1,787 results on '"HISTORY education"'
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152. Teacher Training Via Debate on the Way of St. James as Controversial Heritage
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Belén Castro-Fernández, Guadalupe Jiménez-Esquinas, and Ramón López-Facal
- Subjects
history education ,Education (General) ,active learning methods ,critical citizenship ,relevant social problems ,L7-991 ,cultural heritage education ,students’ perceptions ,Education - Abstract
This paper presents the results of an intervention proposal regarding cultural heritage based on active learning methods and carried out during initial teacher training. The social theme taken as a reference was the pilgrim route of the Way of St. James declared to be the first Cultural Route of the Council of Europe in 1987, due to the fact that its controversial dimensions (conservation, use, management, authenticity, stereotypes and performativity) make it possible to develop critical thinking through research and debate. This study is set in the context of a prior line of research which aimed to stimulate investigative, ethical, reflexive and argumentation competences among future teachers. From the interpretive paradigm, it was attempted to verify, via questionnaires, narratives and open reflections, what effects participation in this experiment would have on the participating trainee teachers’ perceptions of heritage and the educational potential thereof. The future teachers: 1) learned to value the emotional dimensions of heritage as catalysts for learning and resignification processes, particularly in relation to the Way of St. James; 2) highlighted active, student-centred, methodological strategies in order to discover and understand their social reality; 3) emphasised the value of a reflexive and critical model of teaching in order to develop a committed attitude towards the environment; 4) identified the fact that controversial issues are a useful tool with regard to civic education and the development of critical thinking.
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- 2022
- Full Text
- View/download PDF
153. Educational practices in İzmit province during the reign of Abdulhamid II (1876-1909)
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Beşir, Abdülhamit, Engin, Vahdettin, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, and Tarih Öğretmenliği Bilim Dalı
- Subjects
II. Abdülhamid ,Izmit ,İzmit ,Modern Education ,Maarif ,History Education ,Tarih Eğitimi ,Modern Eğitim. II. Abdulhamid ,Education - Abstract
II. Abdülhamid dönemi maarif politikalarını, İzmit sancağı ve ona bağlı diğer idari birimlere olan yansıması üzerinden ele alacak olan ''II. Abdülhamid Dönemi İzmit Sancağında Eğitim-Öğretim Faaliyetleri (1876-1909) '' adlı çalışmada; eğitim, modernleşme, yerel tarih ve tarih öğretimi kavramları irdelenecektir. Bu araştırmanın amacı aynı zamanda Türk eğitim modernleşmesi hareketlerinin taşra idari birimlerine olan tesirini, dönemin eğitim politikalarının İzmit sancağı ve ona bağlı idari birimlerin sosyo-kültürel yapısına olan etkisini inceleyip yerel tarih araştırmalarının tarih eğitimindeki konumunu irdelemektir.Bu genel amaç kapsamında araştırmanın temel problemleri şunlardır:1. II. Abdülhamid dönemi eğitim politikalarının İzmit sancağına yansıması nasıl olmuştur?2.İzmit Sancağında açılan okullar ve bu okulların eğitim-öğretim faaliyetleri nelerdir?3.Yerel tarih, tarih eğitimi ve eğitim tarihi bağlamında II. Abdülhamid dönemi İzmit sancağı nasıl değerlendirilebilir?Bu çalışmanın önemi; ''II. Abdülhamid Dönemi'nde İzmit Sancağında Eğitim-Öğretim Faaliyetleri (1876-1909)'' başlıklı tezde bir idari bölge üzerinden tarih eğitimi, yerel tarih ve eğitim tarihi kavramlarının belli bir dönemdeki izleri, yansımaları ve toplumsal değişime olan etkisi incelenecektir. Böylece II. Abdülhamid dönemi eğitim-öğretim faaliyetleri bir dönem üzerinden analiz edilmeye çalışılacaktır.İzmit sancağı, 1876-1925 yılları arasında ufak bazı değişikliklerle hiçbir vilayete bağlı olmadan müstakil bir sancak olarak varlığını sürdürmüştür. Bölge; merkeze yakınlığı, payitaht ile Anadolu vilayetleri arasındaki ulaşım güzergahında oluşu, stratejik konumu ve körfez gibi coğrafi bir değere sahip olmasıyla dönem içerisinde bir hayli değer kazanmıştır. İzmit sancağı bu yönleriyle merkezi idare tarafında önemli görülmüştür. İdari, iktisadi ve eğitim alanındaki pek çok öncü uygulama merkeze uzak idari birimlere kıyasla ilk burada tatbik edilmiştir. Bu gibi sebeplerden ötürü Osmanlı eğitim modernleşmesi sürecinde de İzmit sancağı bu avantajlarından yararlanmış ve Osmanlı coğrafyasında modern eğitim kurumları olan ibtidai, rüştiye, idadi gibi müesseselerin kuruluşu yine merkeze yakın olan bu bölgede olmuştur. Ayrıca II. Abdülhamid döneminde İzmit sancağı ve ona bağlı birimlerde inşa edilen okulların bir kısmı günümüzde ayakta olup halen aktif olarak eğitim- öğretim faaliyetlerinde kullanılmaktadır.Bu çalışmanın yöntemi;''II. Abdülhamid Dönemi'nde İzmit Sancağında Eğitim- Öğretim Faaliyetleri (1876-1909)'' adlı çalışma tarihsel araştırma yöntemiyle kaleme alınacaktır. Bilimsel araştırma türlerinden birisi olan yöntem belli bir geçmiş olayın günümüze etkilerini incelemek amacıyla kullanılmaktadır. Bu yöntem ile eğitim tarihi alanında yapılan çalışmalar sonucunda elde edilen veriler günümüzdeki ve gelecekteki eğitime perspektif kazandırması itibariyle büyük öneme haizdir.Ayrıca bu araştırma tarihsel bir dönemi kapsadığı için betimsel bir çalışmadır. Araştırmanın verileri nitel araştırma yöntemlerinden doküman incelemesi yoluyla elde edilecektir.Katkıları; - Araştırmaya konu olan bölgenin günümüz sosyo-kültürel yapısında o dönemde uygulanan eğitim politikalarının izlerini sürmek.- O dönemde başlayan okullaşmanın bölgede halen devam ettiğini tespit etmek. In this work called ''Educational Practices in İzmit Province during the Reign of Abdulhamid II (1876-1909) '' which analyzes the policies on education and their effects on İzmit province and other places located nearbly during the Abdulhamid II Era, notions such as education, modernization , local history and history teaching works are in education in relation with the socio-economic effects of modernization of Turkish education system on İzmit province an other places located nearby.Within this general aim, the main problems of study are as follow;1)How did the policies on education during the reign of Abdulhamid II affect İzmit Province?2) What were the schools that were opened and how were their educational practices in İzmit Province?3)How would İzmit Province during the reign of Abdulhamid II analyzed in relation with local history,history education and history of education?The importance of this study;In this thesis called ''Educational Practices in İzmit Province during the reign of Abdülhamid II (1876-1909) '' history education, local history and history of education would like to be seeked in a certain time period, how they were reflected and how they affected the social change. Thus, educational practices during Abdülhamid II Era would be analyzed within a certain period of time.Izmit Province, without being dependent on provinces had been existed between 1876-1925 with little changes.This region gained so much importance in time with its advantage of being close to the center, being located on a junction point between Anatolia and the capital city, its strategic position and having the gulf within its boundaries. For this all, İzmit province has been given importance by the central authority.Govermental, financial and educational practices first have been experienced here mostly before they were applied in other places located far awat from the center. For these reasons, during the process of Ottoman modernization, İzmit province became the firs place to see the practices of modern educational institotions such as iptidai, rüştiye and idadi. Also, some of the schools built in İzmit province and other places located nearby during the reign of Abdülhamid II still exist today and they are still active.Themethod of this study;In this work called '' Educarional Practices in İzmit Province during the reign of Abdülhamid II (1876-1909) '' historical research method would like to be used as a method. Being of the scientific research methods, this method is used to find out the effects of certain event that belongs to past. Works on history education done this method have a great significance, offering new perspectives on today's education and also for future practices.Also, since it discusses a certain period of time it is also a descriptive analysis. The data of this study would like to be collected by using the document review method.Contributions;- To see tracks of the educational policiees onder today's socio-cultural structure of the region that is subject to this research.- To identify current school practices that started in that period of time.
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- 2022
154. Primary school pupils learning through haptics at historical sites
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Cecilia Trenter, Martin Stolare, and David Ludvigsson
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history education ,History ,primary school pupils ,education ,History education ,Haptics ,Historia ,primary school ,Education ,pupils ,Mathematics education ,0501 psychology and cognitive sciences ,Educational Sciences ,Dimension (data warehouse) ,Life-span and Life-course Studies ,Haptic technology ,historical sites ,Active touch ,05 social sciences ,Didactics ,050301 education ,Didaktik ,Psychology ,0503 education ,Utbildningsvetenskap ,050104 developmental & child psychology - Abstract
Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference. Skolbarn relaterar till historiska platser
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- 2022
155. The construction of historical knowledge about local heritage: comparison between epistemological theories and competences of students
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Ana Isabel Ponce Gea, Helena Pinto, Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas, and España del Siglo XX: II República, Franquismo y Democracia
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Educación competencial ,History ,Archeology ,Educación básica secundaria ,History education ,Epistemología ,3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre [CDU] ,Epistemology ,Competency based education ,Education ,Anthropology ,Educación básica sencundaria ,Educación histórica ,Educación patrimonial ,Secondary basic education ,Heritage education - Abstract
En el marco de la defensa de la enseñanza de la historia con base en el pensamiento histórico, parece haberse prestado más atención a la aplicación de las competencias que a la dimensión epistemológica. Bajo esta premisa, en este estudio se plantea comparar las teorías epistemológicas del alumnado portugués con el nivel de competencia demostrado por el mismo alumnado. Se lleva a cabo un estudio con método mixto, con 43 alumnos portugueses de entre 13 y 14 años, utilizando dos instrumentos de recogida de información y combinando el análisis de información cuantitativa y cualitativa. Los resultados ponen de manifiesto unas teorías epistemológicas con mejores puntuaciones que la aplicación de las competencias, presentándose, además, como no relacionadas. Se concluye con la necesidad de sistematizar modelos de pensamiento histórico amplios y un trabajo conjunto de las teorías epistemológicas y la aplicación de las competencias en el aula. In the framework of the defence of history teaching based on historical thinking, more attention has apparently been focused on the application of competences than on the epistemological dimension. Under this premise, in this study we aimed at comparing the epistemological theories of Portuguese students with the level of competence demonstrated by the same pupils. We conducted a mixed-model study involving 43 Portuguese students aged 13-14, using two data collection instruments and combining the analysis of quantitative and qualitative information. The results show epistemological theories with higher scores than the application of competences, which are also presented as unrelated. We conclude that there is a need to systematise broader models of historical thinking and a mixed work on epistemological theories and the application of competences in the lessons.
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- 2022
156. History Teaching and Problems Encountered in Distance Education
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Altuntaş, Yavuz Sabri, İpçioğlu, Mehmet, and NEÜ, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı
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Eğitim ,Tarih Öğretimi ,Uzaktan Eğitim ,History Education ,Education ,Distance Education - Abstract
Yüksek Lisans Tezi, Teknolojinin gelişimi her alanda olduğu gibi eğitim-öğretimi de etkilemiştir. Değişen dünyadaki bu gelişime ayak uydurmak için başta öğretmenler ve öğrenciler olmak üzere eğitim-öğretimin bütün paydaşlarının teknoloji konusunda belli seviyede okuryazar olması bir zorunluluk haline gelmiştir. 2019 yılının sonunda ortaya çıkan ve 2020 yılının Mart ayından itibaren ülkemizi de etkisi altına alan Covid-19 pandemisi, bu zorunluluğun geçerliliğini kanıtlamıştır. Tüm dünyada olduğu gibi ülkemizde de Covid-19 pandemisi sebebiyle uzaktan eğitime geçilmiştir. Araştırmamızda uzaktan eğitim sürecinde Tekirdağ ili Çerkezköy ilçesinde görev yapmakta olan 16 Tarih öğretmeninin ve ortaöğretim seviyesinde öğrenim gören 264 öğrencinin görüşlerinden yola çıkarak karşılaşılan sorunlar ele alınmıştır. Elde edilen veriler doğrultusunda öğretmen ve öğrencilerin teknolojik bilgi yeterliliği, uzaktan eğitim sürecinde yaşadıkları sorunlar ve sonraki süreçler için Tarih öğretiminin teknoloji ile entegrasyonunda web 2.0 araçları gibi araçlar hakkında bilgi sahibi olma durumları incelenmiştir. Araştırmada hazırlanan yarı yapılandırılmış görüşme formu aracılığıyla hem öğretmen hem de öğrencilerden gönüllülük esasına göre interaktif ortamda veriler elde edilmiştir. Öğrencilerin bilgisayar ve teknolojiye olan ilgilileri, uzaktan eğitim süreciyle ilgili bilgi sahibi olma seviyeleri, Tarih öğretiminde teknoloji kullanımına dair düşünceleri, web 2.0 gibi yeni teknolojilerin kullanımı hakkında önbilgiye sahip olma durumları tespit edilmiştir. Yapılan araştırmadan elde edilen sonuçlar, teknolojinin uzaktan eğitim sürecinde Tarih öğretimine daha fazla uyarlanması gerektiğini ortaya çıkarmıştır. Çalışma grubunda yer alan öğretmen ve öğrencilerin teknolojik gelişmelere ve bilgisayara olan ilgileri her ne kadar yüksek olsa da uzaktan eğitim sürecinde eğitim-öğretim ailesi içinde yer alan herkes gibi zorluk yaşadığı açığa çıkmıştır. Ayrıca araştırmaya katılan Tarih öğretmenlerinin lisans öğreniminde eğitim teknolojisi ile ilgili ders alma durumlarının yetersiz seviyede olduğu görülmüştür. Bu sebeple hem hizmet öncesi hem hizmet içi eğitimlerle teknolojinin Tarih öğretimine dahil edilerek yapılandırmacı yaklaşımın gereği olarak öğrenciye yaşayarak, bilgiyi işleyerek öğrenme fırsatı verilmesinin daha doğru olacağı sonucuna ulaşılmıştır. Tarih öğretmenlerinden teknolojik bilgi açısından istenen seviyede olmayanlara hizmet içi eğitimlerle bilgi verilmesine, bilgi sahibi olanların da teşvik edici uygulamalarla bilgilerini kullanmaya fırsat tanınması gerektiğini göstermiştir., The development of technology has affected education as well as in every field. In order to keep up with this development in the changing world, it has become a necessity for all stakeholders of education, especially teachers and students, to be literate in technology at a certain level. The Covid-19 pandemic, which emerged at the end of 2019 and affected our country since March 2020, has proven the validity of this obligation. As in the whole world, distance education has started in our country due to the Covid-19 pandemic. In our research, the problems encountered in the distance education process are discussed based on the views of 16 History teachers working in the Çerkezköy district of Tekirdağ province and 264 students studying at high education level. In line with the data obtained, the technological knowledge proficiency of teachers and students, the problems they experienced in the distance education process and their knowledge about tools such as web 2.0 tools in the integration of history teaching with technology were examined. Through the semi-structured interview form prepared in the research, data were obtained from both teachers and students in an interactive environment on a voluntary basis. The interest of the students in computers and technology, their level of knowledge about the distance education process, their thoughts on the use of technology in history teaching, and their pre-knowledge about the use of new technologies such as web 2.0, have been brieflystated. The results obtained from the research revealed that technology should be more adapted to history teaching in the distance education process. Although the teachers and students in the study group have a high interest in technological developments and computers, it has been revealed that they have difficulties in the distance education process like everyone else in the education family.In addition, it has been observed that the history teachers participating in the research have an insufficient level of taking courses related to educational technology in university education. For this reason, it has been concluded that it would be more appropriate to include technology in history teaching with both pre-service and in-service trainings and to give the student the opportunity to learn by living and processing information as a requirement of the constructivist approach. It has shown that among the history teachers, those who are not at the desired level in terms of technological knowledge should be given information through in-service training, and those who have knowledge should be given the opportunity to use their knowledge with encouraging practices.
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- 2022
157. Memory practices and colonial discourse: on text trajectories and lines of flight.
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Macgilchrist, Felicitas, Ahlrichs, Johanna, Mielke, Patrick, and Richtera, Roman
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IMPERIALISM ,19TH century imperialism ,GERMAN history, 1789-1900 ,HISTORY education ,HISTORY teachers ,CURRICULUM ,EDUCATION - Abstract
How self-evident is a colonial rationality today? This paper begins by tracing a ‘text trajectory’ about nineteenth century imperialism and colonialism through several educational spaces: curricular guidelines, textbook, teachers’ reflections on history education, material discursive classroom interactions and pupils’ communication about the topic. In a first step, we observe how entrenched and common sensical a great-power discourse about imperialism and colonialism is in current educational practices. We suggest that pupils ‘hyperstate’ a discursive position on colonialism which appears shocking when stated explicitly, but which is already subtly entextualised in curricular and media discourse. However, in a second step, the analysis orients to the molecular lines and foldings, the unexpected intra-connections and unplanned ‘lines of flight’. In this way, the apparent stability of the colonial rationality begins to wobble (just slightly). The memory practices enacted by pupils, curricula, teachers, authors and the material affordances of textbooks repeat entrenched colonial hierarchies and racisms, ‘and also’ exceed any overly simple understanding of how colonial rationality plays out in contemporary discourse. [ABSTRACT FROM PUBLISHER]
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- 2017
- Full Text
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158. Sovyetler Birliği Döneminde Rusya’da Okutulan Tarih Ders Kitaplarında Türk İmajı.
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MAHARRAMOVA CENGİZ, Nigâr and ŞİMŞEK, Ahmet
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HISTORY education ,HISTORY textbooks ,EDUCATION ,POLITICAL development ,POLITICAL change -- History ,TWENTIETH century ,HISTORY of education ,HISTORY - Abstract
Copyright of Journal of Modern Turkish History Studies / Cumhuriyet Tarihi Araştırmaları Dergisi (CTAD) is the property of Ataturk Institute for Modern Turkish History 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.)
- Published
- 2017
159. History curriculum and teacher training: shaping a democratic future in post-apartheid South Africa?
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Tibbitts, Felisa L. and Weldon, Gail
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APARTHEID , *TRANSITIONAL justice , *HISTORY education , *TEACHER training , *HUMAN rights , *EDUCATION - Abstract
Issues of transitional justice are central to countries moving away from identity-based conflict. Research tends to focus on the most well-known forms of transitional justice, like truth commissions. Far less attention has been given to education as a form of transitional justice, and even less to teacher professional development, even though education is central to signalling the new society and teachers are expected to become agents of change in their classrooms. This article focusses on history curriculum change in post-apartheid South Africa. We show how the post-apartheid South African government developed a human rights-based history curriculum but failed to support teachers to implement it. Aspects of these inadequacies included a failure to take into account the de-skilling of a large segment of the teaching population under apartheid and teachers' personal legacies of that era. Through a review of the teacher professional development programme, Facing the Past, this article demonstrates the possibility to implement teacher training programmes attuned to the particular needs of a transitional justice environment. [ABSTRACT FROM AUTHOR]
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- 2017
- Full Text
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160. Justice-sensitive education: the implications of transitional justice mechanisms for teaching and learning.
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Davies, Lynn
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TRANSITIONAL justice , *HISTORY education , *CURRICULUM change , *CRITICAL thinking - Abstract
This article introduces the notion of 'justice-sensitive education' - derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and citizenship) and institutional culture (critical thinking and democratic, participatory pedagogy). A case study of Sri Lanka provides fresh illustrations of actual or potential work in these three areas. There appear five challenges to a justice-sensitive education: the wider context of schooling; willingness of educators to confront the past; barriers to introducing the critical thinking required for new norms and values to take root; programming and planning; and difficulties in measuring the impact of TJ measures in education. Yet however imperfect, TJ mechanisms indicate a society that wants to learn from past mistakes and show that some form of justice is possible in the future. [ABSTRACT FROM AUTHOR]
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- 2017
- Full Text
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161. Rethinking Taiwanese nationality and subjectivity: implications from language issues in colonial Taiwan in the 1920s.
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Huang, Hsuan-Yi
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EDUCATION , *HISTORY education , *CURRICULUM , *CULTURAL nationalism , *SUBJECTIVITY , *LANGUAGE policy , *TWENTIETH century , *HISTORY ,JAPANESE occupation of Taiwan, 1895-1945 ,HISTORY of Taiwan - Abstract
This historical study reflects on history curriculum debates over the last 20 years in Taiwan. To open up possibilities for contemporary Taiwanese to rethink themselves in terms of national culture and subjectivity, this paper explores the construction of Taiwanese subjectivity in the past. It focuses on the history of Taiwan under Japanese occupation as a key issue in history curriculum debates. Particularly, it examines language issues in the 1920s, an important theme in the histories of the formation of Taiwanese consciousness, ideology, and cultural nationalism during the Japanese colonial period. Rather than addressing issues of identity (national or cultural), identifying who Taiwanese really were, or looking for Chinese or Taiwanese consciousness, this study explores how meanings of “Taiwanese” in the 1920s under Japanese occupation were constructed in the discourse of language reform for civilisation. The analysis of the New Culture Movement discourse suggests that the classical Chinese language ofHànwénas a valuable cultural resource and flexible linguistic instrument played an essential role in constituting Taiwanese subjectivities that shaped Taiwanese practices of the self for distinctive civilisation. [ABSTRACT FROM PUBLISHER]
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- 2017
- Full Text
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162. Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Quebec Textbooks.
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Abdou, Ehaab D.
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HISTORY education ,CULTURAL relations ,ANCIENT civilization ,TEXTBOOKS ,EDUCATION - Abstract
Guided by critical discourse analysis, this study analyzes how ancient civilizations are constructed in high school history textbooks used in Quebec, Canada. The findings suggest that the narrative generally ignores 2-way intercultural exchanges. The narrative is also Eurocentric, silencing sub–Saharan Africa’s contributions and nonmaterial influences of non-Western civilizations, such as ancient Near Eastern influences on the Judeo–Christian monotheistic tradition. Such depictions normalize a dominance paradigm that sanctions the supremacy of particular civilizations, religions, or groups. Students need to develop a reflective historical consciousness that is conducive to intergroup dynamics based on respect for diversity. Thus, in studying ancient civilizations, they should be encouraged to interrogate their own worldviews, explore the interdependence of human civilizations, and engage with omitted counternarratives, alternative chronologies, and periodization. [ABSTRACT FROM PUBLISHER]
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- 2017
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163. AHMET CEVDET PASHA'S HISTORIOGRAPHY AND HIS OPINIONS ON HISTORY EDUCATION AND HISTORY TEACHING.
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ÖZTAŞ, Sezai
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HISTORIOGRAPHY , *HISTORY of education , *HISTORIANS , *EDUCATORS , *EDUCATION - Abstract
Ahmet Cevdet Pasha, who had been in important positions in the Ottoman Empire in the 19th century, is a historian, jurist, educator, linguist and poet as well as a statesman. There are very few people in Ottoman history who carry all of these features together. In this respect, many researches have been done about Ahmet Cevdet Pasha up to the present day. Studies carried out in different fields with each passing day about him, are showing that these investigations are not yet completed. Ahmet Cevdet Pasha, who carries on many features, is one of the most important chronicler and historian of the Ottoman Empire in 19th century. Due to a great number of Ottoman historians are state chronicler, they usually deal with events in chronological order. Ahmet Cevdet Pasha is one of the few Ottoman historians who can go beyond this, use his own opinions about the causes and consequences of the events and take criticism as a method while deciding upon the sources. Ahmet Cevdet Pasha's studies and publishings in various fields affected his titles as historiographer and history educator positively. Having a multidisciplinary approach, Ahmet Cevdet Pasha brought a new understanding to Ottoman historiography and was in the struggle to deliver a philosophy of history and methodology. In this study, Ahmet Cevdet Pasha's historiography and his opinions on history education and history teaching will be discussed. [ABSTRACT FROM AUTHOR]
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- 2017
164. The Structure of Historical Inquiry.
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Retz, Tyson
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- *
HISTORY education , *HERMENEUTICS , *HISTORICAL distance , *SCHOOL discipline , *PHILOSOPHY & history , *PROFESSIONALIZATION , *HISTORICITY , *COLLECTIVE memory , *SCHOOL children , *EDUCATION - Abstract
History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history departments, we fail to provide an adequate justification for an education in history. The doctrine that history is an exercise in disciplined knowledge, a specific way of knowing, is weakened by disciplinary disquietude and dissimilitude. Three features impress themselves upon all who inquire into the past. In the learning and teaching of history, these three features assume a distinct structural shape. First, colligation consists in grouping the events and concepts to be studied according to their shared purposes. Second, historical distance, intimately tied up with tradition and collective memory, provides the means for identifying a past separate from the present to be studied in its own right. Third, reconstruction describes the process of supplying individual content to the general categories illuminated by the earlier stages. To work knowingly in this structure of historical inquiry offers no solutions to the problems of historical thinking, it is to work productively within these problems. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
165. A human rights and history education model for teaching about historical events of mass violence: The 1947 British India Partition.
- Author
-
Chhabra, Meenakshi
- Subjects
HUMAN rights education ,HISTORY education in universities & colleges ,VIOLENCE ,PARTITION of India, 1947 ,YOUNG adults ,HIGHER education ,EDUCATION - Abstract
This article examines singular historical narratives of the 1947 British India Partition in four history textbooks from India, Pakistan, Bangladesh, and Britain, respectively. Drawing on analysis and work in the field, this study proposes a seven-module “integrated snail model” with a human rights orientation that can be applied to teaching historical events of conflict and violence in different contexts. It offers opportunities for learners to enhance their historical understanding and consciousness, experience empathy for others, and take actions that uphold human rights. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
166. Genre Pedagogy: A Framework to Prepare History Teachers to Teach Language.
- Author
-
Schall‐Leckrone, Laura
- Subjects
EDUCATION ,HISTORIC structures ,HISTORICAL research ,HISTORY education ,TEACHERS -- Taxation - Abstract
This qualitative research study examined how two novice secondary teachers drew on preservice preparation to teach language demands of their content area to bilingual learners in urban high schools in a city in the northeastern United States. Data sources included videotaped class observations, lesson plans and teaching materials, and semistructured interviews to elicit participants' perspectives on how they taught language. Findings suggest that participants integrated significant components of language teaching into content instruction, such as explicit vocabulary instruction and group activities organized around structured interactions with classmates and texts, but did not consistently teach language. The implication is that novice teachers need more guidance to identify and teach linguistic features of content tasks and texts. Accordingly, this article proposes a genre-based framework to teach language illustrated with classroom scenarios that demonstrate how linguistic analysis and cognitive scaffolds can be incorporated into brief targeted activities that support both language and conceptual development. Although recommendations are based on history genres, implications of this analysis may be relevant to a broad group of researchers, teacher educators, and teachers focused on promoting disciplinary literacy in secondary content classes for bilingual learners. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
167. Experimenting with a reconciliation pedagogy in South African primary school history classrooms: Constraints and possibilities.
- Author
-
Nussey, Reville
- Subjects
PEACEBUILDING ,HISTORY education in primary schools ,EDUCATION - Abstract
In the South African context, the need for peacebuilding is sometimes not acknowledged in a post-conflict society, although there are ongoing everyday examples within the educational sphere that challenge this assumption. A way of addressing the need for peacebuilding in education is via a reconciliation pedagogy, which uses oral history tasks and cooperative learning in the history curriculum. By drawing on the similarities and differences between a reconciliation pedagogy, and reconciliation as articulated by the ‘4R’ framework for peacebuilding, this article shows that there are constraints and possibilities inherent in this process at school level. The main argument is that there are a number of practical constraints within and beyond the classroom which hinder peacebuilding in practice. Using a method of narrative inquiry, this article focuses on the results of the research conducted by a history teacher educator who observed and interviewed eight teachers in history primary school classrooms in Johannesburg. While some of the successes of using a reconciliation pedagogy show that it has the potential to facilitate peacebuilding from the ‘bottom up’, teachers’ intentions and how they implement a reconciliation pedagogy affect whether or not sustainable peacebuilding is possible in the classroom. [ABSTRACT FROM AUTHOR]
- Published
- 2017
168. Can the Subaltern Nation Speak by Herself in the History Curriculum?
- Author
-
Sant, Edda
- Subjects
- *
SUBALTERN , *HISTORY education , *CURRICULUM , *EDUCATION - Abstract
This article examines and discusses the ways in which hegemonic and subaltern discourses alternatively evoke different, and sometimes competing, notions ofthe nationand how they might productively coexist within the history curriculum. More precisely, using Homi Bhabha's conceptual tools of pedagogic and performative narratives of the nation, the article examines history curriculum as permeable to alternative and endless reinventions of the nation and as intrinsically linked to a fixed, stable, and officialized narrative. The study, based on the analysis of the construction of the Catalan nationhood in school textbooks and teachers' and museums' resources in Catalonia (Spain), suggests complex dynamics between hegemonic and subaltern discourses, rather than fixed conceptualizations. Whereas revolutionary discursive depictions of the nation incorporated in the curriculum have a tendency to be officialized, institutionalized, and domesticated through their mediation in educational texts, the article suggests possibilities for more effectively building the subaltern voice within the school curriculum. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
169. ‘Teaching Maths is Easier Than This!’: Pre-Service Educators Confront the Challenges and Opportunities of Teaching Emotive and Contested Pasts in Post-Apartheid History and Social Science Classrooms.
- Author
-
Glanvill-Miller, Siobhan
- Subjects
- *
HISTORY of slavery , *CURRICULUM alignment , *EDUCATIONAL quality , *EFFECTIVE teaching , *EDUCATION , *HISTORY , *HISTORY of education - Abstract
This paper describes some of the affective fall out of teaching slavery in South African schools following the latest version of the curriculum, known as the Curriculum and Assessment Policy Statements (CAPS). Over several years, it has become apparent to the author, who is a teacher educator at the University of the Witwatersrand (Wits), that teaching the sections of the curriculum on Cape slavery and on transatlantic slavery causes significant distress among school learners and that student educators have become increasingly apprehensive about the impact these topics will have when they present them to their own classes comprising several dozen adolescents. Student educators have expressed concern that they will be unable to resolve racial conflict that seems to be just under the surface, and which teaching topics like slavery threatens to release. The author gives an account of an ongoing experiment in what are called ‘silent conversations’ that she has conducted with student educators and which, as a methodology, many have subsequently taken with them into their own teaching at schools. It is argued that the silent conversations allow for students to converse with each other in a way that keeps emotions in check while allowing them to express their responses to stimuli related to the topic of slavery. The silent conversation methodology is rooted in an international literature referred to in the paper that investigates possible solutions for teaching controversial histories at school level in countries where divisive political or other allegiances make them particularly difficult to present. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
170. STUDYING DEEP HISTORY ABROAD.
- Author
-
Paxton, Frederick S.
- Subjects
- *
HISTORY education , *EDUCATION - Abstract
A personal narrative is presenetd which explores author's experience of teaching history, focused on Study Away, Teach Away (SATA) Program in Connecticut.
- Published
- 2017
- Full Text
- View/download PDF
171. The World History Courses in the New Framework.
- Author
-
Dunn, Ross E.
- Subjects
HISTORY of social sciences ,HISTORY education ,EDUCATION ,EDUCATORS - Published
- 2017
172. Promoting History-Social Science in your District's LCAP and Accountability Dashboard Report.
- Author
-
Herczog, Michelle and Contreras, Yvonne
- Subjects
HISTORY of social sciences ,PROFESSIONAL education ,EDUCATION ,HISTORY education ,EDUCATORS - Published
- 2017
173. La conscience historique en didactique de l’histoire au Canada.
- Author
-
Popa, Nathalie
- Subjects
HISTORY education ,CANADIAN history ,HISTORY & sociology ,EDUCATION ,COLLECTIVE memory - Abstract
Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
174. 开创新中国世界近代史的教学与研究 一 记杨生茂先生前期的学术活动.
- Author
-
杨令侠 and 朱佳寅
- Subjects
WORLD history ,HISTORY education ,ANCIENT education ,EDUCATION ,STUDY & teaching of the history of education ,HISTORY - Abstract
Copyright of Nankai Journal: Philosophy, Literature & Social Science Edition / Nankai Xuebao: Zhexue Shehui Kezue Ban is the property of Nankai Xuebao Bianjibu 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.)
- Published
- 2017
175. HISTORY TEACHING CURRICULA: IMPLICATIONS OF IMPLICIT AND EXPLICIT ETHNOCENTRIC AND MULTICULTURAL EDUCATIONAL POLICY IN ISRAEL.
- Author
-
Zamir, Sara and Reingold, Roni
- Subjects
CURRICULUM ,HISTORY education ,EDUCATION - Abstract
Using an interpretational analysis of the 2014-15 history-teaching curricula both for Jewish secular and Jewish religious high schools in Israel, this research aimed at revealing whether a change in a rhetoric of a manifested educational policy in Israel was followed by a real change in an educational ideology. The findings revealed that although in the year 2000, the Israeli Ministry of Education has finally adopted a multicultural policy, as replacement to the assimilation policy, formal multicultural intentions were not always translated directly to compatible contents. [ABSTRACT FROM AUTHOR]
- Published
- 2017
176. IMPACTO DE UNA HERRAMIENTA MULTIMEDIAL EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE DE LA HISTORIA EN EL AULA.
- Author
-
Murcia Castellanos, Yenny Constanza, Tejedor Estupiñan, María Lucia, and Lancheros Cuesta, Diana Yaneth
- Subjects
TEACHING aids ,HISTORY education ,EDUCATIONAL technology ,LEARNING ,TEACHING methods - Abstract
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.)
- Published
- 2017
- Full Text
- View/download PDF
177. HISTORIA RECIENTE Y ENSEÑANZA DEL CONFLICTO ARMADO RECIENTE Y ACTUAL DE COLOMBIA EN COLEGIOS Y UNIVERSIDADES DEL PAÍS.
- Author
-
Plazas-Díaz, Fabián Alfredo
- Abstract
Copyright of Revista Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas 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.)
- Published
- 2017
- Full Text
- View/download PDF
178. Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance.
- Author
-
Klein, Stephan
- Subjects
HISTORY teachers ,HISTORY of the Netherlands ,CURRICULUM ,SLAVE trade ,HISTORY of slavery ,EDUCATION - Abstract
Using an analytical framework based on the concept of historical distance, this article explores how Dutch history teachers and educators navigate between the past and the present when making curriculum decisions on the sensitive topic of the Transatlantic Slave Trade and Slavery. Four history teachers and 2 museum educators were selected on the criteria of ethnicity, professional context, and student audience. They were interviewed twice, using open questions and a task-based design directed at 14–15-year-old students of various cultural backgrounds. Two conclusions are drawn: (1) the curriculum decisions of the selected participants can be interpreted as configurations of historical distance, which are the result of interactions between various types of knowledge, values, and beliefs. Some participants make a distinction between their own personal distancing and the curriculum decisions they take, while others do not or are unsure about deciding, and (2) curriculum decisions are difficult to predict. Some teachers and educators have a preference for certain distancing approaches but do not always follow it, depending on the historical sources they are dealing with. The conclusion discusses how research on history teaching can be facilitated by a deeper comprehension of the decisions teachers and educators make as navigators of historical distance. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
179. The question of the content of school history course in the publications of historians-methodologists in the 1920s and 1930s.
- Author
-
Šenberga, Ilze
- Subjects
- *
HISTORY education , *TEACHING aids , *SOCIAL history , *EDUCATION , *HISTORY ,LATVIAN history - Abstract
The article is the continuation of the publication The issue of social functions of history in the periodicals of Latvia in the 1920s and 1930s which was published in Istorija (2016, Vol. 102, No. 2). The article considers the views of teachers-historians about the principles of selection of historical material, its organization in the lower secondary school, their vision of the place of national history in school history education and its proportion with world history in the school curriculum. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
180. Different battlegrounds, similar concerns? The ‘history wars’ and the teaching of history in Australia and England.
- Author
-
Peterson, Andrew
- Subjects
- *
HISTORY education , *HISTORIOGRAPHY , *CURRICULUM , *EDUCATION , *SECONDARY education - Abstract
Debates about the purpose and content of history education in schools have been prevalent in most Westernised democratic nations over the last 30 years. Under discussion are essential questions concerning national identity/ies, competing narratives and the aims of history education. The impact of ‘history wars’ has been felt within both Australia and England, as conservative commentators – including politicians and historians – have raised concerns about the depth and effectiveness of history education and have sought to make significant changes to the history curriculum for schools. This analysis examines the history wars in Australia and England, exploring the view that history education has been in danger and/or crisis and examining the curricular implications of a move toward greater recognition of national narratives. It raises some essential tensions that remain regarding two aspects of history teaching in both nations: (1) historiography and (2) chronological understanding. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
181. HT 2016: Die Shoah im schulischen Alltag –Zur Pragmatik und Empirie des Einsatzes von videografierten Zeitzeugeninterviews im Geschichtsunterricht.
- Author
-
Barricelli, Michele
- Subjects
- *
HOLOCAUST, 1939-1945 , *HOLOCAUST survivors , *HOLOCAUST victims , *HISTORY education , *TEACHING aids , *EDUCATION - Abstract
The article presents a report on a panel on teaching the history of the Holocaust using video-recorded interviews of eyewitnesses convened during the Historikertag, the annual history congress of the Verband der Historiker und Historikerinnen Deutschlands (VHD) and Verband der Geschichtslehrer Deutschlands (VGD) professional associations in Göttingen, Germany, from September 20 to 23, 2016. Topics discussed included the use of tablet computers in history instruction, narratives in witness interviews, and the use of student illustrations as teaching materials alongside interviews.
- Published
- 2016
182. VIII. Nachwuchstagung der ”Konferenz für Geschichtsdidaktik”.
- Author
-
Kahlcke, Inga
- Subjects
- *
HISTORY education , *AUXILIARY sciences of history , *HISTORY textbooks , *EDUCATION & society , *HISTORY of euthanasia , *EDUCATION , *CONFERENCES & conventions - Abstract
The article presents a report from a July 15-16, 2016 history education conference in Flensburg, Germany hosted by the Konferenz für Geschichtsdidaktik historical education society. Topics of presentations delivered include the teaching of the ancillary historical sciences, social aspects of history education with a focus on the teaching of social values, and the depictions of Nazi euthanasia in history textbooks from Lower Saxony, Germany.
- Published
- 2016
183. From Western History to Miscellaneous History and Memory Activism in Postcolonial Korea - An Interview with Jie-Hyun Lim.
- Subjects
HISTORIANS ,EASTERN European history ,HISTORY education ,NATIONALISM ,KOREANS ,EDUCATION - Abstract
The article presents an interview with Korean historian Jie-Hyun Lim on Western history, miscellaneous history, and memory activism. Other topics of conversation include the study of eastern European history within Western history, national identity and identification of historians, and the history of Korean history education.
- Published
- 2016
184. Looking to the Future to Understand the Past: A Survey of Pre-Service Teachers’ Experiences with Digital Technologies in Relation to Teaching History
- Author
-
Julie A. Corrigan, Nicholas Ng-A-Fook, Stéphane Lévesque, and Bryan Smith
- Subjects
pre-service teacher education ,technology integration ,history education ,digital technologies and literacies ,educational technology ,Education - Abstract
Digital technologies have the potential to enable history teachers to engage student learning, meet diverse learning styles, present a diversity of perspectives, and foster historical inquiry. Pre-service teachers entering today’s Canadian faculties of education are surrounded by more technology than their predecessors. But are they equipped with requisite knowledge and strategies to integrate these technologies effectively into their classrooms? This exploratory study used a cross-sectional survey to investigate pre-service teachers’ experiences with digital technologies in relation to teaching history. By doing so it provides a context for further research into the pedagogical impacts of integrating digital technologies into history classrooms.
- Published
- 2013
185. Ireland Turns Its Back on History.
- Author
-
Rodden, John and Rossi, John
- Subjects
- *
HISTORY education , *SECONDARY education , *EDUCATION ,EASTER Rising, Ireland, 1916 ,IRISH history - Abstract
In 2018, the Republic of Ireland abolished history as a required subject in its public secondary schools. What are the consequences for Ireland of this decision, especially in light of the importance of history to Irish self-understanding and national development? What are the implications of such policies beyond Ireland, including in the United States? This article discusses the somber prospects of "forgetting the past" as it addresses these questions. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
186. Overcoming Being Overwhelmed in the Trump Era.
- Author
-
Gill, Navyug
- Subjects
- *
TEACHING methods , *HISTORY education , *POLITICAL science education (Higher) , *PRACTICAL politics , *EDUCATION - Abstract
The author discusses the use of a three-pronged strategy in his introductory Modern Global History course at William Paterson University, a public institution located in northern New Jersey, to teach students about mainstream electoral politics. The strategy will encourage students to think through U.S. President Donald Trump presidency without succumbing to the pitfalls of exaggeration. He notes that the political spectrum is akin to 19th century Europe rather than contemporary America.
- Published
- 2019
- Full Text
- View/download PDF
187. Disciplinary History and the Situation of History Teachers
- Author
-
Michael Fordham
- Subjects
history education ,teacher knowledge ,sociology of knowledge ,Education - Abstract
A growing consensus in the history education community supports the idea that the discipline of history provides the best opportunity for moving beyond a “nation-building” or “skills-based” approach to teaching about the past. The social and temporal characteristics of the discipline of history mean such conclusions have important implications for teachers of history who must engage with that academic discipline when designing lessons for their pupils. In order to understand the process by which such a curriculum approach might be effected, it is necessary to posit a relationship between history teachers and the discipline of history that rests upon a theoretical model in which history teachers are understood both to represent and embody the discipline of history when teaching their pupils.
- Published
- 2012
- Full Text
- View/download PDF
188. Harmonizing Two of History Teaching’s Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity
- Author
-
Paul Zanazanian and Sabrina Moisan
- Subjects
history education ,historical consciousness ,history teachers ,narrative diversity ,national history ,social representations ,Education - Abstract
This article presents the Quebec ministry of education’s (MELS) strategy for diversifying the national historical narrative that is transmitted in the province’s History and Citizenship Education program as well as the manner in which Francophone national history teachers put this strategy into practice. In bringing research on their social representations and historical consciousness together, this paper looks at some of the main challenges that these teachers face when specifically harmonizing two of history teaching’s central social functions for catering to narrative diversity. When seeking to adequately balance the transmission of a national identity reference framework with the development of autonomous critical thinking skills, it becomes clear that these teachers’ general quest for positivist-type, true and objective visions of the past as well as their overall attachment to the main markers of their group’s collective memory for knowing and acting Québécois impede them from fully embracing the diversification of the province’s historical narrative. The article ends by raising some important questions regarding the relevance of assisting teachers to authentically develop their own voice and vision for harmonizing the two aforementioned functions of history teaching and for being answerable to the decisions they make when articulating and acting upon such beliefs in class.
- Published
- 2012
- Full Text
- View/download PDF
189. Behind the Battle Lines of History as Politics: An International and Intergenerational Methodology for Testing the Social Identity Thesis of History Education
- Author
-
Tony Taylor and Sue Collins
- Subjects
history education ,social identity ,historical consciousness ,Education - Abstract
This article critiques popular assumptions that underlie the ongoing politicisation of school history curriculum as an agent of social identity and behaviour. It raises some key research questions which need further investigation and suggests a potential methodology for establishing evidence-based understanding of the relationship between history education, historical consciousness, identity politics and civil discord. The proposed methodology is based on comparative research of the lived experience of history education and social disposition in two generations in three modern democratic nations each of which represent in their recent histories different models of social integration. The article suggests that without such evidence-based theorisation of the relationship between historical consciousness and social identity, the evolution of history curricula will remain vulnerable to the ongoing incursions of hostile but poorly conceived political rhetoric.
- Published
- 2012
- Full Text
- View/download PDF
190. History and Super Diversity
- Author
-
Kate Hawkey
- Subjects
history education ,super diversity ,perspectives ,Education - Abstract
The article looks at the perspectives on history amongst adolescent children of different backgrounds living in inner-cities in England and builds on previous research in this area. The current article presents exploratory research which focuses on the views of particular groups of adolescents, namely those from long established settled immigrant communities; those from more recently arrived migrant and immigrant communities; and those from white indigenous communities. An inclusive, perspectival and dynamic approach towards history education is outlined and the underlying view of knowledge and implications for pedagogy of this approach discussed alongside comparisons with other approaches towards the subject. The exploratory work and analysis is used to generate a research agenda through which history for a super diverse society can be developed. Although the research was conducted in the English context, the issues it raises are pertinent elsewhere.
- Published
- 2012
- Full Text
- View/download PDF
191. How the politicization of history education led to Michigan’s fall.
- Author
-
Andrews, Gordon P. and Warren, Wilson J.
- Subjects
- *
UNITED States education system , *EDUCATION policy , *EDUCATION , *DECISION making , *EDUCATION & politics , *HISTORY education , *EDUCATIONAL standards - Abstract
The article looks at the declining ranking of Michigan's educational system and discusses the impact of nonexperts with political motivations who were given power in educational decision making. It examines revision to the state's education standards, focusing on debates over history curricula and what topics should be relevant to young students.
- Published
- 2018
- Full Text
- View/download PDF
192. THE REAL ACADEMIC WORLD.
- Author
-
AGUIRRE, NANCY, BORGES, CRISTÓBAL A., NUÑO, JOHN PAUL A., and STARLING, JAMIE
- Subjects
HISTORY education ,HISTORY teachers ,HISTORIANS ,DOCTOR of philosophy degree ,LATIN American history ,EDUCATION - Abstract
The article presents insights from several historians on the importance of learning to teach history as part of career preparation for people who have doctor of philosophy degrees (PHDs). Such insights emerged from informal discussions during the 2017 Organization of American Historians annual meeting. Professor Nancy Aguirre motivated her students to study Latin American history by emphasizing military themes, while professor John Paul A. Nuño describes the challenges he faced.
- Published
- 2018
193. Teaching the History of Nothing.
- Author
-
EVANS, MARK
- Subjects
- *
HISTORY education , *EDUCATION , *CURRICULUM , *EDUCATION policy , *CHRONOLOGY , *POSTSTRUCTURALISM - Abstract
The article deals with teaching history based on Australian Curriculum, Assessment and Reporting Authority (ACARA) despite an inquiry launched by the Abbott government, forging a national curriculum largely informed by the Melbourne Declaration of 2008. Topics include skills emphasized by the Australian Curriculum, learning chronology, learning of historical skills, and study of theory, of post-colonialism and postmodernism, and queer theory and the works of the post-structuralism.
- Published
- 2018
194. Attempting to reach the heart of the matter: how the unique learning journey of Facing History and Ourselves helps students to explore and learn from the horrors of the past.
- Author
-
McIntyre, Michael and Hull, Vanessa
- Subjects
- *
HISTORY education , *HOLOCAUST, 1939-1945 , *ETHICS , *EDUCATION - Abstract
The article focuses on approach to history education by an educational organization Facing History and Ourselves National Foundation. It aims to understand important histories such as the Holocaust and strives to learn from the horror of mass violence and draw measures that can be taken to prevent it. It states that Facing History focuses on human and institutional decision-making and encourages students to relate to history or contemporary world
- Published
- 2017
195. 'It's kind of like the geography part of history, isn't it, Miss?' Can we teach the environmental history of the Holocaust?
- Author
-
Morgan, Verity
- Subjects
- *
HISTORIC sites , *HOLOCAUST, 1939-1945 , *HISTORIOGRAPHY of the Holocaust, 1939-1945 , *HISTORY education , *HISTORY education in secondary schools , *EDUCATION - Abstract
The article investigates the environmental approach in history education focused on the role of place and space in teaching and learning of controversial history about the Holocaust. It discusses the need to modify approach to teaching history for Year 9 pupil, with study of landscapes of the Holocaust, which provides alternative framework for understanding experiences of the Holocaust
- Published
- 2017
196. Hosting teacher development at historical sites: the benefits for classroom teaching.
- Author
-
Burns, Adam
- Subjects
- *
HISTORY education , *HISTORIC sites , *TEACHER training , *GENERAL Certificate of Secondary Education , *STUDENT engagement , *EDUCATION - Abstract
The article focuses on an approach to curriculum in history education, which includes visits to historic sites according to the General Certificate of Secondary Education requirement. It discusses the experience of teachers who attended a residential professional development programme at Monticello plantation of Thomas Jefferson in Virginia, to demonstrate the effect of site visits, history expertise and archival research can foster student learning experience.
- Published
- 2017
197. Defying the 'constrictive grip of typologies': the role of detailed character cards in teaching similarity and difference.
- Author
-
FitzGerald, Edward
- Subjects
- *
HISTORY education , *CHARACTER , *GENERAL Certificate of Secondary Education , *CURRICULUM implementation , *EDUCATION - Abstract
The article focuses on an approach to teaching history with use of detailed character cards as a tool to understand how different people responded in different ways to situations in the past. It discusses teaching design and concepts by Catherine McCrory and Elizabeth Carr to comply with General Certificate of Secondary Education (GCSE) curriculum basis for teaching similarity and difference.
- Published
- 2017
198. 'Stirred, not shaken'.
- Author
-
Bones, Carmel
- Subjects
- *
VIRTUAL reality in education , *GENERAL Certificate of Secondary Education , *HISTORY education , *HISTORIC sites , *SHARED virtual environments , *EDUCATION - Abstract
The article discusses the use of virtual reality to offer students immersive learning experience to interact with the historic environment. It focuses on the approach on history education as per General Certificate of Secondary Education (GCSE) historic environment tour requirement. It presents example of creating an 360-degree VR tour of Hardwick Hall from Elizabethan era.
- Published
- 2017
199. Finding a way in for interculturality: Analysing History teachers' conceptualisations at the secondary school level
- Author
-
Kerri Anne Garrard
- Subjects
Linguistics and Language ,Interculturality ,Australian Curriculum ,Discourse analysis ,05 social sciences ,0507 social and economic geography ,History education ,050301 education ,National curriculum ,Education ,Pedagogy ,Sociology ,School level ,050703 geography ,0503 education ,Social Sciences (miscellaneous) - Abstract
‘Intercultural understanding’ (ICU) and its core concept ‘interculturality’, was introduced in the new national curriculum, implemented across Australia from 2013 (Australian Curriculum, ACARA. [20...
- Published
- 2020
200. The Study of Factors Affecting Grade X Students’ Learning Outcomes in History Education
- Author
-
Tandin
- Subjects
Medical education ,education ,Geography, Planning and Development ,History education ,Management, Monitoring, Policy and Law ,Student learning ,Psychology - Abstract
The purpose of this study was to examine the factors affecting the learning of grade ten students’ history. The study sample consisted of 165 students and 18 teachers from four secondary schools under Paro Dzongkhag. Both qualitative and quantitative data were collected and analysed. Questionnaire on a 5-point Likert scale was used for the quantitative data collection and focus group interviews were used for the qualitative data collection. Quantitative data analysis was done using mean scores and standard deviation. The content of the focus group interviews was transcribed and thematic analysis was conducted on the transcript. The results of the study revealed that the learning of history in grade ten students were affected most by the school related factors such as curriculum, teachers, teaching techniques and resources. Non-school factors like students’ attitude, and parental support had very less effect in learning history by grade ten students.
- Published
- 2020
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