History Of Education Research Articles

Local wisdom-based assessment of historical thinking skills: Developing and testing an instrument for junior high school students

The aim of this research is to develop an assessment instrument based on local wisdom from the Pagaruyung Palace to measure the historical thinking skills of junior high school students. The research methodology includes the use of a modified ADDIE model, starting with a needs analysis through literature review and interviews with 18 history teachers. The initial instrument was designed and validated by experts in history education, language, and evaluation. The instrument was then tested on 136 eighth-grade students in Solok Regency, and the data were analyzed using the Quest and Parcale programs to evaluate model fit, item difficulty, information function, and Standard Error of Measurement (SEM). The results indicate that the developed instrument has high validity and reliability, with a reliability value of 0.92. All items meet the established criteria and fit the expected measurement model. The integration of local wisdom enhances the relevance and effectiveness of history learning, enriching students' understanding of cultural and historical values. Therefore, the assessment instrument based on local wisdom from the Pagaruyung Palace is effective in measuring the historical thinking skills of junior high school students. This instrument provides a more accurate and contextual assessment of students' abilities to analyze, interpret, and use historical evidence.

Ancient history education through project-based learning

Abstract The effectiveness of teaching strategies and resources that promote meaningful content learning is most pronounced when active methods such as project-based learning (PBL) are used to teach Ancient History (Molina, 2020, 53). Therefore, this study focuses on a comprehensive assessment of the methodological and historical competences acquired by students enrolled in the secondary education teacher training programme at the University of Cordoba (Spain). The research, which is non-experimental and quantitative, uses a Likert-type scale and involves the participation of 201 Masters students who have completed the course ‘Learning and Teaching Social Sciences’. The results of the statistical analysis show a positive evaluation of PBL in terms of historical understanding and its effectiveness in improving historical awareness. It is crucial to emphasise the advantages of active and collaborative learning inherent in PBL. However, it is also imperative to acknowledge the challenges that students face in applying their methodological knowledge to the secondary school setting. The transition from theoretical understanding to practical implementation is a significant hurdle for many students aspiring to a career in education. These findings underline the importance of promoting the seamless integration of innovative pedagogical approaches into teacher training programmes in order to effectively address the specific challenges of teaching antiquity in an educational context. Finally, this research was made possible by the Ministry of Science and Innovation's ‘Prueba de Concepto’ project, funded by the European Union under grant number PDC2022-133123-I00, and also by the CLIOGEN project (GINDO-UB/187) on Ancient History.

The issue of teaching history and the Georgian language in school education in Shida Kartli Mtianeti (Kartli Region highland, so-called South Ossetia)

The issue of teaching history and the Georgian language in school education in Shida Kartli Mtianeti (Kartli Region highland, so-called South Ossetia)

Promoting Well-being through History Teaching

Abstract This article explores the potential for the greater infusion of well-being concerns into the teaching of history in UK HEIs. Drawing upon results from a survey of over 100 current undergraduates in one UK History department, alongside a scoping study of well-being provision provided by history departments or their equivalent in about ninety UK HEIs, this article considers ways in which well-being can be promoted through the teaching and learning strategies of historians. The article discusses the meaning of the term ‘well-being’ and asks why historians have sometimes been reluctant participants in the ‘eudaemonic turn’. The negativity bias of history as an endeavour, and the potential for understanding the past to enhance or diminish an individual's sense of well-being is discussed, as is the value of historicising the concept of well-being itself. The case for integrating well-being as a key element in the degree-level study of history is made, and the article concludes by urging all HEI history practitioners to consider the value of curricular infusion and mapping the design and delivery of their modules onto the New Economics Foundation's ‘five ways to well-being’.

The Australian Music Students Health Survey: impact of past experience on student attitudes to health education

Abstract Widespread research over four decades has shown that musicians suffer physical and psychological injuries that can begin during childhood and early adulthood. A survey of 268 Australian tertiary music students revealed their perceptions of the importance of health education as part of their education. While students rated health knowledge as highly important, they considered its inclusion in their education to be less significant. Thirty-six percent reported current physical pain or injury, and 41% reported current psychological health issues. Significant correlations emerged between students’ reported injury history and prioritisation of health education and particular health topics. This has implications for tertiary music education providers regarding policies for the integration of health education into the curriculum.

Rationale and design of CHD PULSE: Congenital Heart Disease Project to Understand Lifelong Survivor Experience

BackgroundWith improved survival of adults with congenital heart disease (CHD) comes a need to understand the lifelong outcomes of this population. The aim of this paper is to describe the rationale and design of Congenital Heart Disease Project to Understand Lifelong Survivor Experience (CHD PULSE), a study to determine long-term medical, neurocognitive, and psychosocial outcomes among adults with a history of intervention for CHD and to identify factors associated with those outcomes. MethodsCHD PULSE is a cross-sectional survey conducted from September 2021 to April 2023 among adults aged 18 and older with a history of at least one intervention for CHD at one of 11 participating U.S. centers in the Pediatric Cardiac Care Consortium. Participants with CHD were asked to complete a 99-question survey on a variety of topics including: demographics, surgeries, health insurance, health care, heart doctors, general health, height and weight, education and work history, reproductive health (for women only), and COVID-19. To construct a control group for the study, siblings of survey respondents were invited to complete a similar survey. Descriptive statistics for demographics, disease severity, center, and method of survey completion were computed for participants and controls. Comparisons were made between participants and non-participants to assess for response bias and between CHD participants and sibling controls to assess for baseline differences. ResultsAmong the 14,322 eligible participants, there were 3133 respondents (21.9%) from 48 U.S. states with surveys returned for inclusion in the study. Sibling contact information was provided by 691 respondents, with surveys returned by 326 siblings (47.2%). The median age of participants was 32.8 years at time of survey completion, with an interquartile range of 27.2 years to 39.7 years and an overall range of 20.1 to 82.9 years. Participants were predominantly female (55.1%) and of non-Hispanic White race/ethnicity (87.1%). There were no differences between participants and non-participants regarding severity of CHD. Compared to non-participants, participants were more likely to be female, of older age, and be of non-Hispanic White race/ethnicity. Enrolled siblings were more likely to be female and slightly younger than participants. ConclusionsWith surveys from 3133 participants from across the U.S., CHD PULSE is poised to provide keen insights into the lifelong journey of those living with CHD, extending beyond mere survival. These insights will offer opportunities for informing strategies to enhance and improve future outcomes for this population of patients.

Understanding Philippine History Education in the Age of Disinformation: A Phenomenological Exploration

Understanding Philippine History Education in the Age of Disinformation: A Phenomenological Exploration

Respect for history: an important dimension of contemporary obstetrics and gynecology.

"Those who cannot remember the past are condemned to repeat it." This maxim underscores the importance of historical awareness in medicine, particularly for obstetricians and gynecologists (ObGyns). ObGyns significantly impact societal health through their care for pregnant women, fetuses, and newborns, uniquely positioning themto advocate for health initiatives with lasting societal benefits. Despite its importance, the history of medicine is underrepresented in medical curricula, missing opportunities to foster critical thinking and ethical decision-making. In today's climate of threatened reproductive rights, vaccine misinformation, and harmful ideologies, it is imperative for ObGyns to champion comprehensive historical education. The history of medicine, particularly in relation to societal issues- such as racism, discrimination, genocides, pandemics, and wars- provides valuable context for addressing challenges like maternal mortality, reproductive rights, vaccine hesitancy, and ethical issues. Understanding historical milestones and notable ethical breaches, such as the Tuskegee Study and the thalidomide tragedy, informs better practices and safeguards patient rights. Technological advancements in hygiene, antibiotics, vaccines, and prenatal care have revolutionized the field, yet contemporary ObGyns must remain vigilant about lessons learned from past challenges and successes. Integrating historical knowledge into medical training enhances clinical proficiency and ethical responsibility, fostering innovation and improving health outcomes. By reflecting on historical achievements and their impacts, current and future ObGyns can advance the field, ensuring comprehensive and ethically sound approaches to patient care. This paper highlights the crucial role of historical knowledge in shaping modern ObGyn practices, advocating for its integration into medical education to address contemporary health challenges and ethical considerations.

The status of History in the subject-selection ‘marketplace’: Insights from Australian students

AbstractConcern about declining enrollments in senior school History subjects has been a regular feature of history education discourse in Australia for at least 30 years. This concern is also evident in international discourse about History being a subject “in crisis”. In Australia and elsewhere, there has been increased speculation about the reasons History enrollments are contracting. However, students are not often included in these discussions, and the external conditions affecting their subject choices tend to be overlooked. Our mixed methods research draws on descriptive statistics and thematic analysis of data from an online survey of 293 students in years 10, 11, and 12 from across Australia. This article examines influences on History’s status in the subject ‘marketplace’ from the perspective of students and conceptualizes three sets of influences: instrumental, subject status, and local context. We position this work in the context of history education, subject selection, careers education research literature, and policy. The dominance of instrumental influences on the decisions of participants to choose or reject History as a senior secondary subject also leads us to examine how, in uncertain times, the forces of neoliberalism are shaping young people’s perceptions of the alignment of school and future work.

The history of entrepreneurship education in the United Kingdom: 1860-2020

ABSTRACT This paper examines the history of entrepreneurship education (EE) in the United Kingdom (UK), exploring different forms and types as they have emerged over time. The study uses a wide range of sources, including both secondary (e.g. published papers, historical records of specific programmes, and enterprise policy documents) and primary accounts that document the lived experience of educators. It constructs these sources into a chronology, identifies different types of practice and constructs these into four primary forms. From this work, the paper presents an enhanced understanding of entrepreneurship education. It synthesizes influential types, illustrating how and why practice has evolved, and concludes by arguing for a more sustainable pathway via a new approach of ‘Harmonious Entrepreneurship Education.’

The transnational entanglements of James Liberty Tadd’s drawing curriculum: a curious chapter in the history of human potential

ABSTRACT In 1928 the Yugoslav journal Radna Škola put forward the perplexing claim that James Liberty Tadd (1853–1917) was one of the most significant and influential American educators. Why was this otherwise unknown art educator put into transnational circulation as responsible for the perceived success of education in the United States? Following the 1898 publication of his magnum opus, New Methods in Education, Tadd enjoyed a modest international reputation, but he is little known today. Adopting an “entanglement” approach to global histories of education, this article focuses on the messy tangling together of different actors, devices, discourses, and practices involved in this transnational transit. The article argues that the most salient aspect of Tadd’s introduction to a Yugoslav educational public in the late 1920s is an educational approach that purported to be transformational in how it unlocked human potential. This is to view “potential” as an object that circulates in the world and to suggest that histories of education should include study of the ways that the uppermost possibility spaces of human experience have been understood in relation to education in different times and spaces.

Historical narratives: how Portuguese students aged 10 and 15 make use of national history

The main purpose of this study is to demonstrate how students make use of their knowledge about national history, while considering relevant perspectives in history education about the development of historical consciousness. A total of 103 students attending the sixth or the ninth grade in Portuguese schools were asked to ‘spontaneously’ write about the history of Portugal. This allowed the understanding of their historical literacy and the identification of the development of their historical consciousness. The data analysis was mainly based on a qualitative approach inspired by the grounded theory, carried out through a process of coding of the narrative elements in order to find meanings on conceptual trends. Generally, the results suggest the prevalence of similar schematic templates in the students’ narratives. At the same time, the research process highlighted two main categories: the assumption of a certain national identity and the understanding of intertemporal relations for personal orientation. Within the former, students either appear tied to fixed conceptions of the past, more often in the sixth grade, or to present a more historically balanced pattern, although still somewhat ethnocentric. In the latter, the idea of connecting the past and the present appears to be the overall trend, particularly in the ninth grade.

The future of higher education and the claim of globalisation: revisioning the past, re-imagining the future

ABSTRACT Recent years have seen a rise in policy papers and academic literature about the future of higher education, often formulated within a particular globalist imaginary. The thesis of this article is that this imaginary configures discourses on higher education futures and simultaneously reconstructs the history of higher education in terms of a process of global isomorphism. The prevailing discourse assumes a transition from nation-state-centred to globally oriented universities, emphasising convergence and integration on a global scale. Critically examining this globalist imaginary, the article uncovers several misconceptions in the historiography of higher education under the guise of globalisation. The globalist perspective tends to cast higher education history within a diffusionist framework, ignoring the complexities and nuances of historical development, especially in contexts marked by histories of colonialism. The article advocates for a cultural historiography that acknowledges contextual differences and confronts historical power relations. Challenging the assumptions of global isomorphism, the authors propose a shift in focus to foster a more nuanced understanding of the past of higher education, enabling more interesting and relevant imaginations of higher education futures.

The photography of José Gómez de la Carrera and the construction of the territorial image of the early Republic of Cuba

This article studies the group of photographs by José Gómez de la Carrera, active in Cuba between 1885 and 1909, which entered the University of Navarra Museum Collection in 2018. With a multidisciplinary approach (heritage studies, art history, visual studies, and history of education), the article addresses the photographs as a visual testimony of important technical, political and cultural changes. After presenting the biography of the photographer – a pioneer of photojournalism and an outstanding war journalist – we study the material, technical and visual characteristics of the subgroup of photographs taken when he accompanied Carlos de la Torre on his scientific expeditions in Cuba. The essay describes the historical and cultural role of these images, which became part of the visual repertoire of the time through educational projects. Taken in a context of struggle for independence, and visually reliant on parameters forged in Romanticism, eventually these photos were featured widely in the first geography textbook of the island for use in primary schools, which, through multiple editions, contributed to the formation of the territorial image of the new Republic.

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

Integrating restoration and interactive exploration to enhance cultural heritage through VR storytelling

Redtory was transformed from an old industrial site into a creative park in Guangzhou. Unfortunately, it was demolished in May 2019. It holds a dual significance, representing both Guangzhou’s old industrial era and its first creative park (Art and Design). The objective of this study was to utilize Virtual Reality (VR) technologies to design an immersive environment with a narrative experience and restore the historical memory of Redtory. The project designs the interactive storytelling tour based on Bartle’s taxonomy theory. The VR project includes four primary scenes to tell the Redtory’s story: Starting Scene, Factory Buildings, Historical Square, and Creative Corridor. The study designs various interactive elements to engage tourists during exploration. The study conducted user tests to evaluate the system. A comparative experiment (N = 40) is conducted to evaluate the overall performance of the VR platform. The results indicate that the platform provides a smooth storytelling experience during the virtual tour with minimal bugs or disruptions. The project provides valuable user data and a design flow as a case study reference to contribute to the field of VR historical education.

Addressing diversity: An analysis of German curricula for history

AbstractThis article analyses the extent to which German history curricula address aspects of diversity. The curricula are analysed in terms of whether they include diagnostic phases to identify students' individual interests. It also examines whether the historical experiences of minorities and the agency of subaltern groups are addressed. The extent to which the curricula abandon a Eurocentric perspective and integrate global historical aspects will also be considered. Methodologically, the curricula of two main school types in all German states were analysed by means of a qualitative content analysis. The focus was on curricula for lower and upper secondary schools. The results show that diversity is usually addressed only from the perspective of established narratives. A national and Eurocentric history continues to dominate the curricula. Only a few curricula explicitly address the diagnosis of students' performance and ideas. Finally, the paper discusses the evolving nature of curricula, influenced by societal needs and growing sensitivity to social diversity. It highlights the need for future research on diversity in teacher education and the practicality of implementing complex concepts such as postcolonial thought in the classroom. More empirical research is needed on current curricula and the teaching of history in different regions and types of school.

The temporal and spatial changes in official facilities in Dali under the bureaucratization of native officers

ABSTRACT During the Ming and Qing dynasties, the bureaucratization of native officers led to a more systematic expansion of Chinese official facilities in frontier areas, resulting in large-scale changes in the local landscape. This expansion is a distinct chapter in the history of ancient urban construction. For the Dali region, where the central government took the lead during the Ming dynasty, this paper compares the construction history of defense, administration, rituals, and education in different periods and discusses changes of Chinese official facilities in the context of the bureaucratization of native officers. The results show the following: 1. The primary concern of the appointed officials was to establish cities and create safe and stable strongholds to demonstrate the authority of the center. 2. The official facilities of administration, sacrifice, and education are all around the official controlled road. In addition, they gradually extended to various areas to control Dali. 3. Through the building of administrative facilities to implement central control, sacrificial facilities to achieve ideological infiltration and educational facilities to implement basic education development, Dali gradually converged with the Central Plains. 4. The political strategy of the appointed officials toward Dali was as follows: build offices – schools -walls – temples.

The Urgency of Strengthening Historical Emphaty in Historical Learning: A Review of Bibliometric Analysis

Strengthening an empathetic attitude towards past events is crucial, particularly in the educational context. This study investigates four key areas: (1) the growth of international publications on historical empathy within the Scopus database from 2002 to 2023; (2) the core journals that focus on historical empathy research; (3) the productivity of researchers in this field; and (4) the development of research on historical empathy based on co-words and co-authors. Data were collected from Scopus using keywords related to history and empathy, focusing on publications from 2002 to 2023. The analysis, conducted using VosViewer software, revealed that although the number of publications on historical empathy has remained relatively small, it has steadily increased each year. A total of 132 articles have been published, primarily by researchers from the United States and the United Kingdom. This study provides valuable insights for history educators and researchers by highlighting the trends in historical empathy research, which is particularly relevant for teaching and learning history in academic settings.

"Simply" talking about the Anthropocene?

The Anthropocene seems to be on everyone’s lips these days. Whether as a turning point in Earth’s history, a geological epoch, or as a cultural narrative and metaphor, the Anthropocene is currently being debated not only in the scientific disciplines, but also as a fashionable buzzword in the media, popular culture, and the arts. Conversely, some scholars have argued that the term perpetuates anthropocentrism, Eurocentrism, and global inequalities rather than “demystifying” them. Use of the term itself would seemingly encourage ongoing processes of depoliticization. In what follows, I will trace this supposed depoliticization of the Anthropocene. Ultimately, I argue that a critical look at notions of temporality and timescale could not only reveal the politics of the Anthropocene and initiate new modes of historical thinking, but also shake the foundations of history education.