Research In History Of Education Research Articles

History education research in Türkiye: A bibliometric analysis based on WOS and Scopus data (2000-2023)

This study aims to exhibit a bibliometric analysis of history education research in Türkiye. A total of 127 documents from 70 sources indexed in the Web of Science and Scopus databases in the years 2000-2023 were used in the analysis. The analysis provides a review of history education research in Türkiye by identifying the dynamics of research by presenting a wide in-depth knowledge concerning the periodical process, current situation, and future directions. Since 2006, history education studies in Türkiye have become more visible in the relevant databases. The annual increase rate of the studies was determined as 8.49 percent. Among the 127 documents accessed, research articles are the most common with a total of 104 articles. From the analysis, it could be said that history education research in Türkiye is mostly conducted in Turkish journals and by Turkish authors. Compared to international literature in history education, studies on ‘historical consciousness’ in Türkiye that were indexed in WOS and Scopus databases were found to be rare in the analysis. Despite this, it is observed that new approaches have started to be studied within the framework of concepts such as 'oral history', 'postmodernism', and 'museum education' in history education studies originating from Türkiye that were indexed in WOS and Scopus databases. In the analysis, it has been observed that although academic studies in qualified databases originating from Türkiye in the field of history education are not sufficient, they have been on an increasing trend in recent years.

Value Of Historical Research In Education

Value Of Historical Research In Education

Unsichtbare(s) sichtbar machen

Abstract Making the Invisible(s) Visible. Epistemological Significance of Women in Pedagogical Theorising In the tradition of pedagogical theory, women are rarely mentioned. Historical educational research should contribute to making the women pedagogues and their theories visible so that the merits and limitations of the different positions within historical pedagogy can be learned about and reflected upon. The article argues that only a synthesis of theories allows for expanded thinking. The aim is to recognise the achievements of women in historical education research on an equal footing.

Controversial issues in history teaching

ABSTRACT Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently to history. Therefore, a history education that wants to ease tensions must try both to make these different identities and their relations to history visible and to enable an understanding of different relations to history based on identity. Starting with Gadamer’s concept of historically effected consciousness, this article outlines a model consisting of ontological third-order concepts and historical empathy in the history education as a suggestion to enable and corroborate constructive deliberative discussions in the history classroom.

The conceptions of Spanish and Colombian students regarding processes of historical reconciliation

In the field of history education research, the analysis of the construction, circulation and appropriation of controversial and difficult histories has become a particularly relevant issue. Based on this line of research, the present study seeks to analyze the historical judgments of Spanish and Colombian students regarding processes of historical reconciliation, linked to situations of a controversial and difficult nature. To achieve this objective, a quantitative, non-experimental, survey-based design was employed. A total of 648 Spanish and 764 Colombian students from schools located in the cities of Murcia (Spain) and Bogotá (Colombia) participated by answering a closed questionnaire. The results show that ethical judgments on controversial issues, established on what is considered to be politically correct, are more frequent when the problem being evaluated is situated in a frame of reference external to questions of national belonging. However, such judgments tend to decrease, or assume a neutral standpoint, when the controversial issue is related to the individual’s own sense of identity. Thus, it is clear that the learning of difficult and controversial historical issues is not only built on a cognitive dimension. It is also supported by political, ethical and aesthetic dimensions, leading to the processes of making and receiving historical judgments being even more complex.

The Accounting Actions of the Liberator in the Face of the Economic Crisis of the Republican Project of the Great Colombia (1827–1830)

This text outlines the executive decisions of “El Libertador” Simón Bolívar, based on accounting as he managed the redirection of the Republican Treasury, seeking a point of equilibrium between costs and income that would allow delaying the imminent transfer of financial control of Gran Colombia to the hands of international creditors. This a theoretical reflection on an ignored side of “El Libertador” as an accountant, scheduler, and manager of public finances, these emerged booths among the products of historical-educational research on the accounting system adopted by the authorities in charge of the republican destinies of Gran Colombia. The points of attention, on which Bolivar’s accounting actions are revealed, are condensed in the inability of the republican project to develop an accounting policy that envisioned the way to meet the needs of information and control required by the treasury and, in the ideological polarization between the departments of New Granada, Venezuela and Ecuador that prevented the implementation of any feasibility plan to avoid the trauma of the dissolution of the republic.

An Introduction to Educational Research through Scholarly Bricolage

A variety of different approaches, theories and philosophies can be used to engage in diverse range of projects through bricolage (Sharp, 2019). The use of bricolage employs difference in research methods and stimulates creativity (Kincheloe, 2011). Projects have spanned a range of scholarly activities and included learning about an assessment and evaluation research group and supporting KMB of research group activities through reporting and website design. Gathering information on awards, funding as well as activities and publications from our group members enables us to summarize key information and reflect comprehensive work in visual and written reports. We focused on the content, graphics, structure and navigation aspects of our website. Research within assessment and evaluation plays an important role in teaching and learning process. By conducting data analysis on testing student competency development in an evaluation course, we translated the research question into the language of statistical tests of hypotheses. Paired two-sample t-test and two-way ANOVA test are generated using statistical programming language R. After processing the data, we took authorship roles in a peer-reviewed publication and presentation to write the findings based on the results and interpret the ultimate impact. Our findings have identified the evaluator competencies are improved apparently through the evaluation course where the findings are supported by the data of pre- and post-course scores. Overall, this summer learning opportunity allowed us to piece together a different understanding that demonstrated the power of collaboration when diverse skill sets are brought together to advance and make visible educational ideas.
 References
 Kincheloe J. L. (2011). Describing the bricolage: Conceptualizing a new rigor in qualitative research. In Steinberg S. R., Kenneth T. (Eds.), Key works in critical pedagogy (pp. 177–189). Brill Sense. Crossref. https://doi.org/10.1007/978-94-6091-397-6_15
 Sharp, H. (2019). Bricolage research in history education as a scholarly mixed-methods design. History Education Research Journal, 16(1), 50-62. https://doi.org/10.18546/HERJ.16.1.05

Hybrid Learning Model Through SIPEJAR Content as Learning Innovation in History Education Research Courses

This research and development aim to generate a hybrid learning model by incorporating SIPEJAR UM content. This collaboration aims to foster innovation and adaptation to the changing times and the digitalization era in education. The hybrid learning model, implemented in the History Education Research course, combines face-to-face and online learning. This approach enables a blended learning process that combines the advantages of both methods. The research method utilized in this research and development study is the Dick and Carey model. The data for this article was gathered through observations, interviews, and questionnaires distribution to students and lecturers. The outcome of this research and development study is a collaborative hybrid learning model that incorporates SIPEJAR UM through the provision of learning content in the History Education Research course.

The beneficial tyranny of politics: emergence, institutionalisation and newer issues of the history of education in Latin America

ABSTRACT This article sketches the emergence, institutionalisation and emergent issues and challenges in the scholarly field of history of education in Latin America. It argues that these processes have been closely linked with nation-building and the decisive role of national politics. The impact of national politics is herein called a ‘beneficial tyranny’. This was certainly true for the first major works written in the late nineteenth century and the major waves of historiography until the slow institutionalisation of the major site of research in history of education: the study of education at universities in the 1960s as well as the institutionalisation of the field of history of education with the establishment of academic societies and specific journals in the 1990s. Yet this interpretation does not explain more recent developments in the field. By looking at recent publications in all major journals of the region for the years 2020 and 2021, new historiographical trends clearly emerge.

Bibliometric analysis of local wisdom-based learning: Direction for future history education research

<span lang="EN-US">The various cultures that have entered Indonesia country make national identity and character must be strengthened by involving local wisdom in the learning activity. This study provided the bibliometric and bibliographic review of many qualified literatures about local wisdom-based learning. A bibliometric analysis was employed to conduct this study supported by some software such as VOSviewer and Publish or Perish (PoP). There were 173 documents from Scopus database published in 2012–2021 involved in this study. Results revealed that publication trends on local wisdom-based learning increased slightly from 2012 to 2020, while the development of number of citations tended to be fluctuated in the period of 2012–2021. In addition, the influential papers about local wisdom-based learning were published by most of Indonesian researchers. The trending research on local wisdom-based learning was the development of local wisdom-based teaching materials in science or physics learning to educate Indonesian elementary students’ character in which ethno-medicine-based science learning was the newly trending research. This study provides information for researchers in history education that studies related to the development of local wisdom-based historical teaching materials and the use of these teaching materials in the implementation of history learning seem like not much have been conducted in which it is expected to reinforce students’ national identity and character.</span>

How Meaning Making Cultivates Historical Consciousness: Identifying a Learning Trajectory and Pedagogical Guidelines to Promote It

The aim of this article is to present a pedagogical approach for history education. This approach is called Meaningful History and it outlines the process by which upper-level secondary history students can cultivate historical consciousness. Based on the notion of learning as meaning making and historical consciousness as a disposition to engage with history so as to make meaning of past human experience for oneself, the author describes a possible learning trajectory. Additionally, to show how this trajectory could apply to the classroom, the author offers three guidelines for educators to design and support such learning. These guidelines are: (1) negotiate the presence of the past, (2) inquire into the past with the help of habits of mind, (3) and build a sense of historical being. The guidelines are illuminated by examples that have been extracted from a design-inspired classroom experiment. In conclusion, the author suggests that future history education research investigate Meaningful History’s relevance and practicality in various settings.

Historical Empathy: A Cognitive-Affective Theory for History Education in Canada

Historical empathy involves a process of attempting to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within specific historical contexts. Although historical empathy has been a rich area of study in history education for several decades, this research has largely taken place outside of Canada. In this article, I argue that greater attention should be paid to historical empathy in Canadian history education research and curriculum because it can support learning outcomes related to historical thinking and historical consciousness, citizenship, and decolonizing and anti-racist approaches to history education. Drawing from and commenting on other scholarship, I present a cognitive-affective theory of historical empathy which includes five elements: (1) evidence and contextualization, (2) informed historical imagination, (3) historical perspectives, (4) ethical judgements, and (5) caring. Through exploring each element and some pedagogical considerations for educators, I emphasize the affective dimensions of history to centre their importance for history education in Canada.

학생들의 역사 이해를 이해하기 : 국외에서의 경험 연구와 역사교육에의 함의

In this paper, I emphasized that empirical studies are significant in terms of particularities and specific purposes of history education research. Based on this idea, I reviewed a series of research of how students understand history and investigated the meanings and implications of these empirical studies. Before 1980s, studies of students’ historical understanding focused on evaluating students’ cognitive abilities grounded in Piaget’s theories of developmental stages. Since 1980s, however, with a wide range of critiques toward Piaget’s theories as well as introductions of constructivism, studies have tried to understand how students interact with history. In this study, I categorized empirical studies conducted after 1980s in three different fields: 1) Students’ understandings of historical contexts, 2) students’ reliance on historical narratives, and 3) students’ approaches to sources and historical inquiry. I, then, stressed that empirical studies help history educators grasp students’ historical thinking and understand what students can do with history. Eventually I argued that history educators need to actively conduct empirical studies on students’ historical understanding, and the results of empirical studies should be the basis for the discussions of history curriculum and instruction.

History of education as study subject and academic discipline: the case of Slovakia

ABSTRACT The article is focused on development of history of education as a study subject and an academic discipline in Slovakia (from 1918 to 1992, Slovakia was part of Czechoslovakia with an interruption between 1939 and 1945). Until the establishment of Czechoslovakia, the study subject history of education was part of the curriculum of teacher training schools which were established by the school act of 1868. However, it consisted only of an overview of pedagogical past and the knowledge had an informative character. After the establishment of Czechoslovakia (1918), history of education developed in two directions: firstly, at teacher training schools (orig. učiteľské ústavy), where together with theory of education (orig. pedagogika) and didactics (orig. didaktika) it formed basic educational disciplines and secondly, as an academic discipline at the Faculty of Arts of Comenius University in Bratislava. The incorporation of history of education into academic education, either at the Faculty of Arts (since 1922/23) or later at faculties of education (from 1946) stimulated development of this academic discipline and historical-educational research as well. The aim of the paper is to reconstruct individual phases and turning points in the development of history of education in Slovakia, accentuating the period from the establishment of Czechoslovakia to the fall of socialism (1918 – 1989).

Una famiglia diversa....ma pur sempre una famiglia

Several studies showed how family is the main pillar of society and of the evolution from childhood to adulthood. Thus, studies on abandoned children argued about those who could not have had a traditional family, so they received education from bodies, institutes and private or state hospices. This apparent family crisis, manifested by its absence, give youngsters an alternative opportunity to grow through the development of a different idea of family, in which the role of parents was assigned to the state, to directors, to sentinels, the staff of such institutes, who often were endowed with the role of educating those children. At the end of 19th century, there were 973 ‘Opere Pie’ (good works), under the denomination of orphanages, hospices, retreats, which had the scope to provide shelter, support, education and training to poor children, orphans or abandoned from parents and relatives. New methodologies of historical-educational research witnessed how the different children and youngsters were brought up to be part of the society. The present study aims to analyse the educational path of orphans and abandoned children in Lecce, with a specific focus on the Hospice Garibaldi, comparing it to similar, contemporary institutions in the national framework of the late 19th century, as the Orphanage Loffredo of Orphans and Abandoned in Cardito (Naples), the Hospices of abandoned childhood of the Province of Genoa, of the ‘Istituto de’ Trovatelli’ in Palermo, the County Hospices of Bari and Turin. By consulting statutes and scopes of those institutions, we aimed at the reconstruction of how such bodies took the place of family education, and the reasons standing behind the huge number of orphans and abandoned children. Research on papers stored in the State Archive of Lecce proceeds with the examination of further folders about Hospice Garibaldi, such folders represent a practical example of wat was educational activity in those institutes. The analysed documents mainly involve the activities of some sheltered people, with a system of awards and punishments, some papers about re-education of orphans and abandoned, defined as ‘idle and tramp’, sheltered under the authority of the court. Through a comparison of traditional family education between 19th and 20th centuries, we aimed to reconstruct the educational environment of orphans, the reasons why parents delegated education to such institutions, and if this type of ‘family’ managed to substitute to parental education to guide youngsters in entering society in the 19th century.  

Algılanan kolektif süreklilik ölçeğinin (kültürel ve tarihsel süreklilik) Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması

Cultural and historical continuity is a subject that is discussed in many branches of science from the last periods of the Ottoman Empire to the present. However, to what extent individuals perceive cultural and historical continuity has been ignored in the domestic literature. In order to fill this gap in the literature, the research aims to adapt the perceived collective continuity scale (PCC) developed by Sani et al. (2007) to Turkish. The original form of the scale, which included twelve items, consists of two dimensions: perceived cultural continuity and perceived historical continuity. Exploratory (n=249) and confirmatory factor analyzes (n=295) were conducted on the Turkish version in order to test the validity and reliability. According to the results of the exploratory factor analysis, the total variance explained by the two-factor, 10-items Turkish scale form was found to be 72.48%. The fit indices of the first-level and second-level models related to the two-factor model in the original scale showed that the model was confirmed. In addition, the reliability values of the scale were found at a high level. These results revealed that the Turkish version of the scale shows the two-factor structure in its original form. In conclusion, the current research indicated that the Turkish form of the scale (PCC) is a valid and reliable measurement tool that measures individuals' collective continuity perceptions. It is believed that the scale (PCC) will contribute to future studies in many fields such as history education research, identity research, migration research, and social psychology by filling the gap in the domestic literature.

Power relations, preservation and voice. Introducing the special issue on writing histories of education with autobiographical materials

ABSTRACT As an introduction to the Special Issue ‘Power relations, preservation and voice. Writing histories of education with autobiographical materials,’ this article reviews the state of the art of autobiographical work in history of education research. Moreover, it argues that although writing histories of education with autobiographical materials is not a ‘new’ phenomenon, incorporating yet unknown or overlooked sources can bring fresh insights and perspectives to the field. This arises from the potential of autobiographical materials to complement reigning understandings of the past with alternate narratives. Yet, this introduction also points to challenges in working with such materials – particularly when we consider their work in constructing, presenting and performing a particular self. In this introduction, we start by discussing the term ‘autobiographical materials’ and tracing the development of using these kinds of materials in research. We then go on to explore various theoretical and methodological issues around working with autobiographical materials, in relation to production, preservation, access and the intellectual frameworks that we as researchers choose to employ. Finally, we introduce the articles that comprise this Special Issue. As a whole, this Issue offers a careful and considered re-visitation of the challenges and potentials inherent to working with autobiographical materials, further enriching the ongoing debate over power relations, preservation and voice when writing histories of education.

History is critical: Addressing the false dichotomy between historical inquiry and criticality

ABSTRACT This article discusses the false dichotomy between criticality and historical inquiry. We argue that adding “critical” to “historical inquiry” can be interpreted as something distinct, instead of integral, to historical inquiry. It can normalize the idea that historical thinking is not critical, which, in turn, upholds the illusion that historical inquiry research is not inherently ideological or political. It inadvertently reifies a false dichotomy that silos historical inquiry scholarship into two camps: one that is deemed political because it directly engages in criticality and another that is deemed apolitical because it claims objectivity. We make three assertions: historical inquiry is already critical; history education research and critical scholarship share common commitments; and historical thinking should embrace the tension and other forms of knowledge as necessary to developing as a field. We conceptualize this tension as a space of possibility that repairs the marginalization of and centers Black, Indigenous, Latinx, and Asian American knowledge.

Historical research in education: Understanding contemporary situations and conditions through analysis of the relevant history. An Interview with the Lucien Criblez

Lucien Criblez works and researches at the University of Zurich, where he has held the professorship for Historical Educational Research and Educational Policy since 2008. His publication record encompasses more than 28 authored, edited or co-edited books, and countless journal articles as well as book chapters on the history of education, educational policy analysis, school theory and teacher education. Prior to his position in Zurich, Criblez held a professorial position for pedagogy at the University of Applied Sciences and Arts Northwestern Switzerland, where he also served as director of the Institute for Research and Development. Lucien Criblez is one of only few academics who unites theory and practice as he pursued his studies in Bern (1987–1997) and Zurich (1999–2003), while gaining experience in youth work, teacher education and educational administration. He has held multiple public positions related to his areas of expertise.

What We Can Learn From Studying The Past: The Wonderful Usefulness of History in Educational Research

Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.