History Of Education Research Articles

Adult head circumference and the risk of cancer: a retrospective cohort study.

Cancer-related genes and pathways have recently been implicated in a genome-wide meta-analysis of head size. In the current study, we aimed to evaluate the association between adult head circumference and the risk of cancer. This is a cohort study using data from the Hong Kong Osteoporosis Study, where 1,301 participants aged 27-96years with head circumference measured between 2015 and 2019, and without a history of cancer, were followed up to 15 January 2024. Incident cancers were identified using electronic medical records from a territory-wide database. Hazard ratios (HR) and 95% confidence intervals (CI) were estimated using Cox proportional hazards regression, adjusting for age, sex, height, weight, education, smoking, alcohol drinking, physical activity, and family history of cancer, as well as accounting for familial clustering. The median head circumference was 53cm (interquartile range [IQR]: 51-54) and 54cm (IQR: 53-55) for women and men, respectively. During a median follow-up of 6.9years, 66 individuals were diagnosed with cancer. In the adjusted model, a larger head circumference was associated with an increased risk of any cancer (HR per cm increase: 1.17; 95% CI 1.00-1.36). Results remained similar when adjusting for waist-to-hip ratio instead of weight or when additionally adjusting for serum calcium and phosphorus levels. When stratified by cancer sites, head circumference was most strongly associated with colorectal cancer (HR per cm increase: 1.81; 95% CI 1.14-2.90) and prostate cancer (HR per cm increase: 1.58; 95% CI 1.16-2.16). Head circumference is positively associated with the risk of cancer independently of height, weight, and other cancer risk factors.

Pioneering Modern Education in Aceh: The Historical Portrait of Native Teachers’ Struggle in the Oetoesan Goeroe Newspaper (1926–1930)

ABSTRACT Dutch colonial rule in Aceh used modern education as a pacification strategy, aiming to solidify their control. This research analysed the Oetoesan Goeroe newspaper to reconstruct the history of education and native teachers’ struggles. This qualitative research employs the historical method and critical discourse analysis to analyse texts in Oetoesan Goeroe. The study highlights the complex relationship between the colonial government and the Acehnese community, characterised by distrust and resistance. The implementation of modern education was hindered by language barriers, cultural resistance and a lack of resources. Despite these obstacles, native teachers advocated for their rights and educational improvement through Oetoesan Goeroe, highlighting their resilience and agency in a challenging colonial context. The study emphasises the interplay of power, resistance and cultural dynamics in shaping educational development in colonial Aceh, providing insights into the historical struggles of native teachers and the complexities of implementing modern education.

The Role of AI in Historical Simulation Design: A TPACK Perspective on a French Revolution Simulation Design Experience

This study explores the integration of generative artificial intelligence (GenAI), specifically ChatGPT, in designing a historical simulation of the French Revolution for eighth-grade students. Using the technological pedagogical content knowledge (TPACK) framework, the research examines how GenAI facilitated and obstructed the creation of an immersive educational experience, addressing the challenges and opportunities it presents. The study employs an explanatory case study methodology combined with autoethnographic elements, capturing the dynamic interplay between AI tools and educators in the design process. The simulation incorporated faction-based role-playing to engage students in historical decision-making, influenced by both pre-revolutionary and revolutionary events. GenAI played multiple collegial roles in the design process, including as a subject matter expert, game mechanics designer, and content communicator, enhancing efficiency and creativity. However, its limitations—such as unverified information, anachronisms, and biases—necessitated careful consideration, drawing on content matter expertise and knowledge of curriculum and class context. Findings indicate that the effective use of GenAI to assist simulation design requires a robust integration of content knowledge, technological proficiency, and pedagogical strategies within the TPACK framework. The study contributes to emerging research on AI’s role in pedagogical design process, with implications for history education and beyond.

La formación inicial docente en los Estudios Sociales: estudio de caso de una universidad privada de la zona Sur de Costa Rica (USCR)

This article presents the data from a case study on initial teacher training in a Costa Rican university. For the analysis, we started from the study category of Initial Teacher Training, which is understood as a line of research in the didactics of history for decision-making and reflection in practice (Añahual and Jara, 2021). The methodological strategy corresponds to a text analysis matrix for the interpretation of the components of the official curriculum, as well as open coding and triangulation of curricular documents. It is concluded that the initial training model transitions between the categories of the technical and practical curriculum, but is mostly technical, in that a model predominates over the teaching of traditional Social Studies.

Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies

ABSTRACT In (post)-conflict contexts, the development of cross-border history education resources from multiple perspectives has been proposed as a way of working that can contribute to reconciliation. However, developing and implementing such a resource is challenging in contexts of recent conflict when perspectives on the past are so divided between countries. In this paper, we aim to better understand what hinders and what helps multinational teams in collaboratively developing cross-border history textbooks and resources. To answer this question, we interviewed 14 authors and editors of cross-border history resource initiatives from different parts of the world. As a result, we distinguish four levels of the context that makes each project unique: the political context, the collaboration process, the content of the resource, and the implementation of the final product. Though conditions differ across projects, the importance of support and collaboration, and the difficulty of sensitive topics and implementation in practice were common themes across projects. We provide advice for future projects and suggestions for future research on these cutting-edge projects.

Technical Education in Bolivia 1825–1900: Ideas, Achievements and Obstacles to Development

ABSTRACT This paper argues that the failure to implement state technical education in Bolivia was one of the reasons for the country’s economic backwardness. The work makes a key contribution to the history of Bolivian education as it studies aspects not dealt with in the literature so far. First, it details the chronology of the development of technical education in Bolivia and analyses the types of education offered by the State. Second, it looks at the scope of the technical education that was available and whether this adapted to the need for specialised labour that the country’s production activities – which were still pre-industrial – may have had in the nineteenth century. Primary archival sources and periodical publications of the time have been used for this analysis.

O ENSINO DE HISTÓRIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UMA PESQUISA EM ESTADO DA ARTE

This article presents the results of a state of the art survey about history teaching in the early years. It was developed by a bibliographic discussion whose major objective was to map the main problems of this stage of schooling. This text discusses the Pedagogy path from the 1970’s to the publication in 2006 of the National Curriculum Guidelines for the undergraduate course in Pedagogy and the methodological experience that conducted the development of this survey. Five topics had been defined for analysis: gender; training and experience; civic traditions; educational and social appreciation. These were discussed based on the Historical-Critical Pedagogy and the difficulties involving teachers training in Brazil today.

Critical thinking and AI: Enhancing history teaching through ChatGPT simulations

This work investigates the incorporation of ChatGPT into history education to enhance critical thinking and promote student engagement. A qualitative research design was utilized in this study. The interactions of 40 students with ChatGPT, which mimicked conversations with Simón Bolívar, were examined. Thematic content analysis was used to assess these interactions. The results demonstrate significant progress in students' critical thinking skills, understanding of history, and overall participation. Students exhibited enhanced analytical capabilities and a deeper comprehension of historical events, particularly related to the concept of sustainable development. The results indicate that ChatGPT serves as a valuable resource for enhancing history education. Through the promotion of critical thinking and involvement, it contributes to the development of creative and inclusive educational settings. This research offers a detailed examination of the educational potential inherent in artificial intelligence, highlighting its capacity to revolutionize conventional history teaching methods and equip learners with the skills necessary to confront global challenges.

Science learning as a rich, complementary interplay between symbolic, embodied, and emotional aspects of learning

ABSTRACT This discussion paper explores the complementary contributions of symbolic, embodied, and emotional ways of knowing in science. Drawing on scholarship from the history of science, neuroscience and education, we note that whilst symbolic forms of knowing have long been privileged, contemporary research points to the integral contributions of physical and emotional experiences to produce a rich, conceptual understanding. Next, we introduce our complementary contributions model of science learning in which we assert that symbolic, embodied and emotional forms of knowing intersect and overlap. Here we acknowledge that non-symbolic ways of knowing can be difficult to articulate and evaluate, and subsequently may be seen to be of secondary importance. Fortunately, many educators do seek to promote embodied and emotional ways of learning and we examine one such museum-based project – Future Inventors – and reflect on its activities through the lens of the complementary contributions model. Further, we review evaluation data from the project to identify design features which appear key in fostering a multi-modal approach to science learning. We end by arguing that if we do not support embodied and emotional forms of knowing alongside the symbolic, we will fail in our efforts to support enduring and generative forms of science understanding.

Premenstrual Syndrome: Non-pharmacological Management and Recommendations

Premenstrual Syndrome (PMS) is characterized by physical, behavioral, and psychological symptoms that manifest during the premenstrual phase. Symptoms include irritability, mood swings, anxiety, depression, fatigue, sleep disturbances, difficulty concentrating, bloating, and headaches. PMS symptoms can adversely affect women's daily activities and disrupt their social relationships. In students, it can lead to a decline in academic performance. In Turkey, the prevalence of PMS is 52.2%, and globally, approximately one in every two women is affected by PMS. While the exact etiology of PMS remains unclear, hormonal and neurotransmitter interactions are believed to play a role. Factors such as educational level, socioeconomic status, dietary habits, stress levels, and family history of PMS may contribute to its development. Although there is no specific blood test for diagnosing PMS, diagnosis can be made by monitoring symptoms and assessing their adherence to specific criteria. Non-pharmacological management of PMS includes lifestyle modifications, traditional and complementary medicine practices, psychotherapy, support systems, and patient education. This review aims to enhance awareness among healthcare professionals regarding non-pharmacological management and recommendations for PMS, aiming to develop effective intervention strategies.

Development of local history learning model based on value clarification techniques to strengthen ethnic identity

This article is intended to find solutions related to the lack of adequate history learning to strengthen ethnic identity and maintain social harmony in a multicultural society through the development of a local history learning model based on the value clarification technique (VCT). The learning model is achieved through research and development using the Plomp model. The learning model goes through an expert validation process, including experts in local history teaching materials, experts in value education, experts in ethnic identity and Saminism, and experts in developing learning models. Furthermore, the learning model was tested on 30 students as participants with a pre-experimental pre-and post-tests one group design. The data collection technique was carried out through the distribution of questionnaires. Data analysis was carried out using descriptive statistics and inferential analysis was performed using a t-test. The results of the t-test showed a significant strengthening of ethnic identity after the trial. The local history learning model based on the value clarification technique (VCT) can strengthen ethnic identity and maintain social harmony. The development of this learning model is possible if history lecturers have experience related to relevant ethnic studies.

PERAN GURU KREATIF: IMPLEMENTASI SMART TABLETS UNTUK MATERI IPAS TENTANG SEJARAH KERAJAAN DI INDONESIA

The purpose of this study is to outline how innovative educators are utilizing smart tablets as a teaching tool for Natural and Social Sciences (IPAS) content pertaining to Indonesian kingdom history at MIN 1 Banyumas. Twenty-five fifth-grade kids made up the sample used in this study. Purposive sampling was the method employed to choose students who participated in science education using smart tablets. This study used documentation, teacher and student interviews, and observation as data gathering methods. Interviews were conducted to see how teachers and students felt about using smart tablets, observations were made to observe how technology was used in the classroom, and documentation was done to back up the findings. To thoroughly explain the use of smart tablets in Indonesian royal history education, the gathered data was examined using a qualitative descriptive methodology. According to the study's findings, using smart tablets can help teachers develop more engaging and interactive lessons while also boosting students' enthusiasm and engagement with royal history content. Teachers can use technology in innovative ways to help pupils grasp difficult subjects. According to the study's findings, MIN 1 Banyumas' use of smart tablets in science instruction has improved student engagement, learning quality, and digital literacy

PERAN FILSAFAT DALAM PENGEMBANGAN TEORI PENDIDIKAN THE ROLE OF PHILOSOPHY IN THE DEVELOPMENT OF EDUCATIONAL THEORY

The relationship between philosophy and educational theory has always been an intriguing subject, especially for those who delve deeply into educational studies. To explore the vast field of educational theory, philosophy plays a key role in helping educators and thinkers develop and understand educational theories. This paper, through a literature review, aims to explore the connection between philosophy and educational theory, drawing on various theoretical approaches and findings from prAevious authors. Philosophy influences the development of other fields of knowledge, and this forms the horizontal relationship between philosophy, including philosophy of education, and other branches of knowledge. In a vertical sense, philosophy of education is connected to other fields, such as educational science and the history of education. The results of this study conclude that philosophy's role in educational theory provides a profound contribution to discovering the truth in educational theories, thus making education not only a scientific discipline but also offering practical benefits in its implementation.

Historical thinking skills from the perspective of high school students in Vietnam

The transition from treating history as a "secondary" subject centered on rote memorization to the development of historical thinking represents a significant shift in Vietnam's national history curriculum implemented in 2022. This change poses challenges for teachers and students as they adapt to a more analytical and interpretative approach to history education. This study explores the application of Peter Seixas’s historical thinking model integrated with visualization techniques to enhance high school students’ historical thinking skills. A quantitative research design was employed involving Likert-scale surveys and statistical analysis of experimental data collected from 448 students across five high schools in Hanoi, Vietnam’s capital. The findings highlight that using visualization techniques fosters deeper student engagement with historical content allowing them to critically analyze, interpret, and synthesize historical information. Students demonstrated improved abilities to assess historical complexities and apply historical knowledge to real-world contexts, significantly advancing their educational outcomes. This study underscores the importance of equipping students with historical thinking skills to navigate an increasingly complex and interconnected world. The research offers practical insights for teachers, policymakers, and curriculum developers to optimize history teaching practices. This method enhances the broader effort of improving Vietnam's history education system and promoting critical thinking in students by coordinating teaching strategies with present educational objectives.

Shaping Minds and Societies: The Legal History of Education in China

This paper seeks to present a legal study of the educational systems in China as well as to establish legal developments of laws and policies and its reforms within China’s educational systems. Starting with the imperial education laws based on the Confucianism which largely stressed the imperial order and helped to select bureaucratic officials, the discussion proceed with the education laws of the republican era, with founding of the People’s Republic of China (PRC) in 1949, and with the modern legal changes for education aimed at extending, equalizing and enhancing education. In the case of education, laws were passed and implemented mainly as social engineering policies to fight illiteracy; to incite an increased enrolment of children into primary schools, and to address inequity. Another major step was made in 1986 when the National People’s Congress adopted the Education Law regulating compulsory education as the right of every citizen, establishing nine year compulsory education, and placing education at the priority level of the state. In 1990s and 2000s, educational reform aimed at the improving parity between urban and rural schooling, development of technical and vocation education and training (TVET) higher education and private sector education (PSE). At the same time, curriculum content was made standardized to improve its quality, including rules for enhancing the quality of the teaching staff and for determining the rights and obligations of educational institutions. The government’s more recent of the Double Reduction Policy of 2021 is an attempt at relieving academic pressure and tackling the socioeconomic issues surrounding private tuition.However, the following factors are attained hence a mode of concern; There has been a continued trend in inequalities between the urban and the rural areas, education has not been universal and is still indifferent between the quality it provides to the students now and then, laws remain to be enacted due to China’s orientation of becoming more international and technologically intelligent. Thus, in the course of this paper, these current issues are discussed and the prospects for future development of education law in China are analyzed, focusing on the fact that, while maintaining the proper balance of state regulation, the state’s goals should correspond to the various orientations for the development of education for the population.

Don’t Set Goals, Set Systems: Using Decoding the Disciplines and Students as Partners to Strengthen a History Department and its Teacher Candidates

This case study presents the development of a system that integrated two strands of SoTL research—Decoding the Disciplines and Students as Partners—into a secondary history teacher preparation program. This system simultaneously refined teaching in undergraduate history courses and provided authentic learning experiences for secondary education teacher candidates. The system involved partnering a teacher preparation course with an undergraduate history course. Teacher candidates interviewed students from that history course to decode bottlenecks in their historical thinking. Teacher candidates then suggested instructional changes faculty could implement to respond to surfaced bottlenecks. This study explores how the connection between Decoding the Disciplines and Students as Partners can address the gap between university instruction and secondary teaching. It further describes how teacher candidates applied the decoding paradigm to analyze learning in undergraduate history courses and proposed curricular improvements. The study reflects on the benefits of this system for stakeholders, including teacher candidates, student researchers, history faculty, and undergraduate students taking history courses. Teacher candidates benefited from the practical experiences of decoding research, including eliciting learning cognition, assessing learner needs, and responding instructionally. Student research partners gained experience in data management and mixed-methods research while providing a valuable perspective as co-analysts. History faculty gained opportunities to have the cognition of their students systematically examined and receive recommendations for improving instruction. Finally, undergraduate students collectively benefited from improved instruction in history courses. This adaptable system could extend beyond history departments into other disciplines, especially in contexts that train secondary teachers.

Researching history education in Canada: plus ça change?

This article explores history education research in Canada by analysing three important studies conducted prior to 1970. The article considers how history education has shifted across these reports and what questions and problems remain stubbornly consistent and contemporary in history classrooms, despite regular interventions, reforms, papers, studies and curricular initiatives. The three research projects discussed in this article provide glimpses into how research on history education in Canada has been conducted, and what assumptions, questions and beliefs have driven it. In comparing these three studies, the article identifies important continuities and changes for Canadian history education researchers over time. In thinking across these three studies, the article also identifies and reflects on what paradigms of educational thought are present in each case, and how the socio-cultural-political context they were conducted in shaped the research. The article argues that each of these three studies reflects key debates in educational theory, including questions about progressive education and the civic and citizenship function of history education in society. The article also raises questions and issues for researchers interested in conducting national studies of history education in other national contexts with similarly decentralised education systems. Finally, the article addresses what might be learnt by current history education researchers doing similar work today.

A structural and functional differentiation of knowledge for the history curriculum

ABSTRACT Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certain basis of orientation knowledge is needed to achieve the key targets of the history curriculum. Consequently, it is difficult for curriculum developers to select knowledge for history teaching. The aim of this article is to scaffold curriculum developers’ content selection by proposing guiding questions. It aggregates and elaborates theories of knowledge in the field of history education. Young and Muller’s concept of powerful knowledge is applied to the subject of history teaching. Arguments for a structural differentiation of vertical and horizontal discourses are presented. Also, the functional aspect of history teaching is elaborated by relating three purposes of education to knowledge selection.

Exploring Colonial Interactions with Indigenous Knowledge Traditions: A Case Study of Calcutta Sanskrit College

The Calcutta Sanskrit College occupies a central position in the history of Indian education, representing a nuanced synthesis of tradition and modernity. This study examines its profound significance within the socio-cultural and educational context of colonial India. Established in 1824, the institution was founded with the principal aim of revitalizing and safeguarding the Sanskrit language and its extensive literary corpus, thereby contributing to the preservation of indigenous intellectual traditions. Central to its functioning were the learned Pandits, distinguished scholars of Sanskrit who were instrumental in maintaining the continuity of ancient knowledge systems. The paper further explores the internal debates within the College concerning the incorporation of English alongside Sanskrit, a linguistic contention emblematic of the broader dialectic between tradition and modernity. These debates provide critical insights into the complex dynamics of colonial interventions, cultural identity, and the transformation of educational paradigms. The narrative of the Calcutta Sanskrit College thus reflects the broader trajectory of educational reform in colonial India, where languages, ideologies, and traditions intersected to shape the intellectual landscape of the nation. The institution emerges as a symbol of India’s enduring commitment to the preservation and adaptation of knowledge amidst a period of profound change.

(De)centering the human in teaching ecological perspectives in history: stories of pioneering teachers in South Korea

This study explores the integration of ecological perspectives into history education by pioneering teachers in South Korea. Drawing from more-than-human histories, the research investigates the perceptions and instructional approaches of secondary school history teachers who emphasize the interconnectedness of humans and non-humans. Utilizing semi-structured interviews and curriculum analysis, the study reveals tensions between teachers’ critiques of anthropocentrism and their human-centered pedagogical practices. Findings indicate that while these educators advocate for transformative ecological education, they often revert to emphasizing human actions and control. This research calls for the need for a holistic approach that transcends human-centered narratives in history education to address ecological crises effectively.