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A long recommended central purpose of civic education has been preparation of students for responsible democratic life. The authors of this paper contend that teaching students the domain-specific process of historical thinking and the habits of mind that are incorporated into this discipline-specific act will contribute to students' ability to engage in civic life. They maintain that history must be central to civics and government courses, and that civics must be central to history courses. This article addresses the intellectual focus, direction, and content that the discipline of history provides for civic education, with a specific focus on the ways in which history and civics standards in Indiana contribute to this end and provide a model for other states. Appendix A provides Indiana Standards (USH and USG) Pertaining to the Constitutional Period. (Contains 31 endnotes.)

A trend in history education has been a transition from a more banking approach where students are expected to memorize discrete dates, names, and places, towards a focus on historical thinking skills. In this quantitative research, the self-reported historical thinking skills of education students measured through a validated tool (Meral, et al., 2022) across seven specializations at Bohol Island State University are described and compared along with demographic profile. Results indicate that students exhibit proficient levels of historical thinking, with overall mean scores of 3.69 across the components. Significant differences were found in self-reported historical thinking skills based on the Senior High School (SHS) strand (p=0.039) and specialization (p=0.006), while no significant differences were observed based on age (p=0.723) or religious affiliation (p=0.663). The limited explanatory power of demographic factors (1.2%) highlights the need for future research to explore other potential influences, such as instructional strategies and cognitive differences. The study's limitations include its reliance on self-reported data and the specificity to students, calling for broader and more comprehensive future studies. [ABSTRACT FROM AUTHOR]

The project "Representation of Childhood at the Museums of Latvia, Integrated in the E-Learning Environment of Higher Education" was a response to the need for sources in the history of education that would accommodate the interests of students in educational sciences. The article aims at sharing the project experience in (1) mapping the history of childhood in museums, (2) building the digitised museum objects database, (3) integrating the database in learning environment, and (4) reflecting on the lessons learned through the project. The mapping was done in 30 museums, digitising 1190 artefacts and creating a "draft" database, which in 2021 was used by 74 master's students in educational sciences at the University of Latvia. We concluded that object-based childhood interpretation entails subjectivism in both the creation of museum collections and the choice of objects for the database. The objects selected by students revealed that educational science students are interested in less attractive sources for exhibitions as educational documentation and statistics. The project findings draw attention to the gaps in childhood history, for example, children with special needs are still "invisible", the material culture created by children themselves is poorly exhibited and the question about the 1990s as the "end" of childhood history in Latvia is open. The students' work with the database revealed challenges in history didactics; for example, how to prepare students for the "translation" of modern educational concepts into the language of history. Further development of the education history database depends on technical solutions, as well as on engaging students in systematic feeding of the database. [ABSTRACT FROM AUTHOR]

In the article "My life in mining history," Peter Bell, a historian and heritage consultant, shares his journey into becoming a mining historian. His interest in mining history was sparked by a visit to Mount Mulligan, a coal mining town, where he discovered a lack of information about the Mount Mulligan disaster. This led him to research and write a thesis on the topic, opening doors to further opportunities in the field. Bell also discusses his work as a consultant, working on various mining-related projects such as commissioned histories, heritage surveys, and conservation management plans. He emphasizes the challenges of balancing mining activities with heritage conservation, using the example of Ravenswood, a historic gold mining town in Queensland. Bell highlights the importance of communication and collaboration between mining companies, communities, and government bodies in making decisions about the preservation of historic mining sites. Overall, he expresses gratitude for the chance to contribute to the preservation of mining relics and his enjoyment of exploring fascinating places throughout Australia. [Extracted from the article]

Ever since the 1970s, politicised debates have raged over the teaching of history, dubbed the 'history wars'. These debates continue to impact primary and secondary teachers' choices of history curriculum foci to this day. This research aimed to discover history teachers' understanding of how to develop diversity within their history curricula and to discuss the possible pitfalls of their decision making. We set out to answer the following questions: (1) How do history teachers and subject leads understand the concept of diversification within the history curriculum? (2) How are schools approaching the diversification of their history curriculum? We carried out this project collaboratively with 10 history teachers and subject leads from four primary and three secondary schools in Kent, South‐East England. As a result, we have developed a model of 'school diversification' and make several recommendations to support the development and teaching of increasingly diverse history lessons, within the confines of the current National Curriculum. This project adds to the literature by privileging the voice of teachers within classrooms and including collaboration between teachers of all phases within history education in English schools to support the development of diversity within their practice. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value‐added studies in order to identify conditions for effective learning with such technologies. For the educational use of history‐related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required.Drawing on research on self‐regulated learning, emotion regulation, and collaborative learning, the present value‐added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history‐related 360° videos.In a quasi‐experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history‐related 360° video.Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history‐related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education. [ABSTRACT FROM AUTHOR]

Literature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher's beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problemsolving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning. [ABSTRACT FROM AUTHOR]

Amidst the growing concerns of Islamophobia, this study seeks to shed light on the Andalusian legacy within initial teacher training. It aims to foster historical thinking by exploring the narratives embedded in cultural artefacts, while also creating alternative narratives to address the gaps in historical recognition. One significant aspect is establishing connections with the al-Andalus legacy, which often remains overlooked. In this context, we introduce an action-research study involving 49 students enrolled in Malaga University's Primary Education program, situated in Spain. The study's emphasis on the relationship between formal and informal education underscores essential fusion required to foster a citizen education that is characterized by critical thinking, creativity, empathy, and social responsibility. From the analysis of the narratives crafted by prospective teachers, a significant conclusion emerges: the imperative of regarding history as a foundational cornerstone for nurturing citizens with critical acumen. This approach serves to catalyse democratic engagement and facilitate societal evolution, underscoring its pivotal role in fostering participatory transformation. [ABSTRACT FROM AUTHOR]

AbstractThe purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history. [ABSTRACT FROM AUTHOR]

In the 21st century, the idea that students should have opportunities to develop powerful knowledge has been influential in educational research. Social realism as an educational philosophy, and a focus on knowledge derived from academic disciplines, have been advanced as an alternative to social constructivism and traditionalism as a basis for the curriculum. Drawing on these three educational philosophies, an analytical framework consisting of three curriculum models was developed: the traditional model, the social constructivist model and the social realist model. This analytical framework was used to identify underlying ideas in the Swedish social studies syllabi for civics, geography, history and religious education in the 2022 curriculum for compulsory school. The history syllabus aligns with social realist model, with a focus on disciplinary knowledge, that is students should understand how historical knowledge is produced and validated. The geography syllabus shows features of the traditional and the social constructivist model in that factual knowledge and students' everyday experiences are emphasised. The civics syllabus shows features of the traditional model, with a focus on subject knowledge. The religious studies syllabus also shows features of the traditional model with a focus on canonical knowledge, but also emphasises disciplinary knowledge that align with the social realist model. [ABSTRACT FROM AUTHOR]

AbstractIn the context that many students have been fed up with rote learning or mechanical learning in history, this three-wave longitudinal study with one-year intervals examined the potential role of historical empathy in facilitating history learning. A sample of 821 middle school students participated (aged from 11 to 15 years, M = 13.47 years, SD = 0.64). Results indicated that historical empathy positively predicted students’ classroom engagement in history, which further positively predicted students’ history achievement. More specifically, both cognitive historical empathy and affective historical empathy could be longitudinally associated with cognitive, affective, behavioural, and agentic classroom engagement, respectively. Each of the four facets of history classroom engagement could be longitudinally associated with history achievement, respectively. These findings empirically validated the positive role of history empathy in improving history learning and suggested that it may be a promising way to change the current status quo of history learning by cultivating students’ historical empathy. [ABSTRACT FROM AUTHOR]

The article introduces the final issue of the Journal for the Study of the Historical Jesus for 2024. The issue features contributions that challenge established conventions in historical Jesus scholarship. One article presents a fictitious scholarly essay to disrupt students' assumptions about studying ancient history. Another article explores a previously overlooked life of Jesus from the nineteenth century, highlighting the influence of gender on interpretations of Jesus. The issue also includes book reviews, which aim to keep the scholarly conversation going and help scholars stay up-to-date with the latest scholarship. Overall, the issue pushes the envelope and showcases creative possibilities for future historical Jesus research. [Extracted from the article]

This article discusses the importance of interdisciplinarity in the field of world history, particularly in relation to ethnic studies. It highlights the historical connections between these two fields and the potential for mutual interrogation and critique. The article presents a collection of papers that demonstrate the intersection of world history and ethnic studies, covering topics such as transregional connections, diasporic identities, African-American activism, and anti-imperialist sentiments. The article also raises questions about the inclusion of ethnic studies in world history education and the need for skilled trainers and materials to support this integration. [Extracted from the article]

This study examines the effectiveness of using augmented reality (AR) in gaining historical empathy skills. AR cards were used in different periods of the history lesson. A mixed design method including pre-test and post-test is used to A mixed methods research design with pre-test and post-test is used to determine the developments in empathy skills using the Historical Empathy Scale. Also, interviews were carried out to explore the role of AR in the development of historical empathy skills. The results indicated that using AR cards positively affected the development of empathy skills. Constructing mental schemas and visualization of historical events were the remarkable factors that mostly contributed positively to the development of empathy skills. We hope that the findings of this study would assist in the future design and implementation of AR in history courses. [ABSTRACT FROM AUTHOR]

This article is an interview with DJ and dance music producer Ian Friday, who discusses his experiences in the New York City music scene in the late 1990s and early 2000s. Friday talks about his multicultural upbringing in Brooklyn and the diverse musical influences that shaped his love for music. He also discusses the impact of clubs like the Paradise Garage and Club Shelter on the music scene, as well as his own creation of the Tea Party event. The article also explores the transition from vinyl records to digital formats in DJing and the effects it had on the industry and the DJ experience. Friday reflects on the importance of vinyl records in building community and the challenges of adapting to new technologies. The interviewee also discusses their perspective on technology in music production, emphasizing the importance of human spirit and creativity in utilizing technology to create music that feels alive and expresses their cultural background. They acknowledge the advancements in technology that have made music production more accessible and the abundance of music available today, and believe that technology can enhance music creation when used artfully and with authenticity. [Extracted from the article]

The article discusses the author's views about the use of objects and materials in the teaching of history in a classroom setting, and it mentions how material culture can lead to collaboration and provide students with an inclusive environment to pose history-related questions. An Object Analysis Worksheet is addressed, as well as a lesson plan focusing on American Civil War images, objects, and texts. Classroom activities and stereoview images are also assessed.

Despite the many contributions of nonhuman animals in history, nonhuman animal representations are seldom crafted with care and accuracy in curricular texts. Because of the anthropocentric vantage point of textbook creation, the nonhuman animal is often portrayed as an object, but as our relationship with the nonhuman world continues to deteriorate, we need now more than ever to consider the agency and subjectivity of nonhuman entities across time and space. In this article, I will use critical contextual analysis as a research method to examine the representation of the horse in a commonly used textbook in middle and high schools in the United States titled World History: Patterns of Interaction to raise larger questions about how to engage with nonhuman animal presence in history with students. Using critical animal studies as a theoretical framework to illuminate the data, the findings reveal that the horse is depicted as agentless and is shown merely as a means for human animals to expand empire and perpetuate social norms. The exploration identifies a gap in the social studies scholarship that neglects the historical contributions of nonhuman animals in curriculum. This article will argue that juxtaposing anthropocentric curricular texts such as the one under investigation with narratives that illuminate nonhuman animal subjectivity is essential for building a more empathetic world and for cultivating a more inclusive historical narrative. [ABSTRACT FROM AUTHOR]

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

This document outlines a lesson plan for a role-play activity aimed at promoting empathy for the historical events that impacted the daily life and ancient traditions of First Nations people in Australia. The lesson plan includes formative activities to introduce students to the Aboriginal nation in their local area and explore the daily life and cultural traditions of ancient Australia. Students then participate in a role-play activity where they assume the identity of different Aboriginal nations and experience the relocation, abduction, or death of their people based on real historical events. The lesson aims to help students understand the destruction of ancient cultural traditions and develop a connection with the history of First Nations people in Australia. [Extracted from the article]

The text discusses the origins and history of the British Museum, highlighting key figures and collections that contributed to its formation. It explores the concept of the "cabinet of curiosity" and the motivations behind the establishment of the museum. The text also touches on the controversy surrounding the Parthenon Marbles and the efforts of the museum to acknowledge the contested nature of some of its collections. Additionally, it mentions the British Museum's initiative to move away from its Euro-centric focus and recognize items from the British Empire. [Extracted from the article]

This document explores the role of museums in relation to cultural heritage and issues of ownership. It offers teaching and assessment ideas for educators to discuss these topics in the classroom. The lessons cover various aspects, including the significance of cultural property, arguments for and against its return, the impact of looting and illegal trade, the role of museums in acquiring and storing artifacts, and the representation of diverse perspectives in museum displays. The document includes a glossary of relevant terms. Two contrasting views on the return of historical objects to their countries of origin are presented, highlighting the ongoing debate surrounding this issue. Ioannis D. Stefanidis argues for establishing the origin of artifacts and raises complex questions about repatriation, while Nicholas Thomas emphasizes the need for careful consideration on a case-by-case basis, taking into account the cultural and social benefits of the artifacts. The text also emphasizes the importance of investing in museums and educational programs. [Extracted from the article]

This article is a conversation between two history teachers, Toni Hurley and Nikki Brown, discussing their experiences teaching history. Toni, a retired teacher with 30 years of experience, reflects on her career and highlights such as organizing a trial referendum and incorporating engaging activities in her lessons. She also discusses challenges like curriculum changes and increasing prescriptiveness. Nikki, a teacher on parental leave, discusses current challenges like AI and misinformation, emphasizing the importance of critical literacy. Both teachers appreciate the support of the History Teachers' Association of NSW (HTANSW) in promoting history education. The article concludes with an invitation to contribute to the Teaching History journal. [Extracted from the article]

The History Teachers' Association of New South Wales (HTANSW) is celebrating its 70-year anniversary. Founded in 1954 by Renée Erdos, the association aims to address the neglect of history education compared to other subjects. The article explores the changes in history teaching over the years, including the impact of technology and the importance of critical thinking. HTANSW is currently undergoing a strategic shift to meet the needs of its members and is focused on embracing technology and interdisciplinary approaches to enhance students' learning experiences. The association also advocates for history educators and addresses challenges in curriculum changes and teaching critical thinking in a world of misinformation. [Extracted from the article]

The Grade 9 South African history curriculum teaches the history of the Holocaust as an introduction to the study of apartheid. Students are taught how racial identities are constructed, codified into law, and weaponized for the purposes of discrimination and genocide. They are taught that racialized discrimination can happen anywhere—not only in South Africa—and that we must be vigilant lest it happens again. Curriculum developers—supported by international literature (e.g. UNESCO publications)—believe that learning about the Holocaust will act as a "bridge" to learning about apartheid. 1 By teaching young South Africans difficult history that is emotionally, geographically, and temporally removed from their own country, educators believed that students will be better prepared to study the complex history of apartheid. Yet what is the impact of this comparative approach? 2 The author's ten-month ethnographic study explores how Grade 9 students in one majority-White history classroom in Cape Town learned about the Holocaust and apartheid. Developing Epstein's idea of an "interpretive frame," 3 this empirical study contributes to ongoing debates on whether and how genocides and other atrocities can be meaningfully compared in the history classroom. 4 Furthermore, it questions whether using Holocaust education as a "bridge" 5 to domestic injustices and persecution will significantly improve historical understanding, tolerance, and moral reasoning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Covid-19 pandemic and Black Lives Matter protests have given renewed impetus to campaigns against racial inequality. In education, the issue of curriculum – and particularly the history curriculum – has been at the centre of campaigns to "decolonise the curriculum". While barriers to the teaching of "diverse" British histories in England's classrooms have long been recognised, relatively little research has been done on the crucial role of history teacher educators and teacher training in developing a diverse profession, practice, and curriculum. This paper seeks to address these gaps through analysis of interviews with history teacher educators, trainee history teachers and key stakeholders. In particular, it explores the responses of history teacher educators to recent calls for curriculum reform, charts how these demands for change have influenced thinking and practice in Initial Teacher Education (ITE) in history and identifies ongoing challenges to the development of more inclusive curriculum and pedagogic practice. [ABSTRACT FROM AUTHOR]

History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict‐affected societies. However, its success is dependent on teachers taking risks to challenge entrenched 'us versus them' views of history. How does a student teacher in Northern Ireland grapple with risk‐taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity‐based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies. [ABSTRACT FROM AUTHOR]

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

Copyright of Journal of Interdisciplinary Educational Research / Disiplinlerarası Eğitim Araştırmaları Dergisi is the property of Interdisciplinary Education & Research Association / Disiplinlerarasi Egitim ve Arastirma Dernegi 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.)

There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism. The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning. [ABSTRACT FROM AUTHOR]

This research is focused on assessing how the incorporation of Padlet technology affects the evaluation of historical thinking skills in high school history education. The research methodology involved a pretest-posttest approach with a randomly selected group of 70 students. The research tool employed questionnaires aligned with the study's objectives. Data analysis utilized comparative statistics, specifically the paired sample t-test. The outcomes of the study reveal a significant positive impact resulting from the integration of Padlet technology in assessing historical thinking skills. This is substantiated by the sign value being less than 0.05 for all aspects examined. Consequently, this research provides compelling evidence that this approach can serve as an effective alternative for improving the quality of history education at the high school level. The findings of this study have important implications for educators, learners, and other stakeholders. These results may be used by educators to create more successful teaching strategies that will improve their students' historical thinking and comprehension. As a personal learning tool, Padlet technology can help students comprehend the historical subjects they are studying better. For those involved, this study offers compelling proof that using Padlet technology in high school history curricula may improve its caliber. [ABSTRACT FROM AUTHOR]

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry. [ABSTRACT FROM AUTHOR]

This study explores the narration of China as a nation in history education in two regions – mainland China and Hong Kong – that share cultural roots but different socio-political contexts. Inductive analysis of data from junior-secondary Chinese history textbooks used in the regions in the late 2010s revealed that whereas mainland China's textbooks constructed China as a nation by stressing its constitutive territory and ethnic inclusiveness, Hong Kong's highlighted its constitutive ethnicity and changing territory, more frequently and directly narrated interethnic conflicts, and more explicitly promoted Han superiority. The study proposes constructing the nation in history education as a contextualised and socio-political exercise of reinterpreting the past to reflect current contexts and needs. [ABSTRACT FROM AUTHOR]

The aim of the paper is to analyse and discuss the results of research concerning the development of historical concepts by Greek primary education pupils when engaged in a history game based on ICT. For purposes of the research, an experimental intervention was implemented. It was addressed to 67 pupils aged 10–11 years old, using an application of a three-dimensional mixed/augmented reality with Physical User Interfaces that operated as an interactive timeline and promoted embodied learning. Knowledge, perceptions, and performances of these sample children were examined through pre-/post-tests and semi-structured interviews. The analysis of the results indicates that participants' chronological understanding and ability to handle temporal concepts, dates and chronological abbreviations was significantly improved through somatic activation, the characters of a narrated story, and the objects integrated in the timeline application. [ABSTRACT FROM AUTHOR]

Historians often present their interpretation of the past in written accounts. In order to gain deeper knowledge of the discipline of history, students must learn how to read and write historical accounts. In this experimental pretest–posttest study, we investigated the impact of a domain-specific reading instruction followed by domain-specific writing-strategy instruction as well as a repeated domain-specific reading instruction on the quality of written texts and on procedural knowledge regarding reading, reasoning, and writing of 142 10th grade students. Results indicated that both instructions had a positive impact on the quality of written texts and on the amount of procedural knowledge (reading, reasoning, and writing). However, students who received a domain-specific writing instruction after the reading instruction wrote better texts compared to students who only received a domain-specific reading-to-write instruction. In addition, we found positive correlations between procedural knowledge and the quality of written texts in both conditions. [ABSTRACT FROM AUTHOR]

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

AbstractEmotions and feelings play an important role within history education. Yet, the affective dimensions (feelings, emotions, connections) of learning about the past are understudied within research on historical empathy—defined here as a cognitive-affective process of attempting to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within their historical contexts. Drawing from interviews with secondary school history teachers in Canada, this article offers insight into teachers’ perspectives on constructive ways that they approach the affective dimensions within history classrooms, as well as problems and challenges that arise when they intentionally elicit emotions or encounter them unexpectedly. In doing so, the article aims to further conceptualize the affective dimensions of historical empathy and expand understandings of emotions in history and social studies education, while positioning these discussions in relation to history education in Canada. [ABSTRACT FROM AUTHOR]