Historical Competence Research Articles

Multi-modal recommender system for predicting project manager performance within a competency-based framework.

The evaluation of performance using competencies within a structured framework holds significant importance across various professional domains, particularly in roles like project manager. Typically, this assessment process, overseen by senior evaluators, involves scoring competencies based on data gathered from interviews, completed forms, and evaluation programs. However, this task is tedious and time-consuming, and requires the expertise of qualified professionals. Moreover, it is compounded by the inconsistent scoring biases introduced by different evaluators. In this paper, we propose a novel approach to automatically predict competency scores, thereby facilitating the assessment of project managers' performance. Initially, we performed data fusion to compile a comprehensive dataset from various sources and modalities, including demographic data, profile-related data, and historical competency assessments. Subsequently, NLP techniques were used to pre-process text data. Finally, recommender systems were explored to predict competency scores. We compared four different recommender system approaches: content-based filtering, demographic filtering, collaborative filtering, and hybrid filtering. Using assessment data collected from 38 project managers, encompassing scores across 67 different competencies, we evaluated the performance of each approach. Notably, the content-based approach yielded promising results, achieving a precision rate of 81.03%. Furthermore, we addressed the challenge of cold-starting, which in our context involves predicting scores for either a new project manager lacking competency data or a newly introduced competency without historical records. Our analysis revealed that demographic filtering achieved an average precision of 54.05% when dealing with new project managers. In contrast, content-based filtering exhibited remarkable performance, achieving a precision of 85.79% in predicting scores for new competencies. These findings underscore the potential of recommender systems in competency assessment, thereby facilitating more effective performance evaluation process.

Editorial: Linking past, present and future: the development of historical thinking and historical competencies across different levels of education

Editorial: Linking past, present and future: the development of historical thinking and historical competencies across different levels of education

Методика обучения японской азбуке Хэнтайгана будущих специалистов в области восточных языков и культуры и педагогов-востоковедов

The aim of the research is to substantiate that the teaching of hentaigana characters, which still occupy a special place in the modern Japanese language, contributes to a deep understanding of the historical background behind the origin of hiragana, a Japanese syllabary type standardised in 1900, the ways of using ancient and modern forms of Japanese ideographic writing. At the same time, the teaching of practical knowledge of the semi-cursive and cursive forms of the hentaigana syllabary makes it psychologically easier to perceive unfamiliar ornate handwritten characters, develops imaginative thinking. The paper addresses the problem of training specialists in the field of East Asian languages and culture and teachers specialising in East Asian studies in the ideographic writing of the modern Japanese language. The research was conducted with respect to a special historical competence, the characters of the hentaigana syllabary, considered by many authors to be an outdated and archaic syllabary, using the content analysis of literature sources and the problem analysis of a situation. The paper presents the methodology, methodological techniques and examples of tasks for teaching hentaigana characters that are often found in the modern written Japanese language to future specialists in the field of East Asian languages and culture and teachers specialising in East Asian studies. The scientific novelty of the research lies in developing a methodology for teaching the system of semi-cursive and cursive writing using the example of the archaic hentaigana syllabary, one of the types of Japanese ideographic writing. As a result of the research, a comprehensive methodology for the immediate training of future specialists in the field of East Asian languages and culture and teachers specialising in East Asian studies in selected hentaigana characters in two stages has been developed. At the first – retrospective – stage, the students study the periods of development of hentaigana characters originated from China; the process of formation of hentaigana characters; the variants of hentaigana characters used in modern Japanese. At the second – prospective – stage of ideographic writing training, the authors propose the application of the developed comprehensive methodology, which includes four main techniques, active and passive tasks based on the information, digital, research, game, intellectual and health protection educational technologies.

TƯ DUY LỊCH SỬ (HISTORICAL THINKING): NGHIÊN CỨU KINH NGHIỆM QUỐC TẾ VÀ GỢI Ý CHO VIỆC THỰC HIỆN CHƯƠNG TRÌNH MÔN LỊCH SỬ 2018

In the 2022-2023 school year, the new general education curriculum to be implemented at the high school. For the effective implementation of the competence development program first introduced in Vietnam, it is necessary to learn from international experiences in all subjects, including History. The aims of this study are two-fold. First, the existing literature is reviewed to identify the historical thinking model. Second, this model was used to compare with the historical competence described in the new History curriculum. From the experiences of other countries, specific indicators for the manifestation of historical competence and learning activities are proposed for the further practical and efficient application of the History curriculum.

The image of the teacher Celestine Freinet: explication of conceptual and theoretical concepts (on the occasion of the 125<sup>th</sup> birthday)

The author refers to the legacy of the outstanding French teacher, reformer, politician Celestine Freinet to reveal a special understanding of the nature and process of child development, his philosophical idea of pedagogy. The research made an attempt at a scientific search for questions of interest to a teacher involved in the study of the independent personality of students. Celestine Freinet sought to answer several important questions: Why might children want to learn? What will make them want this? Why might they lack a thirst for knowledge? The paper presents a comprehensive study of the conceptual and theoretical foundations of C. Freinet pedagogy, including an analysis of the image of a modern teacher in his heritage: past, present and future, the humanistic paradigm of education in the pedagogical concept, school self-government, moral and civic education of students as the basis of the Celestine Freinet education system and as a supporter of inculcating love for work in the process of educating the younger generation. Rethinking the historical and pedagogical heritage of C. Freinet from the standpoint of the modern development of pedagogical science and practice, the implementation of the leading ideas are the basis for further integration of conceptual humanistic views in the context of the formation of historical and pedagogical competencies of students. The article actualizes the main aspects of the dialectical unity of the continuity of traditions (past) innovations (present to the future), reflecting the process of transferring the historical and pedagogical heritage to modern educational practice. The author identifies and substantiates a number of theoretical provisions in the system of С. Freinet, implemented in modern conditions of education in the format of the international competition of research and creative works of students In the world of wise thoughts of domestic and foreign scientists and teachers.

Future trends of commercial In- Orbit Satellite Servicing, Active Debris Removal and End-Of Life services

Abstract Space debris growth has become a major threat not only to satellites as well as to the safe operations of the International Space Station (ISS). In September 2021, there were more than 4,700 operational satellites, 36,5000 space debris objects larger than 10 cm and 1 000 000 pieces in the 1cm to 10 cm range. The total mass of all space objects in Earth Orbit is 9,600 tonnes[1]. The launches of Starlink, Amazon Kuiper and OneWeb satellite constellations will increase the threat of space debris collisions. Satellite owners, operators, space agencies and commercial players owning the mega-constellations will need to find economically viable ways to inspect, refuel, augment, extend and manage the lifetime of their satellites. Some of the emerging trends taking place in the space industry are on- orbit satellite servicing, active debris removal services and end-of life services. With the technology demonstrations on orbit of Mission Extension Vehicles (MEV-1), MEV-2 and ELSA-d missions promising In Orbit Satellite (IOS), markets are emerging and expected to reach up to $ 6.2 bln by 2030[2]. The objective of this paper is to identify the role of Bulgarian organisations in the future emerging of in- orbital satellite (IOS) and space situational services markets. Bulgaria’s historical space competencies can contribute to the development of user-driven services/ solutions for space debris inspection, collision avoidance, space robotics and in- orbit servicing and assembly. By encouraging the creation of a new space eco-system in the domain of space debris and space situational awareness in South-Eastern Europe, Bulgarian companies and research organisations are bound to play an important role in the future space robotics markets.

Developing Historical Competency: Teaching German History Through History Films At University Putra Malaysia (BA German Programme)

History films personalize, dramatize and emotionalize historical events and characters. They revive the past by exemplifying it in the present, engage ongoing discourses of history and as a result have proven to be the most influential medium in conveying history to large audiences. History films are regarded as an attractive, motivating and efficient (supplementary) teaching and learning medium in history as well as in foreign language classes. As part of the course “Historical Survey of Germany” (BA German-programme at University Putra Malaysia) history film projects on important periods and events in German history were conducted. The article introduces a film project on World War II and describes the pedagogical approach which aims to develop three core competencies of historical understanding – Content Knowledge, Historical Empathy/Perspective Recognition and Narrative Analysis. It discusses selected general findings provided as qualitative data in group and individual assignments. While the responses to questions related to Content Knowledge and Narrative Analysis show that students achieved higher competency levels, the participants showed shortcomings in the rational examination of historical characters, their perspectives and motivations for their actions. Time, practice and guidance can be identified as key factors in developing historical literacy competencies further.

Artificial intelligence in history education. Linguistic content and complexity analyses of student writings in the CAHisT project (Computational assessment of historical thinking)

The use of standardized test formats in the assessment of historical competencies has recently come under severe criticism, especially in the United States, where standardized tests are particularly common. History researchers have argued that open-ended items are more appropriate for assessment. However, providing largescale evaluations of open-ended answers is time consuming and poses challenges regarding the objectivity, validity, and replicability of ratings. To address this issue, we investigated the extent to which computer-based evaluation methods are suitable for evaluating student answers by combining qualitative methods from history education research with quantitative, computer-based linguistic analyses. In two studies, we analyzed data from an intervention study in which 962 students (ninth graders) completed seven open-ended tasks. In Study 1, we investigated the extent to which task complexity could be predicted from the linguistic complexity of the students' answers. In Study 2, we conducted an automatic content assessment by aligning student answers with predefined target answers and compared automatic scores with human ratings that were based on an elaborate evaluation scheme we developed. In our first study, we identified several linguistic features of students’ answers that successfully predicted task complexity. In our second study, the correlations between manual and computational task scores were encouraging. However, our human interrater agreement left room for improvement and demonstrated the challenges of reliably applying explicit evaluation criteria to open tasks. Overall, our findings illustrate that the combination of qualitative methods from history education research and quantitative computational-linguistic analyses may support the large-scale evaluation of open tasks.

English

Kenya’s development agenda is anchored on development of skill inventory of her human resource base with the onus placed on Technical and Training Institutions (TVET). However, at the Centre of skill formation, capacity of technical trainers is critical. This study examined capacity of technical trainers in Kenya terms of quantity and quality. Data were collected using questionnaires on 400 trainers randomly sampled from TVET institutions with response rate being 90%. Interview schedule was also used to collect data from Principals of 15 public TVET institutions in Western Kenya. Quantitative capacity of trainers was evaluated in terms of numbers while qualitative aspect was based on initial trainers’ academic qualification, their area specialization and their involvement in continuous professional development. The study established that institutions study were inadequately staffed and mainly relied on poorly remunerated Trainers employed by Board of Governors. The study further established that though majority of trainers had at least first degree, most of them had specialty in areas falling outside the core mandate of TVET. Trainers also rarely upgraded their skills making their teaching to be majorly on basis of historical competencies. Though ideal situation had established that variables were to account for 72.5% of trainees’ skill formation, the actual position on the ground revealed that variables accounted for only 22.5% of trainees’ skill formation. On the basis of these findings, the study concludes that TVET institutions were incapacitated to produce human resource with right skills to meet the Country’s development aspiration.  The study calls for adequate staffing of TVET institutions in key courses that fall within the mandate of TVET who should be facilitated on regular basis to upgrade their skills in line with emerging technological advancements.   Key words: Development, trainers, quality of trainers, technical and vocational education and training (TVET), historical competencies, emerging technology.

The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks

This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.

An Examination of Historical Literacy Perceptions of Social Studies Preservice Teachers in Terms of Various Variables

The aim of this study is to determine the historical literacy perception levels of social studies preservice teachers and to examine them in terms of various variables. In this framework, the survey model, one of the quantitative research methods, was used in the research. The sample of this study consisted of 134 social studies preservice teachers studying at the faculty of education of a state university in the 2019-2020 academic year. The data in the study were collected with the "Historical Literacy Perception Scale" developed by Uluçay (2019), after obtaining the necessary permissions. The data obtained from the scale were analyzed using the statistical package program.
 
 Considering the results obtained from the study, it was concluded that the social studies preservice teachers in the sample had high levels of historical literacy perception. In addition, their perception levels increased according to the variables of mother's education level and frequency of watching historical movies. On the other hand, their perceptions did not change / differ according to the variables such as grade level, gender, father's education level, tendency to read history books, to follow historical publications and competence of the teachers. Considering the results of the research in general, it can be said that the preservice teachers benefited sufficiently from their university and pre-university education in terms of historical literacy skills.

새 역사과 국가교육과정 구성 방향 모색을 위한 비판적 성찰

Before 2022 national curriculum revision, this article is intended to reflect on the concept of ‘teacher as curriculum’ and ‘history education for Being a democratic civic’ and reflect on issues such as ‘competence’, ‘integration’ and ‘volume of modern history’ in the history teacher’s perspective.<BR> After considering the different meanings of competence and capability, this study suggested that the historical competency can be made by searching History teacher’s struggle to empower students’ competency in history class and questioning “What is a desirable life and what role can history education play in forming a desirable life?” In addition, regarding the ‘integration’ problem, it was argued that ‘integration’ is not a form of multiple subjects in a single subject, but rather an intergrated movement towards life with each subject as a lens of life, and that the practice of integrated class based on history should be noted in this point of view. Regarding the “volume of modern history,” it raised the need for a national history curriculum that begins with the present and lives of students through a historical approach from the perspective of “present history” rather than increasing the volume of modern history. Above all, in view of history teachers as a curriculum, it was emphasized that national history curriculum should be formed to help history teachers consider national curriculum documents as curriculum materials and make their own curriculum.

On the formation of musical and historical competence of a modern music teacher

On the formation of musical and historical competence of a modern music teacher

Formation of the Competences “Initiative And Entrepreneurship” at the Lessons of History of Ukraine (10th Grade)

The article examines the components and importance of forming one of the key competences “initiative and entrepreneurship” in the context of reforming modern secondary education; possibilities of its introduction in school historical education are determined on the basis of development of historical competence of students. The components of historical competence by integrating the economic dimension into the content of the tasks are highlighted. The subject “History of Ukraine” is focused on the formation of competence “initiative and entrepreneurship” through integration of inter-curriculum relations at the lesson of History of Ukraine, creative and activity approaches to the educational process. It is important not the accumulation of knowledge, but the ability to identify and analyze problems (including specific economic situations), to seek ways of their rational solution, to be able to think critically and to apply the acquired knowledge, skills and expertise to solve new problems. This is largely facilitated by active teaching methods that encourage students to be initiative, sociable, personally responsible; forms skills and abilities of non-standard problem-solving, independent choice of effective life strategies. The project method, which involves the ability to creatively apply the acquired knowledge in non-standard situations to solve various educational problems, should be noted separately; ability to find the necessary information independently; to work with different sources of information; develop group collaboration skills; ability to argue their own opinion, discuss other topics. An example is the subject of 10th grade projects that shape a given competence. Thus, forming the initiative and entrepreneurship competences at the lessons of History of Ukraine will contribute to the improvement of the students' overall vital competences, form in them the ability to creatively apply the acquired knowledge, skills and expertise to solve social problems, improve their well-being in non-standard life situations and conditions in general.

Social-Emotional and Ethical Learning of Younger Schoolchildren in the Formation of Civil and Historical Competence

The essence of the concepts “historical competence”, “civic competence”, “emotional literacy” is highlighted. It is substantiated that socio-emotional and ethical learning (SEE Learning) is based on three dimensions that correspond to the types of knowledge and competencies that SEE Learning seeks to transfer to students: awareness, empathy, involvement. Three levels of SEE Learning are characterized: personal, social, systemic. Four key learning trajectories have been identified and analyzed to facilitate the acquisition and internalization of knowledge and skills at each of the three levels of understanding at SEE Learning. It is established that educational trajectories are pedagogical components that broadly outline the ways of studying, critically evaluating and interna-lizing various topics and skills of socio-emotional and ethical learning.

Розвиток історичної компетентності десятикласників засобами підручника історії України

The article reveals the tasks and functions of a modern history textbook. The didactic support of implementing the updated education content sets the task of creating a new generation of school textbooks, designed on competence-based principles, which ensure individualization of learning and promote the creative development of the individual. It is stated that a competence-oriented textbook is a model of an educational process based on the competence-based approach. It reflects the goals, content, forms and methods of learning and enables them to be put into practice. It has been established that a competence-oriented textbook should focus on the practical importance of the students’ knowledge and productivity of the educational result. We consider that the main tasks of the competence-oriented history textbook are facilitation of the development of intellectual skills and personality traits of students, their motivation, enhancing value orientation and personality features. It ensures the development of competences of lyceum students and is a basis for their active life in the modern life. It is underscored on the conceptual foundations of design and the features of a competentce-oriented textbook as the main means of teaching history for students. Possibilities of the textbook for development of historical competence of students in a set of chronological, spatial, informational, logical and axiological components are determined. Examples of the tasks included in the textbooks of history of Ukraine by two copyright collectives are given; they allow the formation / development of these components of the core historical competence.

Теоретичні засади візуалізації змісту підручників з історії для старшої школи у контексті компетентнісного навчання

The article presents new approaches to visualization of the content of textbooks, emphasizing that providing illustrative material with the status of a historical source is one of the prerequisites for the creation of a new generation of educational literature on history. The author defines the concept of cognitive visualization in the context of competence-based teaching of history, its features and functions are distinguished. The choice of these objects of study is due to the need of functional changes in the structure of the textbook to enhance the role of illustration: from the simple image - to an important source unit of its contents. The author concludes that the issue of using visualization as a historical source in the contents of textbooks for high school is not covered in the scientific and methodological literature. In our opinion, cognitive visualization is a teaching method that is based on recognizing an illustration as a source of historical information and a way of getting to know it. Thus, there is a shift in emphasis from the illustrative functions of visualization to cognitive. That is why cognitive visualization optimizes learning, performs motivational-reflexive functions, develops all the components of substantive historical competence, and the actual visualization goes from the usual illustration - to an important source unit of the textbook contents. Various visual sources, which present in the textbooks a certain period of history make it possible for high school students to understand its peculiarities, people’s intentions, specifics of economic, political, social, and cultural development. Among the various types of visualization, the most common are: text photos (photos of documents, newspapers, laws, universals, proclamations, etc.), individual, collective, historical events, etc.; illustrations of paintings, posters, caricatures; graphics; maps, charts. At present, visualization as a pedagogical concept accumulates the latest scientific achievements, adapting them to the needs of modern historical education.

Jeux onymiques et constructions onomaturgiques dans L’Enfant léopard (1999) de Daniel Picouly

&lt;p&gt;Celem badań jest sprawdzenie, w jaki sposób onomastyczne narzędzia wykryte we francuskiej powieści &lt;em&gt;L’enfant leopard&lt;/em&gt; [&lt;em&gt;The Leopard Boy&lt;/em&gt;](1999) Daniela Picouly’ego determinują potencjalnie pluralistyczny odbiór tekstu odwołującego się do własnej kompetencji historycznej, fikcyjnej i retorycznej. Poświęcona przede wszystkim literackiej onomastyce analiza skupia się na identyfikacji różnych kontekstów ponownie użytych przez autora powieści, z których czerpie nazwiska postaci i miejsca swojego fikcyjnego uniwersum. Nazwy własne można rozumieć jako odniesienia historyczne, które pełnią funkcję uautentyczniającą opowieść – służą jako referencyjne zakotwiczenie narracji – i zawierają odniesienia intertekstualne, które może uchwycić jedynie czytelnik o głębokiej świadomości literackiej. Nazwy własne można także rozumieć jako wyimaginowane konstrukcje onomaturgiczne opracowane przez autora, który wykorzystuje strategie językowe i retoryczne, aby osiągnąć ludyczny charakter tekstu. Studium ujawnia proces budowania opowieści oraz tropiąc ślady onomastyczne, oddaje przyjętą przez autora metodę kreacji literackiej.&lt;/p&gt;

Pensar o antissemitismo em aula - ensinar e aprender em História

Este artigo aborda uma situação de boas práticas de ensino e aprendizagem em História, com alunos entre os 14 e os 17 anos, sobre uma questão tão complexa quanto difícil: o antissemitismo na Alemanha nazi. Esta situação foi observada numa investigação conduzida em Portugal (e orientada por Isabel Barca) sobre a forma como as práticas de ensino e de aprendizagem em História no 3º ciclo contribuíam para o desenvolvimento das competências históricas dos alunos. Procurava-se compreender se estas promoviam, ou não, uma orientação temporal dos alunos adequada aos desafios da sociedade atual. A metodologia do estudo foi inspirada na Grounded Theory por permitir um constante repensar das categorias. A recolha de dados foi feita através da observação direta de aulas, de entrevistas a professores e das respostas dos alunos. A análise indutiva e a triangulação dos dados mostrou que: a) os professores não revelam um único perfil de docência, tendendo antes a oscilar entre perfis de momentos de ensino e de aprendizagem desde a simples transmissão até a momentos centrados em tarefas sofisticadas e desafiantes; b) foi possível estabelecer uma relação entre esses perfis e o tipo de competências desenvolvidas nos alunos (expresso num modelo de três níveis), sendo evidente que a sofisticação das tarefas potencia o aumento da compreensão dos alunos em História.

Fotografía en el aula para el desarrollo del pensamiento histórico

Hace unos años surgió un nuevo planteamiento didáctico fundamentado en el llamado pensamiento histórico o competencia histórica. La accesibilidad a multitud de archivos fotográficos de diferentes ámbitos y la facilidad que proporcionan las nuevas tecnologías educativas para trabajar con la fotografía, la convierten en un recurso adecuado para la comprensión de la historia a través del trabajo en el aula de las diferentes «competencias históricas». Su rendimiento didáctico dependerá de las estrategias que se utilicen. En nuestro caso consideramos que el planteamiento dialógico y las herramientas didácticas ligadas a las principales competencias históricas constituyen apoyos sólidos para sacar rendimiento didáctico a este material. El artículo expone algunas ideas nucleares sobre competencias que permiten articular el pensamiento histórico: evaluación de evidencias, construcción de narrativas, tiempo histórico y análisis de la causalidad. En torno a ellas se proponen actividades didácticas que ilustran cómo trabajar el pensamiento histórico mediante la fotografía.