Teaching Of History In Schools Research Articles

Designing historical empathy learning experiences: a pedagogical tool for history teachers

This article explores the pedagogies that history teachers use to foster historical empathy, drawing from interviews with secondary school history teachers in Canada. The findings highlight that historical empathy is nurtured by teachers over time using a variety of different teaching approaches and activities, tasks and projects. The article begins by examining the pedagogical choices that teachers make when designing and implementing historical empathy lessons, categorised as implicit, thematic, student-centred, scaffolded and comparative approaches. Next, consideration is given to the types of learning experiences that teachers use to develop historical empathy, and some of the opportunities and challenges involved. These learning experiences include role plays and simulations, first- and third-person writing tasks, experiential learning and virtual reality, and collaborative and project-based learning. The perspectives shared by the teachers in this study contributed towards the development of a research-informed pedagogical tool to guide the future design of learning experiences that foster historical empathy, which may be applied by teachers across educational jurisdictions, and adapted for various grade levels.

Exploring the significant problems confronting secondary schools history education: a baseline study

The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities.

Construction of Collective Memory Through Official History Education in North Cyprus

Fundamental to recalling memories and remembering is to look at the past and the future concurrently. Remembering is crucial to have a temporal association so that present changes and developments can be elaborated in understanding the construction of memory (Six-Hohenbalken, 2018). Historical trauma is a psychological and emotional collective and subjective injury which are transmitted from adults to children in a cycle process, and it continues over a life span of individuals and across generations (Atkinson et al., 2010). States have their version of narrations of history and remembrance, which shape society’s collective memory through hard memories such as monuments, state laws, court decisions and memorial sites (Gang, 2020). This state version of history is taught both in the formal education system and through state narratives and symbols surrounding society members during their daily lives. Soft memories are created and shared as a social process. These are narratives, historical texts and similar, less tangible forms of memory. History education has a profound influence on social discourse and the way soft memories are perceived (Korostelina 2008), and since formal schooling is at the centre of shaping a generation and textbooks are the main medium of knowledge transmission, it is shaped by the official narrative and often presented selectively (Boon & Gopinathan, 2005). This research explores how the official regulation of history education is used to align official state discourse with social memory. The research employs secondary data and document analysis by examining course textbooks and exploring history education’s impact on individual narratives of remembrance and collective memory. It examines the long-term effects of what has been taught in secondary school history education on adulthood perceptions of past historical occurrences. Findings confirm that a consistent, official historical discourse supported by exposure to hard and soft memories enables the maintenance of collective memory as represented in the official discourse among society members.

ANALYSIS OF SOURCES ON THE HISTORY OF SCHOOL EDUCATION IN THE TERRITORY OF CHUVASHIA (late XVIII – first third of the XX century)

School education system in Russia passed a difficult and thorny path in its evolvement and development. Compared with its Western European counterpart, domestic secondary school has a shorter history. In our country, the first primary and secondary educational institutions providing general education appeared only at the end of the XVIII century. Throughout the XIX century, they were repeatedly reformed; as a result, noticeable quantitative and qualitative changes took place. However, despite this, we can talk about certain continuity in the evolution of the Russian school until the beginning of the XX century. The fundamental breakdown of established general education system occurred as a result of the establishment of Soviet power. During the 1920s and 1930s, all levels and links of the education sector were reorganized. The purpose of the study is to analyze historical sources on the problem of formation and development of the general school education system in the territory of modern Chuvashia. Materials and methods. The study was carried out on the basis of regulatory and archival documents. In our work, we relied on the principles of historicism, consistency and objectivity, considering events in their historical interrelation, analyzing diverse historical sources on the topic of research. Historical-comparative and historical-typological methods of research were used. Based on them, it was possible to identify the main groups of sources and give them a scientific analysis. The scientific novelty is determined by the fact that in regional historiography, it is for the first time that the main groups of historical sources on the topic of evolvement and development of the general school education system in the region are analyzed starting from the end of the XVIII century and up to the 1920s, i.e. until the time of creating the Soviet school education system. Most archival sources are being introduced into scientific circulation for the first time. Study results. The article characterizes two main groups of historical sources on the topic «The History of School Education in Russia». These are regulatory documents and archival materials. They are the most multinomial and important for studying the topic. The practical significance of the study lies in the fact that its main provisions can help to better understand the current state and prospects for the development of domestic educational system. The results obtained can also be used to develop generalizing works on the history and culture of the region. This study is not exhaustive. In the future, it is necessary to pay attention to such interesting groups of historical documents as memoirs, letters and memoirs of participants in the educational process, i.e. teachers, students and educational organizers of the late XVIII – first third of the XX century. Conclusions. Historical sources on the topic «The History of School Education in the Territory of Modern Chuvashia at the end of the XVIII – first third of the XX century» are numerous and diverse. They are representative, giving the opportunity to study different aspects of the topic and help to recreate the general course of the regional school development the within the period under review and identify its specifics.

The Utilization of Local Historical Resources in Middle School History Teaching—A Case Study of Kaifeng

The Utilization of Local Historical Resources in Middle School History Teaching—A Case Study of Kaifeng

In Case You Haven't Heard…

Eleventh‐graders at a western Massachusetts high school have created their own lesson in mental health advocacy. An assignment from Pioneer Valley Performing Arts School history teacher Gary Huggett has grown into an effort to convince Massachusetts state legislators to pass a bill establishing a mandatory mental health staffing ratio serving grades K–12, Spectrum News 1 reported. Students in Huggett's civic action class reported seeing themselves and their peers dealing with issues of anxiety and depression, and they are backing a Senate bill that would require Massachusetts schools to employ at least one mental health expert for every 250 enrolled students. “They all had somewhat personal stakes that drew them to the topic, so they thought, ‘What can we do to address mental health awareness in schools that will actually live beyond our little project?’” Huggett said of his students.

History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis

History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis

浅议乡土课程资源在高中历史教学中的开发与运用——以重庆市为例

浅议乡土课程资源在高中历史教学中的开发与运用——以重庆市为例

Teaching Hate? The Effect of School History Education on Foreign Policy Attitudes

Teaching Hate? The Effect of School History Education on Foreign Policy Attitudes

The application of experiential learning in history teaching in high school

The aim of this study is to analyze and examine the current situation and shortcomings of the application of experiential learning in high school history teaching and the possible improvement measures. In fact, promoting the implementation of experiential learning in high school history teaching is of great significance in eliminating students' unfamiliarity with history, developing historical skills, and improving the practicality of history learning. Despite the fact that experiential learning has been the subject of extensive research, it has been rarely applied in the traditional course syllabus, especially in the classroom teaching of the subject. This paper provides an in-depth look at how experiential learning can be further utilized effectively in the high school history classroom from both the teacher and student perspectives. The introduction part explains the background of research related to experiential learning and the significance of the research. In the first main body part, I explore the definition of experiential learning in high schools, the current status of its application, and the specific disciplines in which it is applied. The second main body part analyzes the shortcomings of experiential learning in its current application. The third part then analyzes possible solutions to the above flaws and dilemmas. Overall, this study will inform how experiential learning can be further applied in the 21st-century secondary history classroom and provide teachers with a reference for evaluating experiential learning. Each section is explained and accordingly, possible improvements are listed based on the effectiveness of the measures discussed.

Hıstory Educatıon between the Major Reforms in Bulgarıan Educatıon 1948 – 2002

History as a school subject has been present in the curricula ever since the establishment of the Bulgarian secular education, and over the years the study of history began to be given more and more importance in our educational system. Society‘s perceived need to acquire knowledge about the past is the only opportunity to better understand the present and anticipate the historical perspective. The radical changes that occurred in Bulgarian society in the second half of the 20th century led to the establishment of a completely new kind of educational system, built on the Soviet model as comprehensive and universally accessible, but at the same time politically burdened with the forcibly imposed new moral and ideological conjuncture. This process was most clearly visible in the arts, among which the discipline of History suffered particularly hard the long-term defeat of its ideologizing and outright falsification. The proposed research examines the political justification of the main historical concepts studied during the period of socialism, the development of the methodology of teaching history in schools between the reforms in 1948, 1959, 1968 and the follow-up of the situation after the end of the totalitarian regime in 1989 until the reform in 2002.

An Analysis of Hong Kongs National Identity Struggle Through Secondary School History Education Perspective

Hong Kong's July 1st Conflict took place on the anniversary of the founding of the Hong Kong Special Administrative Region, when protesters clashed with the police and caused chaos resulting in huge losses in terms of public transport safety, finance and trade. The protesters stated that they only recognised Hong Kong citizenship and refused to be recognised as Chinese, and read out the Hong Kong People's Declaration of Resistance. In recent years, more and more studies have shown that Hong Kong's young generation identifies more with their Hong Kong citizenship and has a declining sense of belonging to the mainland China. This paper is dedicated to examining how Hong Kong and the Mainland differ in shaping the national identity of their citizens from the perspective of history education textbooks.

Reading to Learn: Powerful pedagogy for disciplinary teaching in a high-stakes examination curriculum

The qualitative study presented here shows how a secondary school history teacher in the United Kingdom transformed her lesson planning and classroom interactions with students following professional development in the genre-based Reading to Learn pedagogy grounded in Systemic Functional Linguistics. The teacher undertook Reading to Learn while teaching a history class preparing for the General Certificate of Secondary Education. The professional development enabled her to analyse the genres and linguistic features of history texts in order to support the development of subject knowledge via the implementation of the teaching strategies designed to support student reading and writing of the texts required by the examination curriculum. The study reporting on the teacher planning and classroom practices includes examples of teacher-student interaction that demonstrate how the teacher was able to approach her disciplinary texts through the lens of genre, thus identifying the existing gap between the reading of informative genres in textbooks and the requirement to write in less familiar evaluative genres in exams. Moreover, the careful planning of strategies to support reading and the annotation of texts, had a positive impact on the joint construction of the less familiar argumentative genre required.

Best practice when engaging with the many aspects of the written word in history teaching

AbstractThe purpose of this paper is to present a theoretical examination on the importance of writing in history teaching in schools to age groups 7–16 year old. It presents a discussion and an overview of best and meaningful practice in history teaching when using written historical sources as evidence for analyses in the classroom. It also looks at how educators can support pupils' own writing in history lessons in effective ways. The paper attempts to do this by reporting on various pedagogical research work conducted specifically on writing in history and its many facets when it comes to history learning in schools. The author offers various pedagogical recommendations based on her own as well as others' research work on the written word in history teaching. The paper looks at written sources from four different aspects. It discusses written sources as primary historical sources in themselves and how they can be made more palpable, that is more tangible and easier to use for pupils. It then looks at Secondary written sources, that is, historians' interpretation of history and how these can be presented to pupils, followed by how Primary written sources can also produce opportunity to practice the skill of detecting bias. Lastly pupils' own writing is discussed and how their writing in history can be made better.

The Application of "Problem Chain" in High School History Teaching

Since the beginning of the new century, higher requirements have been put forward for high school history teaching. Especially with the promulgation of the new edition of General High School History Curriculum Standards in 2017, the five core qualities of history have clarified students as the main body of learning. In order to better realize the teaching goal and cultivate comprehensive talents, the "problem chain" teaching mode has become a new teaching mode, but there are some deficiencies in the current "problem chain" teaching mode, this paper explains how to better implement the "problem chain" teaching in senior high school teaching through specific cases. The applied research of "problem chain teaching" in high school history teaching has enriched the methods of high school history teaching, and has also become one of the important means to realize the core quality of history discipline.

Representations of Holocaust protagonists in history education in Polish primary schools under the rule of the Law and Justice party

ABSTRACT This article examines how the ‘historical policy’ of the Law and Justice party influenced Holocaust education in Poland at the mandatory primary school level (7–14-year-olds). It analyzes the party’s programs vis-à-vis the Holocaust and the representations of Holocaust protagonists – perpetrators, victims, and others – in the history core curriculum, history textbooks, and teaching practice as presented by teachers in interviews. The analysis shows that the representations of Holocaust protagonists in Polish primary school history education are considerably influenced by the nationalist approach originating from the ruling party's ‘historical policy’ and stressing the salvation of Jews from the Holocaust by Poles.

The teaching of history in the unified middle school between tradition and innovation

This paper reconstructs the debate that, from 1950s to the institution of the unified middle school, created a crisis of the traditional model of teaching history for the overcoming of a transmissive teaching and for a new laboratory didactic. The aim is to reflect on the reasons for some constant phenomena concerning the teaching of history: its subordinate position with respect to other literary subjects, its ideological and political exploitation, its autonomy with respect to historiographical research, an encyclopedic study, centrality of the lesson and of the manual, a mnemonic and uncritical learning, an inadequate teacher training. These are the problematic nodes that emerge from the comparison between the texts of the ministerial history programs, especially between the programs of 1963 and those of 1979, that testify to the presence in the unified middle school of a dialectic between tradition and innovation. In fact, if the 1979 programs expressed the urgency to insert innovative elements for a democratic society, that had been neglected in the previous programs, the 1963 text suggested to reconsider some indispensable elements both for the contents and for the methodology of a teaching of history that should have been declined as historical education.

Teachers' Narratives about the Possibility to Teach Controversial History of the 1965 Affair in Indonesia

Abstract: Some Indonesian teachers have entangled alternative versions in their teachings on the 1965 affair, a controversial vicious and political event in Indonesia, to counterbalance or even contest the communist coup narrative in the history lesson curriculum and school textbooks. Employing the sociological tools of Margaret Somers, this paper dissects the stories of eleven high school history teachers about what enables them to teach multiple interpretations of the 1965 affair. The inclusion of different accounts in their teachings is navigated by various narratives of the affair that they acquired or fabricated in certain socio-historical and political settings. However, teaching is far from an independent pedagogical action. Accordingly, the extent to which each teacher could easily teach multiple versions was related to surrounding actors inside or outside of the school and their narratives of the 1965 affair and communism, as well as perceived absence of any institutional practice to veto such teachings.

The Impact of Flipbook Maker Media on Learning Outcomes of Class XI High School Students in History Subjects

This study examined the impact of incorporating Flipbook Maker as a teaching tool on history learning. The research utilized a quasi-experimental design involving a pretest-posttest control group. Purposive sampling was used to select a sample of 28 students from the eleventh grade. Research data was collected and student learning outcomes were evaluated through a multiple-choice test consisting of 20 items. To compare the experimental group, which received instruction using Flipbook Maker, with the control group, which received traditional teaching methods, the research data was analyzed using a t-paired sample test. The t-test results, with a significance level of 0.001, indicated a significant influence of Flipbook Maker on students' history learning outcomes. The analysis demonstrated that the average post-test scores of students in the experimental group (using Flipbook Maker) were significantly higher than those in the control group (utilizing traditional teaching methods). Consequently, it can be concluded that Flipbook Maker is effective in improving students' history learning outcomes. This research carries important implications for history education in schools, as Flipbook Maker can serve as an effective alternative in teaching, facilitating a better understanding of historical concepts among students. It is recommended that history teachers and educators consider integrating this tool into their curriculum and teaching strategies to enhance the quality of history education at the high school level. By doing so, they can provide students with a more engaging and interactive learning experience, leading to improved learning outcomes in history.

高中历史教材的中国边疆史地内容及教学应用研究

National unity and ethnic unity are the fundamental issues of national development, but border issues in the new era are still emerging endlessly, hindering the great rejuvenation of the Chinese nation. Strengthening the teaching of China’s frontier history and geography in high school history education is not only the need of the new era, but also the requirement of the core literacy of the history discipline and the trend of the college entrance examination proposition. The textbook “Outline of Chinese and Foreign History (Part 1)” presents the map of the border situation in various stages of Chinese history, the border governance of successive dynasties, and the political, economic, cultural characteristics and ethnic integration of border minorities, etc. In the specific process of high school history teaching practice, attention should be paid to the selection of timing and historical materials, the design of teaching mode and class type in the teaching application of the contents of the historical geography of the China’s borderland, in order to cultivate students’ feelings for home and country, and enhance their awareness of safeguarding of national unity and ethnic unity.