.

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 typical U.S. history curriculum does not ask students to think about justice. While ignoring injustice may reduce controversy in the classroom, critically thinking about justice engages students and prepares them to be citizens in an often contentious democracy. This article proposes five characteristics of history curricula that support critical thinking about justice. These characteristics center research on culturally responsive education and justice-oriented citizenship that is applicable to the discipline of history. Studies on justice-oriented classrooms and teaching about controversy are cited to show the irrelevance of curricula that ignore injustice, the benefits of engaging controversies in history, and the way in which studying injustice in history prepares students to actively oppose current injustices. The five characteristics that support critical thinking about justice and history (CTJH) are then implemented in a series of lessons and a culminating task that demonstrate how CTJH could be implemented in a U.S. history unit on western expansion. These lessons ask students to evaluate the ideals of "Manifest Destiny" from a justice-oriented perspective. Students are tasked with making connections between historic events and primary sources which demonstrate a belief in the supremacy of White American culture throughout U.S. history and current arguments that criminalize Latinx immigrants. [ABSTRACT FROM AUTHOR]

The essay discusses the education project which explores the importance of the Grand Canyon in American history jointly produced by the Grand Canyon Association and Arizona State University. It produced both Grand Canyon Traveling Trunks, educational materials available for loan to schools, as well as the project's website at http://grandcanyonhistory.clas.asu.edu/. Lesson plans for teaching about the Grand Canyon to primary and secondary students are presented.

Librarians and archivists can gain insight into the disciplinary culture of historians, and history doctoral students in particular, by examining the acknowledgment sections of these students' doctoral dissertations. This paper is an exploratory analysis of the 219 history dissertations written at the University of Oklahoma between 1930 and 2005. [ABSTRACT FROM AUTHOR]

The article discusses the lesson plan for the college course "Hunting Witches in Early Modern Europe," from a roundtable panel on experiential learning in history teaching, held October 22, 2015, at the 16th Century Society & Conference annual meeting.