Teaching Of History In Schools Research Articles

Promote school history education and develop multi-channel campus culture construction—Take Xi'an Peihua College as an example

College students in the new era, as practitioners of the two century-old dreams, have important mission and responsibilities. Colleges and universities use their own school history and cultural advantages to integrate school history education into patriotism education of college students, explore new paths for patriotism education, and promote the work of moral education in colleges and universities in the new era.

Updating the content of school history education in the context of European integration

Updating the content of school history education in the context of European integration

“LOST”: CRIMEA AND CRIMEAN TATARS IN THE CONTENT OF SCHOOL HISTORY EDUCATION

Research problem.The article deals with the representation of the Crimean peninsula and the Crimean Tatars in the content of school history education. This research task has been fulfilled by analyzing the curricula of the History of Ukraine in grades 9-11. The research states that the precondition for the appearance of the image of the Other in the school history course was the popularization of the idea of tolerance by Western grant donors in Ukraine. The author’s position is based on the assertion that the content of school history education is influenced by foreign and domestic political factors: European integration processes, the annexation of Crimea by the Russian Federation, the introduction of the “New Ukrainian School” system and more. Studying these and other factors, the author notes changes in the content of history curricula.The research has revealed that these changes are marked by the representation of the history of Crimea in political discourse, while social and cultural processes are only partly reflected.This makes it difficult for students to get acquainted with the representatives of otherness, to be aware of the functioning of intercultural communication and the interaction of cultures.Thus, according to the research, such a situation does not create optimal preconditions for the formation of multicultural competence of students. Purpose of the research: to analyze the (non-)presence of the Crimean Peninsula and Crimean Tatars in the content of the school course of the History of Ukraine in 9-11 grades. Research methods: retrospective, analysis and synthesis, generalization, induction. Main research results. The research has proven the influence of foreign and domestic political factors on changing the content of school history education. This is confirmed by the evolution of the representation of the history of the Crimean peninsula and Crimean Tatars. Scientific novelty of research results. The subject of the article has not yet been studied in domestic pedagogy. The perspective proposed by the author is that the regional history and the image of the Other appearing in it is the optimal pedagogical strategy, which creates preconditions for the representation of non-dominant groups in school history course. Their subjectivity in factual material is a platform for the formation of tolerance and multicultural competence of students. Conclusion and author’s specific proposals. The content of the school history course is changing not so much as a result of the refusal of the authors of school history programs from Ukrainian ethnocentrism, but as a result of foreign and domestic political factors. Nevertheless, the author evaluates these changes positively, interprets them as those that revive the real multicultural space of Ukraine and contribute to the formation of tolerance and multicultural competence of students. The author proposes to carry out further monitoring of educational programs, considering them as normative documents that demonstrate the perspective of “Ukrainian ethnocentrism – multicultural history” changes.

Rethinking the implementation of the revised history curriculum: challenges faced by teachers, learners and principals in selected public secondary schools in Khomas region, Namibia

The purpose for this study was to rethink the implementation of revised History curriculum in Namibia focusing on the Khomas regions, Windhoek. In line with qualitative research the study adopted an interpretivism paradigm, qualitative approach and case study research design. The targeted population consisted of school principals, history teachers and learners in three selected schools in Immanuel Shifidi cluster. Purposeful sampling technique was used to select teachers with three and more years of experience as history teachers. Cluster sampling was used to select learners from School A, B & C. Face to face interviews, non-participant observation and document analysis were used as data collection methods and thematic analysis was used to analyse data collected using these instruments. The study revealed that training and workshops were conducted on the implementation of revised history curriculum but the majority of participants did not attend the in-service training and workshop because only few teachers were selected to be part of the training. The study also revealed that some teachers lacked knowledge in some history topics and concepts which affected the implementation of the curriculum. The challenges faced in the implementation of the revised curriculum were overcrowded in classrooms, lack of textbooks, inadequate resources such as libraries, lack of government funds and lack of time management. The study recommended teachers should make an effort to collaborate with other history teachers in the Immanuel Shifidi circuit. The collaboration forums are intended to aid them in sharing subject knowledge and assisting one another in teaching diverse historical themes and topics. The school administration should seek funding from various companies in Namibia to help create libraries, purchase textbooks for students, and purchase classroom desks. NIED should hold regular training and workshops in various circuits and have a follow up system in place to ensure that the trainings are effective. This will aid teachers in understanding the varied expectations of the new curriculum as well as staying current on curricular revisions. The study further recommends that future researchers should focus on training topics that need to be covered during curriculum in-service trainings and workshops for efficient delivery of revised history curriculum.

TANTANGAN PENGEMBANGAN DESAIN PEMBELAJARAN SEJARAH LOKAL BERBASIS KEHIDUPAN DI MASA PANDEMI COVID 19

The Covid-19 pandemic hit Indonesia since mid-March 2020 and caused changes to various fields. One of the areas affected is education. Learning activitiess that were originally done face-to-face or directly, are now turning into distance learning or online learning. In the study of history, especially local history, online learning experienced quite complex challenges. This research aims to analyze the problems or challenges experienced by history teachers in East Java in developing life-based history learning designs. This research uses qualitative descriptive methods. The subject of this study is a high school history teacher in East Java. Data collection techniques are carried out using observations, interviews and documentary studies. Data analysis is done by collecting data reduction data, presenting data and verifying the resulting data. As a result, there are obstacles faced by teachers and make learning designs such as doing learning planning, determining, material, choosing media, teaching materials to learning resources. The solution to the challenges faced is to make adjustments to existing conditions by making local history learning designs based online. The initial stage is to analyze basic competencies on the syllabus. The second stage is to determine the indicator of competency achievement (ICA). After the teacher has a ICA, it can determine the material, media, learning resources to learning strategies to create local history learning based on life.

History curricula in high schools, after reform in 1932, published in „Wiadomości Historyczno-Dydaktyczne”(1933-1939)

When Poland regained independence it was crucial to unite school systems of all polish lands under one governance, as well as to prepare projects of school acts, that would apply to all country. Most important was to unify system, its organization, language of lectures etc. in the whole country. In accordance with Ustawa o ustroju szkolnictwa dated 11th March 1932 school system was to be based on seven-year 3rd degree public school. It was assumed, that schools would prepare talented children and adolescents to promotion from one type of school to the other, as well as to promotion from lower degree schools to higher degree schools. „Wiadomości Historyczno-Dydaktyczne” were one of the journals published between 1933 and 1939 by Polish Historical Society for history teaching. Editor-in-chief was Kazimierz Tyszkowski, who after 1937 functioned together with Antoni Knot. Articles concerning teaching of history in secondary school, especially concerning introduction of new programs, were published in „Wiadomości Historyczno-Dydaktyczne”. Taking into account the need to organize school system after more than 100-years dependence from invaders governance, should not be surprising, that it was developed fast, and not always proposed and implemented solutions were supported by the public, teachers and experts, what can be noticed when analyzing content of particular articles.

Tensions with international mindedness: teaching in the international baccalaureate program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

From totalitarian regimes towards multipolar world: advantages and disadvantages of the new senior year curriculum on history in France

History taught in schools becomes increasingly important worldwide. School textbooks, standards and curricula on, which used to be just part of the learning process, turn into documents that are subject to extensive discussion. Leaning in the contemporary French scientific literature and speeches of the representatives of the French Ministry of National Education in a panel sessions of the Russian-French group on modernization of school curriculum on history (2018–2019) and at the World Congress of School History Teachers held in Moscow in October 2021, analysis is conducted on the curriculum on history for senior year students, that came into force on September 1, 2019. The new school curriculum is structured in such a way that the rivalry between totalitarian regimes in the 1930s, primarily between the Soviet Union and Germany, is the key factor of the outbreak of World War II, which unfortunately corresponds to modern political trends in Western countries, but contradicts the historical facts. It arises questions and draws excessive attention to the program of the protection of the rights of minorities, and the elements of gender theory overall. At the same time, heightened attention to the history of genocides in the XX century, coverage of the events of 1968 and 1989 in global scope as separate topics, and a multifaceted approach towards teaching history of the Cold War are the strong points of the new French school curriculum on history.

中國 中等職業學校와 普通高中 歷史敎科書의 韓國史 관련 서술 비교

The Ministry of Education of the People’s Republic of China in February 2020 published the "standards for ideological and political education, language, and history in secondary vocational schools," and announced that history will be the first one among these three subjects to become a compulsory part of secondary vocational education, starting from the fall of 2020. The Ministry asserted that the ultimate goal of such attempt is to promote the stability and lasting reign of the Communist Party of China and the Chinese state, emphasizing that history textbooks hold a great deal of strategic significance for the great revival of the Chinese nation. This paper examines the "standards for history education in secondary vocational schools (2020)," and reviews issues associated with the descriptions of Korean history in the current history textbooks of secondary vocational schools, History of China and World History. This study also analyzes how these textbooks describe Korean history, in comparison to The Outline of Chinese and Foreign History (中外歷史綱要), the standard history textbook for general high schools which was published after the country adopted government-issued textbooks when President Xi Jinping began his second term in office. It can be said that Korea accounts for larger shares in History of China and World History for secondary vocational schools, compared to the history textbook used by general high schools, of which descriptions of Korea have been significantly reduced since 2001 when China standardized its textbooks. Further, unlike The Outline of Chinese and Foreign History, these two textbooks have sections dedicated to "ancient Joseon (Korea)," put "Joseon (Korea)" before Japan, and include positive narratives about cultural exchanges between Korea and China. It is worth noting that the textbooks suggest that ancient Korea made a significant contribution to cultural development and that Korean culture was conveyed to China. These run counter to the general trend observed in the Chinese academia, in which research on cultural history―focused on China-centered cultural diffusion― is increasing rapidly and the research outcomes are being incorporated into the textbooks. The Outline of Chinese and Foreign History displays an inherent inconsistency in some parts, and different perceptions of history that do not match those of the country’s previous textbooks. Such a gap is expected to serve as an example that can clearly show how China''s historical perception has changed after President Xi Jinping took power and the country shifted to government-approved textbooks.

초등교사의 민주시민교육 이해와 역사교육적 함의

This article asks elementary school teachers about the necessity and appropriateness of democratic citizenship education, as well as the educational meaning, and, based on the results, aims to raise the responsibility of elementary school history education for civic education. The study results are summarized as follows. First of all, teachers agreed with the necessity and importance of democratic citizenship education in elementary education, and linked the teaching and learning activity plan with the curriculum and creative experience activities. In this case, the teachers decided that it was appropriate to link with the social studies department. Next, looking at the learning goals and topics of the teachers and the characteristics of the teaching and learning process, the teachers valued the meaning of democracy and the practice of democracy in everyday life and chose universal values such as human rights and peace as learning topics. In addition, educational activities were arranged to encourage students'' voluntary participation and practice in the teaching and learning process, and ways to cultivate democratic values and attitudes were sought in the classroom culture. Next, it is necessary to produce teaching and learning materials in various contents and forms for democratic citizenship education. In addition, it is necessary to clearly recognize that the educational activities of teachers who teach universal values such as human rights, peace and democracy are also in line with the goals of school education. Lastly, recent history education in elementary school is trying to break away from the traditional knowledge-centered history class that lists and remembers only historical facts and educational contents centered on national history. This new direction of elementary school history education is in line with the direction of elementary school democratic citizenship education revealed in this article, and it is expected that history classes begin in the lives of students and cultivate democratic values and attitudes.

Kreativitas Guru dalam Mengembangkan Media Pembelajaran Digital pada Pembelajaran Sejarah Daring (Studi Deskriptif Terhadap Guru Sejarah SMA Di Kota Bandung)

This research is motivated by the findings of researcher at the research location which show that in the online history learning process, teacher creativity is needed, one of which is in terms of developing digital learning media. So the study in this research is the creativity of teachers in developing digital learning media in online history learning, with the main problem formulation "how is the creativity of teachers in developing online history learning media?" This study uses a descriptive study that aims at obtaining a description of the creativity of high school history teachers in Bandung City in developing digital learning media based on indicators of flexibility, fluency, originality, and presentation. This includes studying the constraints and efforts as well as student’s responses to the developed media. The results of this study indicate that teachers have developed digital learning media which are realized in several forms, such as slides, videos, and podcasts. However, from the media products that have been developed, podcasts are the media with the most prominent elements of originality compared to others. This shows that there are still several aspects that have not been met based on the findings of each indicator. One of them is caused by the obstacles felt by the teacher both from internal and external factors. However, students still feel helped by the media developed by the teacher to understand the material presented, but it does not mean that all students feel that the media is interesting. This is largely determined by what media the teacher uses during the online learning process.

Compulsively Moral: OCD, Ethics, and the Law.

Compulsively Moral: OCD, Ethics, and the Law.

Effective Strategies to Promote the Teaching of History in Business Schools

The recent historic turn in management has seen scholars debate whether, why, and how history can be useful to managers (Wadhwani, Suddaby, Mordhorst, & Popp, 2018; Argyres, De Massis, Foss, Frattini, Jones, & Silverman, 2019). Many business schools, including elite ones in the United States, now include history in the curriculum at the undergraduate, postgraduate, and MBA levels (Friedman & Jones, 2017). Much of the extant research on the place of history in the management school curriculum is informed by the belief that the acquisition of at least some types of historical knowledge is useful because it improves the ability of managers to make decisions. Unfortunately, the existing literature on the teaching of history in business schools does not give us a clear understanding of precisely how and why teaching history would improve the subsequent job performance of management learners. Moreover, we currently lack an understanding of how business-school students and their prospective employers perceive the inclusion of different types of history in the business-school curriculum. This paper remedies these important gaps in the literature. In this paper, we discuss a major initiative to promote the teaching of history to management students in a number of countries. This project is worthy of an extended and systematic study because it has survived a number of market tests and has attracted students in different national contexts. We used interviews with the teachers and students to learn more about why management learners value the course associated with this project. We also offer an explanation as to why this initiative to teach history to management learners has been successful. We then establish broader lessons for the ongoing debate about whether, why, and how history should be taught to future and current business people. We tentatively conclude that student and external stakeholder support for an increase in the amount of historical instruction in management schools will be maximized if curriculum designers focus on the teaching of domain-specific historical knowledge.

УМУМТАЪЛИМ МАКТАБЛАРИДА ТАРИХ ДАРСЛАРИНИ ЎҚИТИШДА МАҲАЛЛИЙ МАНБАЛАРДАН ФОЙДАЛАНИШ МЕТОДИКАСИ

oday it has been scientifically proven that the use of the latest methods in the study of history leads to very good results. The use of local sources is becoming more and more important, especiallywhen teaching history in schools. Since the use of local sources in the classroom helps to increase the interest of students in a particular period of history, to expand their imagination. At the same time, it helps to develop a creative spirit in students. This article describes a methodology for using local sources in history teaching

Towards Asia “curriculum-as-lived”: Amplifying student voice in the Asia literacy curricular landscape

ABSTRACT For the last five decades, the development of “Asia-literate” students has been a key objective in Australian education policy. The contentions surrounding this educational goal have been well documented by academic literatures, policy documents and media commentary. This paper seeks to redress the absence of student voices in these debates by examining students’ experiences with Asia-related curriculum in the context of Languages and History teaching and learning in secondary schools in Victoria, Australia. Engaging the lens of curriculum inquiry, we use select thematic episodes from qualitative interview data to interrogate students’ understanding and evaluation of planned and experienced Asia-related curriculum. Their stories highlight the incongruences of Asia learning as framed by (and within) formal sites of learning, and students’ lived experiences in other spaces. We argue that in order to effect a shift in the current expressions of Asia-related curriculum policy towards a more student-centred articulation, students’ roles in shaping curricular knowledge warrant more attention and scrutiny. As our analysis suggests, a deeper understanding of students’ experiences of curriculum-as-lived may be the catalyst for a long-overdue reorientation towards a curricular landscape of multiplicity, where new and authentic possibilities for Asia learning could be envisaged.

역사부정 현상의 확산과 학교 역사교육의 과제

There has been a long-term debate over history textbooks in Korea. And recently historical denialism has emerged as a worrying social phenomenon. Historical denialism is a product of a culture of denial, and it is also a product of ‘history politics’ that seeks to benefit from amplifying conflict. That is why historical denialism should be treated as a constant in school history education. History educators should actively pay attention to the various roles that school history education plays in real life and society. Because history has been misused or abused too often, and these aspects and trends are increasingly amplified in the post-truth era. It is therefore very important to expose the context of historical denialism. Furthermore, memory-history policies based on the values of peace and human rights should be established at the national or regional level. And students should acquire the ability to critically identify historical denialism through enhanced experience of exploration and understanding of history in school. Everyone should keep in mind that students learn history from inside and outside the classroom, in particular, policymakers should find ways to use textbooks and classes as a platform for various history education. It should also encourage the implementation of classes and the development of teaching materials that reveal denials and actively deal with admitting responsibility for historical crime.

역사부정 현상의 확산과 학교 역사교육의 과제

There has been a long-term debate over history textbooks in Korea. And recently historical denialism has emerged as a worrying social phenomenon. Historical denialism is a product of a culture of denial, and it is also a product of ‘history politics’ that seeks to benefit from amplifying conflict. That is why historical denialism should be treated as a constant in school history education. History educators should actively pay attention to the various roles that school history education plays in real life and society. Because history has been misused or abused too often, and these aspects and trends are increasingly amplified in the post-truth era. It is therefore very important to expose the context of historical denialism. Furthermore, memory-history policies based on the values of peace and human rights should be established at the national or regional level. And students should acquire the ability to critically identify historical denialism through enhanced experience of exploration and understanding of history in school. Everyone should keep in mind that students learn history from inside and outside the classroom, in particular, policymakers should find ways to use textbooks and classes as a platform for various history education. It should also encourage the implementation of classes and the development of teaching materials that reveal denials and actively deal with admitting responsibility for historical crime.

중학교 역사 교사의 사료 활용 양상에 나타난 특징과 문제점 분석

The use of historical sources has garnered much attention among scholars and teachers. With its emphasis on historical inquiry, the use of historical sources was believed to reform knowledge-driven history teaching practices. However, studies on teachers’ instructional practices using historical sources are still lacking, and it is hard to gather information on which historical sources history teachers choose and how they use sources. This study analyzed 14 middle school history teachers’ use of historical sources when teaching one topic in Korean history. Out of 14 teacher participants in this study, 12 participants used historical sources in their instruction. Their use of historical sources was centered on textbook materials and activities; they also did not focus the discussion on sourcing information or the context in which sources were created. Sources were rather regarded as facts that verify historical events. The gap between the goal of historical inquiry through teaching and learning primary sources and the classroom practice was wide. The study highlighted that teachers’ perceptions on history as subject matter, not their perceptions on history as discipline, affected how they used primary sources in lessons. It discusses ways to diversify and enhance the use of historical sources.

Genre Positions and Epistemic Cognition: Swedish Upper Secondary School History Teachers and the Nature of History

ABSTRACT Over the last 50 years, the school subject of history has increasingly been described as a subject about interpretation and multi-perspectivism. Discussing the subject this way might require a specific view of the subject’s nature. This study investigates the genre position and epistemic cognition of Swedish upper secondary school history teachers. The study uses a questionnaire to which 375 teachers responded and the results show that in relation to the theoretical framework, more than one half of the teachers demonstrate epistemic inconsistency, putting teachers’ ability to voice their epistemic views and/or theoretical assumptions into question. The age of teachers is the only studied structural category that appear to impact the teachers’ views of the subject, with older teachers being more optimistic about a true correspondence between the past and history, than younger teachers. The study also shows that there is not a straightforward relationship between genre position and epistemic cognition.

Drama-in-Education for Critical Historical Thinkers: A Case Study in the Greek Context

The case study presented in this article refers to the connection of drama-in-education and critical thinking in history, in order to highlight the importance of drama for the teaching of history in primary schools in Greece. The research plan adopted is quantitative and qualitative, and the research strategy applied is that of case study. For the purposes of this study, four scenarios based on drama-in-education techniques were designed and applied on a sample of forty-three primary students. The analysis of the findings show that the students’ understanding of historical contexts and objectives of historically active subjects was encouraged by drama-based instruction.