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Prior research on classroom interaction has investigated how the teacher's feedback turn following students' responses can be used to transform students' turns into academic expressions during whole class discussions. Nevertheless, more empirical studies are needed to explore how teachers' translanguaging practices can play a role in shaping students' contributions into pedagogical opportunities for introducing academic terminologies in English-Medium-Instruction (EMI) classrooms. Adopting translanguaging as an analytical perspective, this study explores how an EMI history teacher deploys available linguistic and multimodal resources to connect students' responses with academic concepts and terminologies. The study draws its data from a larger linguistic ethnographic project that took place in an EMI secondary history classroom in Hong Kong. The classroom interaction data is examined using Multimodal Conversation Analysis, and this analysis is further triangulated with video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. This paper argues that the EMI teacher's translanguaging practices facilitate the process of transforming student contributions into academic terminology and concepts. The process of deploying translanguaging for transforming student contributions highlights translanguaging as an important component of the teacher's classroom interactional competence for constructing new configurations of language practices and achieving specific pedagogical purposes. [ABSTRACT FROM AUTHOR]

Humanity questions its existence in the historical process in order to make sense of history. This questioning continues in the context of past, present and future. With modern times, history has become an important tool in the construction of common memory, social identity and future of nations. In this context, today, nation states consider it important for teachers to provide students with historical literacy in their curriculum. In order to achieve this, social studies teachers are expected to be competent in historical literacy skills. This study aimed to determine the opinions of social studies teachers regarding history literacy skills. In this study, qualitative research method and phenomenology pattern were used as research methods. The study group of the research consisted of 12 social studies teachers working in public schools in Aksaray in the 2022-2023 academic year. The criterion sampling strategy of non-random purposive sampling was used in the study. The data obtained in the research were analyzed with the descriptive content analysis method. In this research, it was concluded that social studies teachers have history literacy skill competencies. [ABSTRACT FROM AUTHOR]

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

This Policy Discourse Analysis (PDA) explores 19 state legislative documents focused on the teaching of disability history in K-12 schools. Framed through critical perspectives on constructions of disability and race, alongside discourse theory, we iteratively analyzed these legislative documents to understand (a) how disability and disability history are constructed (particularly in relation to whiteness); and (b) the stated purpose of the legislation and who is meant to benefit materially as a result of the laws. We find the legislation upholds dominant notions of whiteness and ability as part of school curriculum, while simultaneously constructing disability history as in the past and disability justice as already achieved, centering the learning and awareness of white, nondisabled students. We offer discussion and implications for research and practice surrounding policy implementation of teaching disability history. [ABSTRACT FROM AUTHOR]

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

Students have their first contact with the subject of history in elementary education. At this point, they have still not developed the reading strategies that this type of domain requires. At elementary level, teachers must support their students to contextualize information and make explicit the relationships among ideas as a basic aspect of historical reasoning in the classroom. This paper explores the ways in which teachers with specific experience in teaching history in elementary education support their students to access the contents and relationships in history textbooks. Results show how teachers often contextualized and shared the ideas and the relationships among those ideas needed to understand the text. However, once the help provided to their students has been analysed in relation to the perceived level of complexity, the data reveal that teachers focused on the less complex ideas and relationships, rather than on the more complex ones. This seemingly paradoxical strategy could be explained by the discrepancy between the intrinsic complexity of texts and the learners' historical background knowledge. [ABSTRACT FROM AUTHOR]

The history of education is, and can be, many things. In this article, I argue that the history of education in the Nordic countries is marked by three phases, based on its institutional setting. In the late nineteenth and early twentieth centuries, the history of education was written by schoolmen for schoolmen. In the post-war era, the discipline of education took increasing responsibility for the field. Since the 1980s, it has been a multidisciplinary research field based on the disciplines of education and history where history of education was combined with research in history education, sociology of education, child studies and educational policy. While the development of the history of education varied across the Nordics, this setting proved to be fertile. In terms of active researchers, output and coordination, the Nordic history of education clearly stands stronger now than it did 20 years ago. [ABSTRACT FROM AUTHOR]

The study presents the results of a questionnaire survey on the involvement of Ukrainian students (who arrived as a result of the war conflict) in the teaching of history at Czech elementary schools. It is part of a broader research, and this study focuses on the results related to the availability of teaching materials, the knowledge of Ukrainian students, their testing, and evaluation. The results indicate that in the spring of2023, teachers did not agree on the state of availability of history teaching materials for Ukrainian students. If anything was lacking, it was most commonly worksheets and textbooks. They also often lack assistants for Ukrainian students. An interesting aspect is the effort of Czech teachers to incorporate Ukrainian history into Czech history education. Most respondents cannot assess the historical knowledge of Czech and Ukrainian students. Those who compare them mostly state that the knowledge of Ukrainian students is inferior, citing the different thematic placement of history classes in Ukraine as the main cause. It is positive that Czech teachers generally observe improvements in the history skills of Ukrainian students. They attribute this improvement primarily to the enhancement of their language skills. In the case of testing Ukrainian students in history, teachers most often choose a combination of written and oral exams, usually in the Czech language. Ukrainian students can frequently use an online translator, especially during written tests. Only a minority of Ukrainian students have an assistant available. During the research period (spring 2023), they were mostly tested on a reduced curriculum. Evaluation is usually done using grades, but a common approach is a combinedform where the evaluation is supplemented with verbal feedback. Ukrainian students are generally assessed less strictly than Czech students. The results are compared and contextualized with the findings of other research. [ABSTRACT FROM AUTHOR]

Value co-creation unfolds as a system of interactions in which the user and service provider play an active role in collaboratively creating values that go beyond economical and financial worth. Value co-creation is a growing trend in museums; however, little is known about how it can enhance educational activities, especially concerning digital technologies. This study analyzes the role of digital technology in the value co-creation process by addressing the following research questions: (1) how can museums, and schools implement actions to enhance co-creation activities? and (2) how does digital technology contribute to the generation of a value co-creation approach, engaging a young target audience in history education? The research adopts a single case study methodology, which is based on WORld Wars Toward Heritage for Youth (WORTHY), an educational European project that involves cultural and educational institutions from Germany, Poland, Croatia, England, and Italy. WORTHY creates a virtual collaborative museum through a digital platform. The paper's findings make clear that digital technologies play a role in value co-creation through two main experiences: learning and sharing. In the learning experience, digital co-creation is grounded in artifacts and contents, while during the sharing experience, digital technologies play a role relatively to people and content. [ABSTRACT FROM AUTHOR]

The programmatic contents of a scientific and technological nature of the basic sciences and technical disciplines in the teaching of engineering require the use of pedagogical strategies that adjust to the concrete understanding of the students, for this reason, the study seeks to examine the historical evolution of the didactic transposition in the teaching of civil engineering in Colombia. The documentary qualitative methodology was used, based on the epistemological statements of the actors of the pedagogical method in the Colombian engineering scenario. It is concluded through critical reflection that although the university educational centers of the country that offer civil engineering are far from the evolutionary practice of didactic transposition as a teaching strategy, its systematic application is recommended to provide elements that seek to add attributes for the quality certification processes of engineering programs carried out by the country's university sector. [ABSTRACT FROM AUTHOR]

This study aims to reveal the effect of using mnemonic strategies on student success in the teaching of history components in social studies, the permanence of their knowledge, and the students'opinions about this practice. The nonequivalent pretest-posttest control group model based on the quasi-experimental method was used in the study. After the experimental process, focus group interviews were conducted with two groups selected from the experimental group. It can be said that mnemonic devices contribute to the students' academic success and make the students' knowledge more retentive in the teaching of history components in social studies. Furthermore, in the students' views, it was seen that the course activities carried out with these strategies were especially fun and retentive, contributing to both increasing interest and better understanding of the course. [ABSTRACT FROM AUTHOR]

This paper brings together the ideas of three writers from the 1880s who argued for an enhanced status for history in the school curriculum. Although there is superficial agreement between the writers in calling for history to develop children's citizenship and patriotism, each conceives these values differently. Focusing on the teaching of history to children in elementary and third-grade schools, this paper suggests that the considerable plurality of views among advocates of history reflects the underdeveloped disciplinary identity of history in the Victorian academy. However, the paper also contends that, in considering the pedagogic complexity of teaching history to children, these writers were engaging with epistemic debates – about the place of myth-histories and the processes of narrativisation – that would not exercise historical philosophers until the late twentieth century. Then, as now, the school curriculum proved fertile ground for discussion about what history is, and what it is for. [ABSTRACT FROM AUTHOR]

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]

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.

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 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]

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]

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]

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]

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]

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]

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]

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.

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.

This paper examines how a standards-based form of assessment in operation in New Zealand has impacted upon the knowledge taught to secondary history students. The segmentation of history into assessable components along with assessment mechanisms which encourage the reduction in the number of standards being attempted has impacted upon both the breadth and range of historical content in history programmes. The reduction in knowledge is problematic as it diminishes learners' opportunities to draw connections between inter-related historical concepts from a wider knowledge base. Social realists have raised concerns about the reduced focus on knowledge in education and its effects in restricting students' development of conceptual knowledge which enables higher order, more abstract thinking. Experiences of standards-based assessment for history in New Zealand are indicative of this reductive phenomenon. In a culture of accountability, standards-based assessment, as enacted in New Zealand, may impede delivery of critical knowledge. [ABSTRACT FROM AUTHOR]

This article reflects on the rising use of concepts, theories, and methodologies taken from social network analysis in early modern history, along with the opportunities and challenges it presents. Scholars have been quick to attribute the growing interest in historical social networks to movements for interdisciplinary research, new possibilities presented by digital technologies, and the prominence of the term "social network" in present-day culture. In contrast, this article reconnects recent trends to longstanding attention to the nature of early modern social relations, which has its roots in the foundations of modern social thought laid in the nineteenth and early twentieth centuries, and developed through the postwar decades in both history and sociology. In doing so, the article shows the extent to which social network analysis shares antecedents, interests, and goals with more traditional historical methods. It argues that, when sensitively applied, network approaches present many opportunities for historians engaging with enduring questions about the nature of social relations in the past. [ABSTRACT FROM AUTHOR]

In this paper, we analyse the Second World War (WW2) and the Holocaust as genocide during WW2 as sensitive topics in history teaching as perceived by 719 teachers from Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, Serbia and the Netherlands. Using the thematic content analysis of open answers to an online questionnaire we explore the reasons for the sensitivity of these topics. The reasons for sensitivity were found to lie in cognitive and emotional barriers to treating the atrocities, violence and discrepancies between different perspectives on WW2 of social memory groups. A relatively new dimension, confirmed by the research, is the problem of the aestheticisation of the violent past. This can lead to banalisation and even legitimisation of the violence and aspects of the violence that pupils perceive to be fascinating. The results are discussed in the framework of multi-layered collective memory. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine and present the beliefs which about concept of history of through metaphor analysis to history teacher candidates who in the history pedagogy programme of students in Trabzon University at Fatih Education Faculty. The survey method was used in the study and the data were obtained through the metaphor survey. Via metaphors, the two things that are not alike by acting on the common characteristics, similar features tried to create with analogy. This research is based on a qualitative approach and the study was carried out with the students attending the history pedagogy program of Fatih Faculty of Education. A total of 74 teachers, 37 girls and 37 boys, participated in the survey. Since the entire universe intended to be reached, the study doesn't require a sample. The data were obtained through open-ended questionnaires. Prior to the study, participants who history teacher candidates were informed about what the metaphor and how the metaphor is produced is by giving examples from different fields. The questionnaire form is distributed to each of the teacher candidates and filling gaps produce metaphors coherent the expression which history is like ..........". Because ........ In the research the concept of "because" was by given participants want to present a reason for their generate metaphors about the concept of history. These data were evaluated according to the content analysis which is a qualitative data analysis approach. In this framework, metaphors were first read and then coded process was done. Then, conceptual categories were constitute from the obtained codes. In the light of the data obtained. In the light of the data obtained, produced 201 valid metaphors related to the concept of history by history teacher candidates. 8 main categories are produced from these metaphors. These are: ''history which illuminates the future and guide'', ''history as unknown'', ''history as illuminating past'', "accumulated, increasing history'', ''history as transmitter proud'', ''history as records everything'', ''history as researchers'' and ''subjective history''. In the light of the data obtained İt can be seen that participated in the study who history teacher candidates doesn't produce enough metaphor in spite of extract a four year history education. Whereas, it is seen that the history teacher candidates were mostly able to produce metaphors especially related to the future enlightenment of history and the extent of taking lessons from history. In contrast, it is understood that teacher candidates don't produce metaphors in relation to historical thinking skills, time, chronology, causeresult, empathy and critical thinking. In addition to this, it is also the result of this research that the candidates are unable to produce metaphors in relation to the scientific research aspects of history and the scientific research skills. In other words, it is seen that the history teacher candidates who participated in the research have looked at history from a traditional perspective. Bu çalışmanın amacı, Trabzon Üniversitesi Fatih Eğitim Fakültesi Tarih Pedagoji Programı'nda öğrenim görmekte olan tarih öğretmen adaylarının tarih kavramına ilişkin inançlarını metafor analizi yoluyla inceleyip ortaya koymaktır. Araştırmada survey yöntemi kullanılmış olup veriler metafor anketi yoluyla elde edilmiştir. Metaforlar yoluyla, birbirine benzemeyen iki şeyin ortak özelliklerinden hareket ederek, benzer özellikleri benzetmeyle ortaya çıkarılmaya çalışılmıştır. Bu araştırma nitel bir anlayışla yürütülmüştür. Çalışma Trabzon Üniversitesi Fatih Eğitim Fakültesi Tarih Pedagoji Programı'na devam eden öğrencilerle gerçekleştirilmiştir. Araştırmada kullanılan ankete 37 kız ve 37 erkek olmak üzere toplam 74 öğretmen adayı katılmıştır. Çalışmada veriler açık- uçlu bir metafor anketi yoluyla elde edilmiştir. Öğretmen adaylarına çalışma öncesinde metaforun ne olduğu ve nasıl benzetme yapıldığıyla ilgili farklı alanlardan örnekler verilmiş ve böylece kavramın ne olduğu ve nasıl üretildiğiyle ilgili bilgilendirilmeleri sağlanmıştır. Öğretmen adaylarından her birine anket formu dağıtılmış ve "Tarih .... gibidir. Çünkü ...." ifadesindeki boşlukları doldurarak metafor üretmeleri istenmiştir. Araştırmada "çünkü" kavramına da yer verilerek, katılımcıların tarih kavramına ilişkin ürettikleri metaforlar için bir gerekçe sunmaları istenmiştir. Elde edilen bu veriler, nitel veri çözümleme yaklaşımı olan içerik analizine göre değerlendirilmiştir. Bu çerçevede öncelikle metaforlar okunmuş ve ardından kodlama işlemi yapılmıştır. Daha sonra elde edilen kodlardan kavramsal kategoriler oluşturulmuştur. Elde edilen verilerin ışığında tarih öğretmen adayları tarafından tarih kavramına ilişkin 201 geçerli metafor üretildiği görülmektedir. Üretilen bu metaforlardan 8 ana kategori üretilmiştir. Bunlar: "geleceği aydınlatan ve rehber olan tarih", "bilinmez olarak tarih", "geçmişi aydınlatan olarak tarih", "biriken çoğalan tarih", "gurur verici olarak tarih", "her şeyi kaydeden tarih", "araştırmacı olarak tarih", ve "öznel tarih"tir. Elde edilen verilerin ışığı altında, çalışmaya katılan tarih öğretmen adaylarının dört yıllık bir tarih eğitimi almalarına karşın yeterli düzeyde metafor üretemedikleri görülürken, öğretmen adaylarının ağırlıklı olarak özellikle tarihin geleceği aydınlatması ve tarihten ders alınması boyutuyla ilgili metafor ürettikleri görülmektedir. Buna karşın, öğretmen adaylarının tarihsel düşünme becerileri, zaman, kronoloji, neden-sonuç, empati ve eleştirel düşünmeyle ilgili olarak metafor üretmedikleri anlaşılmaktadır. Bunun dışında tarihin bilimsel araştırma yönü ve öğrencilere kazandırabileceği bilimsel araştırma becerileriyle ilgili olarak da adayların metafor ortaya koyamadıkları bu araştırmada ortaya konan diğer bir sonuçtur. Başka bir deyişle araştırmaya katılan tarih öğretmen adaylarının tarihe geleneksel bakış açısıyla baktıkları görülmektedir. [ABSTRACT FROM AUTHOR]

The article discusses teaching about the Haitian Revolution, and considers its historiography. Topics include viewing it as part of the Age of Revolutions, as part of Atlantic studies, as part of the French colonial empire, as part of both French and World history, as well as considering issues of slavery, race, and economics.

The author discusses his project on oral history and the interplay of memory and history. He describes his experience organizing a panel on oral history for the 1972 Organization of American Historians' meeting. He also discussed his joining the editorial board of the "International Journal of Oral History," his reason for his interest on oral history, issues that have been the focus of his interest in theory and responds on essays about his works.

Readers depend on prior knowledge to successfully comprehend texts. However, they often hold misconceptions, defined here as inaccurate or incomplete conceptualizations, which can interfere with the acquisition of information and the subsequent use of any acquired knowledge. A variety of approaches have focused on modifying text content to address readers’ misconceptions with the goal of supporting accurate understandings. One empirically validated modification involves the use of refutation texts, which identify a misconception, tag it as inappropriate, and provide a more accurate account. To date, the success of refutation texts has predominantly been studied and applied in science domains (e.g., physics). The current project investigated whether similar benefits might also emerge for history topics. Across two experiments, we pre-screened participants for misconceptions about a well-known event in American history and the Civil Rights Movement: Rosa Parks’ refusal to give up her bus seat. Participants read either a refutation or non-refutation text about the topic and completed measures assessing their moment-by-moment comprehension and post-reading memory of the material. Refutation texts led to greater learning gains in terms of recall task performance and questionnaire responses than did non-refutation texts, providing preliminary evidence for the utility of refutations for supporting readers’ valid historical understandings. Participants also read refutation content faster than non-refutation content, indicating differential processing. The results are discussed with respect to the generalizability of refutation texts for history learning as informed by contemporary models of knowledge revision. [ABSTRACT FROM AUTHOR]

Examination of the treatment in Vietnamese history textbooks of national and world history against the backdrop of the collapse of socialism in the Soviet Union and Soviet Bloc countries suggests that the authors of these textbooks fear that what happened in the Soviet Union could also happen in Vietnam. The purpose of the textbooks' depiction of the past is to allay these fears. The textbooks reflect Vietnam's turn back towards China after the dissolution of the Soviet Union and of socialist countries in Eastern Europe. For the leadership in Hanoi, the emphasis on fraternal ties with China has, however, recently lost its allure. Beijing's actions in the South China Sea have, in turn, prompted many Vietnamese to demand a more comprehensive coverage of Sino-Vietnamese relations in history textbooks. [ABSTRACT FROM AUTHOR]

The article uses the example of a university course about the Indigenous and settler histories of Kingston, Ontario, and the Crawford Purchase that constitutes its treaty, to argue that critical heritage practice can importantly and effectively be embodied as critical pedagogy. Beginning with a personal genealogical reflection by the author whose family was granted land by King George III in 1796, the article describes the Crawford Purchase and some of the questions it raises. It articulates and contextualizes key principles of the course in question (look around you, look to your ancestors, be responsible, be eclectic, and don’t finish). Students in the course engage with the physical space around the university, with their own personal family histories, and with literature, art, and archival materials, in order to develop a multi-dimensional set of resources for their final projects. The essay illustrates how students have taken up the responsibility to understand and to activate awareness of treaty relations and ongoing colonialism. [ABSTRACT FROM AUTHOR]

Education and training are of utmost importance in the advancement and development of states. Accordingly, states have demanded that their education and training be satisfactory and have made continuous efforts for a better quality of education and training. One of the most crucial elements in ensuring that education and training are fruitful and of high quality is the teachers who carry out those assets. Among the fundamental elements in teacher training are the undergraduate programs. Although the number of history departments in Turkish universities has significantly scaled up, the number of history teaching departments under the Faculty of Education which allow new students' enrollment for the 2017-2018 academic year is only 7. Atatürk University, Dicle University, Dokuz Eylül University, Gazi University, Marmara University, Necmettin Erbakan University, Van Yüzüncü Yıl University are currently universities that have history education departments and enroll new students as far as it can be seen from the base points belonging to 2017-2018 academic year university entrance exam. In this study, the courses in the undergraduate programs of history education departments have been emphasized, the discrepancies among the curricula of these programs have been aimed to be identified, and suggestions with regard to making the undergraduate programs of history education departments more productive have been proposed. [ABSTRACT FROM AUTHOR]

This publication is devoted to the problems of history teaching in the Soviet school in the 1920s-1930s. The article presents the main conclusions and provisions that characterize the change in government policy regarding historical science in general, and the teaching of school history course, in particular. It was shown the evolution of state policy, which resulted in the fact that the government refused of the experiments of the 1920s in the 1930s. All this eventually led to the nationalization of historical science. Of all the variety of directions that existed in the late 19 - early 20th century, the government chose and turned Marxist direction into the only one that had the right to life and the right to be considered truly scientific. When writing the article, we used the system-structural approach, dialectical, general historical and logical methods, which allowed revealing the essential features of history teaching in the Soviet school. Consideration of the problem both at the all-Union level and at the regional level made it possible to identify the general and particular, the difficulties and contradictions in the adaptation of historical narrative for the purposes of teaching in the secondary school. Practical application of this publication is aimed at focusing attention of the professional community of historians and educators on the achievements of Russian historical thought, the integrated application of particular developments and recommendations developed by the Soviet historians and teachers. [ABSTRACT FROM AUTHOR]

We document the writing development of the Argument genre among two multilingual novice writers of academic English after they participated in a literacy intervention in a university-level history class at an English-medium university in the Middle East. We designed three writing workshops based on our previous research to target specific linguistic features of the Argument genre that were challenging for students. We draw on Systemic Functional Linguistics (SFL), which provides systematic tools for examining academic writing development, to analyze two students' essays across a semester. Our analysis shows how students who enter university with limited academic writing experiences can benefit from explicit instruction and how writing develops differently, even among students with similar skill sets. These findings support the importance of explicit disciplinary instruction (De La Paz, 2005; Monte-Sano, 2010) with an explicit focus on language (Coffin, 2006b) and contribute to the limited research on language-based writing interventions to improve student writing, particularly at the university level. Detailed qualitative analysis of these students' writing sheds light on the intricacies of writing development, which can help teachers anticipate and mitigate potential challenges. [ABSTRACT FROM AUTHOR]

The article presents an essay on the influence of the Amherst Project, the publication of 70 pamphlets of primary sources for 11th grade U.S. history and teacher training materials in the 1960s. The author cites the impact of national education reports in the 1890s, progressive thinking in the 1920s, and support for discussion of primary sources in the 1960s on history education.

In this study, we explored how students make use of whole-class interaction in individual writing. Although various studies show the importance of classroom interaction for writing, little is known about how this works, particularly in history. Starting point is the idea that learning can move from the interpersonal level in classroom discourse to the intrapersonal level in subsequent individual writing. We analyzed nine student texts in history (Grade 11) and traced back the origins of the ideas used (documents or discussion). We found that students not only referenced both documents and classroom discussion in their texts but also that they developed additional ideas. We identified two ways in which students used classroom interaction in their texts: reproducing existing ideas or transforming existing ideas into new ones. Examples of both are discussed. Furthermore, we found differences in students' use of the language of history in the discussion and in writing. When writing, students seemed to use more nominalizations and the language of time was more complex. We conclude that individual writing can benefit from whole-class discussion because students reproduced and transformed ideas in their writing, resulting in knowledge development, and because students' use of the language of history became more proficient. [ABSTRACT FROM AUTHOR]

This article theorizes on the role of school subjects, especially history, in multicultural and intercultural education, arguing that to ensure intercultural learning there is a need to integrate these curricular intentions in subject teaching. However, the epistemological reorganization that such integration involves will challenge both a traditional structured content knowledge, and the multicultural research focused on deconstructing these traditions. This article investigates Michael Young's concept of 'powerful knowledge' as a way to incorporate knowledge in the discourses of intercultural education. While proponents of the intercultural perspective emphasise educational policies and socialisation, advocates of powerful knowledge tend to dismiss such political interference. In order to use powerful knowledge in this context the concept is reconceptualised by relating it to curriculum theory and Gert Biesta's conceptual distinction between educational purposes. Finally, this intersection is pursued through the example of history education. When acknowledging that societal needs, policy and disciplinary boundaries are interrelated, the perspective of 'powerful knowledge' can bring the potential of subject knowledge to intercultural research, and thus prove useful in identifying the guidelines necessary to develop History as a contemporary relevant subject. [ABSTRACT FROM AUTHOR]

There are many areas of overlap between history and fiction. Teachers of history have long recognized this connection and used a range of fictional accounts in their teaching. In this article, we argue that fiction is a double-edged sword that must be handled carefully. On the one hand, it presents compelling characters and accounts that provide powerful connections with the past often missing from school history. On the other hand, the narrative force that draws the reader in and connects him or her to the experience of the characters also mitigates against alternative readings of the situation, undercutting the reader's ability to understand the past in complex and critical terms. We contend that in the hands of effective teachers, the double-edged sword of fiction can be a valuable and effective tool in the teaching of history. We begin by exploring three scholarly conversations around the nature of history, history education and learning theory. We then discuss the general relationship between history and fiction, move on to describe two broad categories of fiction and their particular connections to history and history teaching and consider some of the tensions between history and fiction. Finally, we investigate pedagogical implications for effective use of fiction in the teaching of history. [ABSTRACT FROM AUTHOR]

This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their knowledge base in the implementation phase of the Australian Curriculum: History. The study used narrative inquiry to show how temporality, sociality, and place play out in the lives of these teachers of history. The findings from this study indicate the challenges and opportunities for teachers’ professional knowledge landscapes in times of curriculum reform. Whilst there are a small number of participants in this study, their stories provide insight into how teachers responded to the challenges and opportunities of teaching history and how these teachers have shaped the implementation of the history curriculum. [ABSTRACT FROM PUBLISHER]