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

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 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.

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.)

Augmented reality is a field with a versatile range of applications used in many fields including recreation and education. Continually developing technology spanning the last decade has drastically improved the viability for augmented reality projects now that most of the population possesses a mobile device capable of supporting the graphic rendering systems required for them. Education in particular has benefited from these technological advances as there are now many fields of research branching into how augmented reality can be used in schools. For the purposes of Holocaust education however, there has been remarkable little research into how Augmented Reality can be used to enhance its delivery or impact. The purpose of this study is to speculate regarding the following questions: How is augmented reality currently being used to enhance history education? Does the usage of augmented reality assist in developing long-term memories? Is augmented reality capable of conveying the emotional weight of historical events? Will augmented reality be appropriate for teaching a complex field such as the Holocaust? To address these, multiple studies have been analysed for their research methodologies and how their findings may assist with the development of Holocaust education. [ABSTRACT FROM AUTHOR]

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

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y 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.)

Current analysis is a segment in the investigation for the doctoral thesis titled 'The Teaching of History in the First Cycle of Basic Education: The concept of historical time in children and the contexts for their development' (Solé, 2009), undertaken with children of the 1st CBE (6 - 10 years) in a school in the north of Portugal. The study was conducted with two groups, namely, 1st and 2nd years (24 students) and 3rd and 4th years (25 students) throughout two scholastic years. Current investigation lies within the investigation mode of interpretation, predominantly qualitative (Erickson, 1986) and may be considered a longitudinal case study (Yin, 2003) since it describes the learning and understanding process of historical time by children between the 1st and 4th year of two groups during two years. Following typology by Stake (2000), it may be called an instrumental case study since it shows how children develop the concept of time and the difficulties experienced in the process of teaching/learning and to understand how learning occurs through several strategies and procedures. [ABSTRACT FROM AUTHOR]

Current investigation deals with learning concepts which foreground the organization of official documents of the Brazilian government for High School (age bracket 15 -17 years). The above includes the analysis of curricular documents on the Brazilian Curricular Guidelines of History for the High School, coupled to The Brazilian Exam for High School Children (ENEM), criteria for the assessment of textbooks and research with teachers and students. The qualitative method was adopted within case studies and the perspective of content analysis in bibliographical and documental investigation. Analyses reveal the proposition of the organization of historical knowledge as from two axes, or rather, contextualization and interdisciplinarity, coupled to the predominance of the concept of historical learning based on the development of competences. Contextualization and its articulation with the concept of competences in the documents were specifically focalized by foregrounding the concept of learning on the theory of historical awareness. [ABSTRACT FROM AUTHOR]

This study examined the impact of varying levels of authentic pedagogy on student learning in select 9th and 10th grade history classrooms. The sample included four junior high and four high school teachers. During the initial phase of the study, instructional artifacts (tasks) and classroom observational data were collected and analyzed to determine the level of authentic pedagogy students experienced in their classes. Participating teachers were assigned an authentic pedagogy score based on this analysis that was used as the primary independent variable in subsequent statistical analyses designed to evaluate student learning outcomes. The findings suggest that the use of authentic tasks and instruction has a small, but positive correlation with student performance on the Alabama High School Graduation Exam in use at the time the study was done. A performance benefit was also noted for students who experienced multiple courses at the moderate authentic pedagogy level. The benefit, however, could be attributed to an advanced placement effect since advanced placement students in the sample were more likely to receive moderate authentic pedagogy. [ABSTRACT FROM AUTHOR]

Copyright of Revista Científica Guillermo de Ockham is the property of Revista Cientifica Guillermo de Ockham, Universidad de San Buenaventura 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 capacity to imagine is a key aspect of creativity and, in this paper, it is argued that it is this capacity which needs to be harnessed in history education for young people. Although the creation of fiction and the use of imagination has tended to be regarded as a literary method, in this paper it is argued that it has an important role to play in helping young people discover history - something which might normally be seen as a purely scientific process. An interdisciplinary approach is needed. Researchers who study pedagogy confirm that in contemporary education, how teachers are interested in their subject and how they use their imagination is becoming increasingly important (Zeldin 1995). The problem is not particularly ontological (what to present in a history class) - instead, it is epistemological (how to present it). The choice of material stems partly from the topic but even more from the approach to the topic. It also depends on the target audience (e.g. children of various ages and carrying out various roles), the values of the society and ideological choices (what we are trying to tell the students about a topic). [ABSTRACT FROM AUTHOR]

National and international research on history education and democracy addresses the potential role of first-hand accounts in building a better future by learning from the past. In South Africa, little systematic research has been done on how history teachers construct primary narratives in the history classroom and how this impacts on the interaction with the students. This article presents a micro case study of a history lesson in which both the teacher's positioning and her positioning of the students as learners of history through personal narratives shape the lesson. In order to examine the potential import of such narratives, the analysis entails not only the teacher's use and construction of primary narratives and how she positioned herself and her students in relation to these narratives, but also her approach to history and general pedagogical practice. The observations indicate that while, overall, teacher and students focused on procedural activities, the dynamics changed when the teacher brought primary narratives into the interaction because students started to ask engaged, personally meaningful questions.However, the teacher employed a mode of pedagogical practice and approach to history that closed rather than opened a critical discussion around the primary narratives and the students' questions. [ABSTRACT FROM AUTHOR]

Desktop documentary making elicits a new and unique way of doing history, and an examination into its integration into classroom instruction is warranted. This qualitative study explored one experienced teacher's integration of desktop documentary making into a secondary history classroom. In addition to examining the teacher's instructional practices, the compositional practices of five of this teacher's students were investigated in order to illuminate the teacher's integration of desktop documentary making as it related to history teaching and learning. Data were collected and coded to summarize the emergent themes. The findings reveal that the teacher's integration of desktop documentary making complimented and enhanced inquiry-based practices already present in his classroom. [ABSTRACT FROM AUTHOR]

The article presents the author's insights on her use of a different approach to trigger student imagination and incorporate fun with effective learning. She explores the innovative and interdisciplinary unit where the students were immersed in the Civil War history and were made to compose and exchange personal letters in the shoes of 19th century characters. She notes how history and imagination can fuel real-life learning through activities that are both fun and knowledge-cultivating.

History computer games have become an economic and cultural phenomenon, and historians should seize the opportunity to participate in their development. Players of history games are interested in the past and in the big questions that drive historical scholarship. In this way, games have the potential to draw players into the discipline if we can discover the best way to express history though simulation. But what research do we draw on as we study how to accomplish this transformation? This essay is the product of a meeting of historians, educators, and gamers who joined previously separate lines of inquiry to identify literature and models that we believe form the foundation for developing a theory of good history through gaming. [ABSTRACT FROM AUTHOR]

In the fall 2005 semester, the author designed a course in the history of America's modern wars hoping to encourage students to criticize and oppose the country's current aggressions in Afghanistan and Iraq. Surveys of student attitude change suggest that the course did promote criticism but did far less to facilitate student activism. The author concludes that instructors may need to model activism in addition to offering historical evidence. [ABSTRACT FROM AUTHOR]

The article discusses competencies and educational standards in the teaching and learning of history. The author says that current competency models leave out the aesthetic dimensions and that concepts such as narrative competence are too broad to be of practical use. It is also said to be impractical to take a chronological approach to teaching the whole of history.

Research on historical cognition has capitalized on developing the thought processes of expert historians in students. Biofunctional theory points to several limitations to this approach: (a) developing from novice to expert is probably not a direct process; (b) developing expertise requires more time than the historical thinking approach suggests; and (c) people have diverse interests and, therefore, do not uniformly aspire to be professional historians. The purpose of this paper is to use the developments in biofunctional science in the past three decades to argue that (a) the goal of history education should be shifted from teaching expertise to nurturing students' personal growth and (b) that the means to achieve this shift is to focus on students' insights, intuitions, and interests. [ABSTRACT FROM AUTHOR]

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

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

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

The article offers opinion on helping students read and write history effectively. It is proven that the key to improving the asking of good questions is developing a better understanding of how professional historians do their work. Some students will always love history but almost all need to be taught how to write the kind of history that history instructors are fond of reading. It is important to share with the students the lesson that historian themselves have learned, that some questions are better to work with than others.

The article focuses on the ambiguity and conflict of history based on the perception of students. What a good college level history course does is draw the student into a wider and deeper conversation about the past. Students often claim that what they learned in K-12 history is different from the history they learned in college. The history being told in K-12 is always tied to a need to justify the present. Other surreptitious histories are being written but a few will address the unforeseen circumstances of the future and be used by someone to assert a claim of legitimacy for what the people will become.

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

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

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

Current research on learners' background knowledge has demonstrated how variations in the extent and quality of that knowledge affect learning. This paper focuses on the background knowledge that young learners, bring to their study of history by characterizing students' knowledge of events leading to the American Revolution just before and a year after they study the topic in school. The characterization of student knowledge is based on patterns of responses to interviews and on the construction of semantic nets that illustrate patterns of individual students. Results suggest that knowledge of students both before and after instruction is characterized by simple associations and a lack of connected structures. [ABSTRACT FROM AUTHOR]

The article focuses on the study of history and its relation to social science teaching of elementary schools in the U.S. History is a study of the stream of intellect and emotion flowing through the past and shaping it in the institutional life of the people, social, industrial, political and religion. On the other hand, social science aims to utilize all that is vital in the organization of history. Moreover, public elementary schools have an important function to perform in integrating history and social science in the country's educational system.

The article discusses the relationship between history and industry relative to education. The isolation of interests, the overcrowded curriculum and the general confusion that pervades the educational system are merely a reflection of the condition in the larger world. One of the greatest difficulties that confront social and educational workers at this time is the prevalence of the habit of dealing with the problems of life in an isolated way. The school has a real function to perform, and the educational machinery will be directed as to fullfill this function.

The article focuses on the study of historical civilization by the grade eight students in the U.S. The study includes the topic of interest that has been brought to the stand point of the American people, the proposed isthmian canal that has led to the investigation of the American history, its trade relation between the neighboring country and the rest of the world. According to the author, to determine the best geographical location of the canal, the students have studied the surface of the isthmus that includes the materials such as pictures, maps and articles dealing with structures of the physiographic features of the region.

The article focuses on innovations in teaching the history of science in the U.S. The history of science course imparts an appreciation of many ways in which science and social concerns tend to become interlocked in some fashion for the purpose of general education. The course tends to remove a sense of alienation over the relevance of science to the everyday life of a student. The success of the course in the undergraduate level would depend upon the quality of the innovations introduced and the manner in which it was instructed.

Introduces articles in the current issue. Article focusing on intergenerational education in the school setting and describes how it can enrich many different areas of the curriculum; Article on the interface between learning, culture, spirituality and local knowledge in Africa; Article on language policy in relation to the Indian State of West Bengal and in the context of globalisation; Article on minority education in Mongolia and Tibet; Article on the ?School as State? project, taking place in a number of schools in Baden-Württemberg, Germany.

Comments on teaching imperial history. Forms of learning favored for understanding the complexities of colonial and postcolonial realities; Information on a 1980 essay by William Appleman Williams.

This article focuses on the learning of history by the public relation students. For the study, each class was divided into six groups of eight to nine members. The students selected the group which they wished to join, the author asked for volunteers from the larger groups for the smaller when necessary. Students were provided with a basic bibliography and a written assignment sheet, and were put several books with chapters on public relations history on reserve. Their assignment was to study the history of the period or topic they selected and present the, important aspects to the class, including important public relation events, names, tools and terms, in a limited period of time.

This article presents the results of a study which examined home environmental variables as they predict the academic attainment of students in history. The results of the study showed that the eight home environmental variables, taken together, have a high positive relation to the academic attainment of students in history. About 72.6 percent of the variance of the attainment of students in history is accounted for by a linear combination of the eight home environmental variables. However, five of the variables could be used to predict the attainment of students in history, with the availability and use of instructional materials at home being the most potent contributor to the prediction. In contrast to expectations, three variables made no significant contribution to the prediction of the academic attainment of students in history. The study supports the view that the home environment of a child is a source of explanation for the academic attainment of a child in schooling, particularly in history learning. Pupils provided with a stimulating learning environment at home excelled those without a suitable learning environment. The study also supports the view that warmth and democracy in the home can improve academic attainment.