History Of Education Research Articles

The level of acquisition of historical concepts for tenth and eleventh grade literary branch students from the perspective of history teachers

The purpose of this research is to prepare an appraisal criterion about the pitch of acquisition of historical concepts in the first and second parts of the history book of tenth and eleventh grades of literary branch students. At the same time, displaying the problem of foreshowing the concepts to students by some of teachers in Chamchamal Education Directorate. In order to hit the aim of the research, the researcher used the attributive analysis content method of. First of all, the researcher differentiated all of the historical concepts of the three vessel (pure, interim and spatial) of the first and second parts of the history book of the tenth and eleventh literary branch. Then preparing (60) multiple questions, which (30) questions were prepared for tenth grade students and (30) questions for eleventh grade students for both genders of males and females of the academic year (2022 - 2023). The tenth grade students of literary branch in Chamchamal education consisted of (621) boys and (399) girls, generally, the students of both genders in the tenth grade of literature consisted of (1020) students who were divided into (17) schools. However, the students of the eleventh grade of literature in Chamchamal consisted of (288) boys and (271) girls. In total, the students of both genders in the tenth grade of literary consisted of (559) students who were divided into (20) schools in the abuttals. Thus, the total number of students in the tenth and eleventh grades of literary brunch in governmental schools of the Chamchamal Education Directorate, The number of students in the region reaches (1579) students. It includes (909) male students and (670) female students. Then the researcher assigned the validity and stability of the devices according to Person's equations, arithmetic mean, test (T. test), after verifying the validity of the tool, The researcher used the statistical program (SPSS). As a result, The researcher discovered that all the historical concepts of the first and second parts of the history of the tenth and eleventh grades with all of the three vessel (pure, interim and spatial) and can be used as a criterion and get benefit from them for the other researches.

Valuable determination of the formation of professional competencies of future history teachers

The article investigates the critical importance of cultivating professional competences in future history teachers. It argues that fostering these competences is not just a technical exercise, but a fundamental element in preparing educators who can significantly impact student development and shape their worldview. The purpose of the article is to study the value determination of the formation of professional competences of future teachers of history. The value determination is a fundamental element in the training of professional competent history teachers who are able to effectively influence the development of students and shape their worldview orientations. The article emphasizes the importance of pedagogical skill, encompassing: teaching skill (the ability to design, implement, and assess effective learning experiences in history), innovation (the capacity to adapt and develop new teaching methods to address the evolving needs of students and the educational landscape), reflexivity (the ability to critically self-evaluate teaching practices, analyze student learning outcomes, and continuously improve instruction). By nurturing these interconnected competences, the article proposes that future history teachers will be better equipped to: effectively influence student development (this includes fostering critical thinking, historical awareness, and a well-rounded understanding of the past), shape worldview orientations (effective history teachers can guide students in developing a deeper understanding of the world, their place within it, and the values that shape human societies), adapt to modern educational challenges (the ability to innovate and reflect allows teachers to remain current with evolving pedagogical approaches and address the needs of a rapidly changing world). Overall, the article positions the development of professional competences as a cornerstone in preparing history educators who can significantly contribute to a well-informed and engaged citizenry.

Transforming History Education: Enhancing Student Engagement and Literacy through Interactive Methods

This study aims to evaluate the effectiveness of interactive methods in improving student engagement and historical literacy. The research design was quasi-experimental, involving an experimental group that received education through interactive methods and a control group that received traditional history education. The study was conducted in three high schools in Yogyakarta, Indonesia, with a sample of 500 students. A purposive sampling technique was used, selecting schools based on certain criteria aligned with the research objectives. Data were collected through written tests for pre-test and post-test to measure student engagement and historical literacy, and reinforced with student engagement survey sheets. Data analysis used included descriptive statistics, t-test and ANOVA. The results showed that the use of interactive methods significantly increased cognitive, emotional, and behavioral engagement, as well as students' historical literacy. The experimental group showed a significant increase in all engagement indicators and historical literacy scores from pre-test to post-test compared to the control group which showed minimal changes.The results of this study confirm that interactive methods are more effective in improving students' engagement and literacy in history education compared to traditional methods. The results of this study significantly contribute to the field of history learning by providing empirical evidence on the efficacy of active methods in improving students' engagement and historical literacy. History teachers are encouraged to implement active learning methods to address the low levels of historical engagement and literacy found among students.

Implementation of mapping through ArcGIS using elements of local history for training geography and history teachers

The article is dedicated to the matter of implementing a local history studies component among the students majoring in Geography at higher education institutions, in conjunction with the Geoinformation mapping courses. When studying courses of the major, the students consider the matter of local history studies that allows them not only to get informed about the territory of the native land as a whole but also enables them to create its general geoinformational model. The practical stage of the research engaged the 3rd and 4th year students majoring in Geography and Geography and History at Sarsen Amanzholov East Kazakhstan University. During the experiment, the students created a layout of unique places and tourist zones of their native land. As a result, using region information mapping, the students prepared digital layouts of the East Kazakhstan region, which had not been previously mentioned in the Geoinformational mapping course.

Findings from a European, cross-national project study on service user participation: Implications for social work policy, practice and education

This article reports on a European project that sought to explore the relationships between social work and service user participation, using a five-country (Belgium, Czech Republic, Finland, Ireland and Portugal) case study approach. It revealed areas of comparison and contrast depending upon respective histories of social work development, organisation, education and research that determined forms of service user participation. It is argued that such cross-national case study approaches can enhance our understanding of vital aspects of social work organisation, practice, education and research in the social work research, policy and practice community in areas of service user participation.

Optimizing Travel Insurance Purchase Detection using Predictive Models

What traveler features should be considered when designing airline travel insurance policies, and can predictive modeling enhance the accuracy of purchase predictions? Motivated by the increased need to safeguard investments due to frequent flight interruptions and cancellations during the COVID-19 pandemic and its travel restrictions, we investigate the uptake of flight travel insurance using predictive models. This study applies various machine learning techniques to a dataset consisting of 1,987 travelers, examining whether they purchased travel insurance (a binary classification problem). Performance metrics such as misclassification rate, precision, recall, F-score, and the area under the receiver operating characteristic curve (AUC) are used to assess model effectiveness. The models were optimized using cross-validation on the training data. Among the models tested, eXtreme Gradient Boosting Machine (XGBoost) achieved the highest accuracy rate of 86%, along with the best AUC, precision, recall, and specificity, indicating a 98% accuracy in predicting who will purchase travel insurance. Other robust models, such as ensemble methods and neural networks, also demonstrated strong performance, with similar AUC and precision scores. Features such as annual income, age, travel history, and education history were found to be the most significant predictors, while chronic disease history had little impact. Parsimonious predictive models, using only the most important variables, yielded better performance. Our findings highlight the critical role of predictive accuracy in helping insurers mitigate the financial risk due to travel interruptions.

The Integration of Traditional Values of Pelintau Pencak Silat as a Resource for Local History Education

The traditional values of Pencak Silat Pelintau have not been systematically incorporated into the curriculum as a resource for local history education. The integration of these values is essential for enhancing the relevance of local learning materials and ensuring the availability of indigenous educational resources. This study seeks to explore the integration of Pencak Silat Pelintau’s traditional values into the curriculum as an approach to local history education. Employing a descriptive qualitative research design, the study utilized data collection methods including observation, interviews, and document analysis. Data were analyzed through processes of data reduction, data presentation, and conclusion drawing. The findings suggest that the local wisdom inherent in Pencak Silat Pelintau can be effectively integrated into local history instruction. Within the framework of the Merdeka Curriculum, the topics of the Islamic Kingdoms in Phase E and Colonialism and Indonesian National Resistance in Phase F present appropriate opportunities to incorporate the stories and values of the Pelintau Pencak Silat tradition. This integration enables students to develop a deeper understanding of local history while internalizing key values such as honesty, discipline, cooperation, simplicity, politeness, courage, and resilience—values that contribute to shaping positive attitudes and behaviors in students' personal and social lives. Abstrak: Nilai-nilai tradisional Pencak Silat Pelintau belum diintegrasikan secara sistematis ke dalam kurikulum sebagai sumber pembelajaran sejarah lokal. Integrasi nilai-nilai ini sangat penting untuk meningkatkan relevansi materi pembelajaran lokal dan memastikan tersedianya sumber daya pendidikan yang bersifat lokal. Penelitian ini bertujuan untuk mengkaji integrasi nilai-nilai tradisional Pencak Silat Pelintau ke dalam kurikulum sebagai pendekatan dalam pembelajaran sejarah lokal. Dengan menggunakan desain penelitian kualitatif deskriptif, penelitian ini mengumpulkan data melalui metode observasi, wawancara, dan analisis dokumen. Data dianalisis melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kearifan lokal yang terkandung dalam Pencak Silat Pelintau dapat diintegrasikan secara efektif ke dalam pengajaran sejarah lokal. Dalam kerangka Kurikulum Merdeka, topik-topik mengenai Kerajaan Islam pada Fase E serta Kolonialisme dan Perlawanan Nasional Indonesia pada Fase F menjadi peluang yang tepat untuk mengintegrasikan cerita dan nilai-nilai tradisi Pencak Silat Pelintau. Integrasi ini memungkinkan siswa untuk memperoleh pemahaman yang lebih dalam mengenai sejarah lokal sekaligus menginternalisasi nilai-nilai penting seperti kejujuran, disiplin, kerjasama, kesederhanaan, kesopanan, keberanian, dan ketangguhan—nilai-nilai yang berkontribusi dalam membentuk sikap dan perilaku positif dalam kehidupan pribadi dan sosial siswa.

Chronological Versus Thematic History Teaching Debate: Analysis of the Ghanaian Primary School History Curriculum

Whether history educators should teach history chronologically or thematically is one of the long-lasting debates in history education. We depended on the content of the Ghanaian primary school history curriculum to conduct a qualitative content analysis to assess the organization of contents in the curriculum in alignment with the chronological and thematic approaches to history teaching. Our analysis revealed that the Ghanaian primary school history curriculum designers adopted a mixed-method approach (chronological and thematic) of history teaching. Thus, they arranged the major themes and topics thematically but largely organized the sub-topics and themes chronologically. In implementing the curriculum, teachers should adopt pedagogical practices that support a mixed approach (thematic and chronological) to history teaching. We recommend that textbook authors design their materials in alignment with the principles of the two approaches of history teaching to promote historical understanding, critical thinking, and understanding of historical events in order of cause and effect. Combining the two approaches helps balance the shortfalls and the strengths of the two approaches to history teaching.

Использование имитационных игр в обучении студентов-историков в парадигме культурно-исторической психологии: постановка проблемы

<p>The article explores strategies for enhancing the effectiveness of training by fostering student engagement and motivating participation. The use of game-based techniques aims to boost students' motivation toward the material being studied. This approach is grounded in the principles of cultural and historical psychology as articulated by L.S. Vygotsky. It offers a theoretical framework for understanding differences not only in intercultural psychology but also in intertemporal psychology, as it enables the examination of psychological phenomena within specific historical, social, and cultural contexts. The article highlights the search for methods to increase motivation and the development of students' subjectivity and positionality. It provides examples of dialogue simulation games used in training, including historical reconstructions, mock trials, cultural immersion, and the Reacting to the Past initiative. Additionally, the article discusses the technologies involved in the preparation and implementation of these activities. This article provides an overview of research focused on the relationship between games and education. It highlights that participation in such games enhances both general and specialized skills and abilities among students, fosters a positive attitude toward learning, and deepens respect for history as a discipline. This approach allows for a theoretical understanding of facts grounded in historical context, helping to overcome the schematism and empiricism often associated with traditional school education. The methodology of simulation games enables students to explore the differences between the present and the past. These games encourage students to recognize and understand the unfamiliar realities of history, as well as the diverse ways of thinking that characterized people from different eras and cultures. The article concludes that well-designed educational games significantly increase the likelihood of achieving desired educational outcomes and contribute to the overall improvement of quality in higher education. The experiences shared regarding the use of role-playing or simulation games illustrate the potential of cultural-historical psychology as a valuable resource in history education.</p>

Value-semantic approach in higher pedagogical education: problem statement

Introduction. The research problem: internal reference points related to the value-semantic bases of both pedagogical activity and university training are insufficiently updated (actualized). The aim of the study is to justify the need to implement a value-semantic approach in the professional training of future teachers and to determine the value-semantic orientations of pedagogical university students.Materials and Methods. The methods of qualitative research were used: theoretical (analysis of monographs and scientific articles in issues related to pedagogical activity, pedagogical training and professional training of a teacher), empirical: analysis of TSPU students’ essays "My pedagogical history" in order to identify students’ value-semantic aspects of both the teacher's activity and their personal meanings and attitude to the profession.Results. Anthropological and humanitarian contexts of education development draw increasing attention to the value-semantic training of teachers and search for their own meaning of pedagogical activity. The idea of practicing different models of joint activities at the university can form the basis of meaningful pedagogical activity. Three semantic accents have been found in students' essays expressing their attitude to the teaching profession and influencing self-determination: neutral attitude (excess of personal meanings), unconscious or unshaped attitude (unshaped meanings), conscious positive attitude (meaning generation, personal position formation).Discussion and Conclusions. In the context of pedagogy of joint activity, different ways of goals formation and ways of organizing teacher training at a pedagogical university are highlighted. It is this context that enriches the value-semantic sphere of the future teacher and allows moving from the perception of the pupil as an object of pedagogical influence to seeing him as a co-executor, then as a significant and influential participant of activity. Professional teacher training in higher education should be organized to make the future teacher appreciate not only the pupil and interaction with him, but also his own personality and professional development.

A Study Abroad Immersion and Reflection of American Liberal Arts Students in Cyprus

Ensemble tours abroad, with a liberal arts focus, provide a rich, unique, and highly educational opportunity to make music while experiencing the history, people, language, and culture of another country. Pre-tour preparation, however, requires research and a trusted relationship between the director and the host to ensure that the musicians in both countries enjoy the same degree of excitement and desire to learn from one another. The following article is research that was conducted for an American college wind ensemble tour to Cyprus. In addition to reviewing several books and journals, the authors listened to hours of classical, folk, and popular Cypriot music that provided a wealth of historical knowledge in addition to a comprehensive introduction to the aural history of Cyprus. The article includes a brief history of Cyprus, the history and development of music, song, dance, and music education in Cyprus, a brief history of wind bands in Cyprus, and the reflections of the students who participated in the tour.

Egyetemi kurzusok a történelmi korszakok tanításáról az általános és a középiskolában – a történelemdidaktika szemszögéből

The article makes suggestions for the university courses ‘Th e teaching of Ancient / Medieval and Early Modern / Modern / Contemporary History in primary and secondary schools’ from the perspective of the didactics of history. The first part of the study presents the problems and the methods of content selection. This activity is largely absent from the Hungarian teachers’ practice, which closely follows the content of textbooks. The second part focuses on the importance of prior knowledge in the teaching of history and shows how it can be incorporated into classroom practice. The third part proposes activities related to the sources used in history teaching, with an emphasis on audiovisual media, which have a great appeal for young people today.

Persepsi Mahasiswa PPGMI terhadap Relevansi Sejarah Kebudayaan Islam dalam Menanamkan Nilai-nilai Karakter Religius

The study of Islamic Cultural History (SKI) in higher education, particularly in the PGMI program, plays a significant role in shaping students' religious character. This research aims to explore the perceptions of PGMI students on the relevance of SKI in instilling religious character values. The study used a qualitative method with a case study approach. Data were collected through in-depth interviews, observations, and documentation of third-semester PGMI students at UIN Raden Intan Lampung. Data analysis was conducted using the Miles, Huberman, and Saldana model. The results show that students view SKI not only as a course that provides historical knowledge but also as a medium for internalizing Islamic moral and spiritual values such as honesty, patience, and discipline. Students are inspired by the exemplary behavior of Islamic figures and are motivated to apply these values in their daily lives, both in worship and social interactions. The study concludes that SKI effectively contributes to shaping students' religious character, making them more concerned with noble ethics and more disciplined in performing religious duties.

PRIORITY AREAS FOR DEVELOPING FUTURE HISTORY TEACHERS' KNOWLEDGE OF THE LAWS OF THE HISTORICAL PROCESS BASED ON A HERMENEUTIC APPROACH

In this article, the effectiveness of future history teachers' knowledge development based on the hermeneutic-cognitive technology, hermeneutic-cognitive technology, and the hermeneutic approach is studied. Also, the hermeneutic approach and its importance in developing the knowledge of future history teachers about the laws of the historical process are analyzed.

Pass/failure on the memory validity profile: one size does not fit all

ABSTRACT This study sought to determine the influence of various demographic variables on pass/failure on a pediatric performance validity test, the Memory Validity Profile (MVP) in a mixed clinical sample (n = 393; 62% male, 62% White, median age 11 years). Children who failed the MVP (n = 72, 18%) according to a uniform cutoff of ≤30/32 correct were younger and were more likely to have a special education history than those who passed it (n = 321, 82%). There were no statistically significant group differences on other variables such as sex, race, parental education, history of treatment for ADHD or other psychiatric disorder. Possible false positive findings were relatively most common in children under the age of 10 years and in children who received special education services under the Physical/Other Health Impairment or Speech & Language Impairment qualifications. We conclude that a uniform cutoff for pass/failure on the MVP across any and all ages and diagnostic categories is ill-advised. Instead, we recommend the development of various adjusted cutoffs for this test that maintain 90% specificity at both ends of the age spectrum as well as with different medical or developmental conditions.

Developing Digital Competencies for Primary School Students through Teaching History and Geography

Digital competence of students is understood as the ability to effectively use information and communication technologies to access, manage, and create information in a digital environment. This competence not only enables students to perform learning tasks efficiently but also equips them with essential skills to adapt to an increasingly technology-dependent society, allowing them to contribute positively to their communities and develop personally in the digital age. The purpose of this paper is to explore measures for developing digital competence among elementary school students through the subjects of History and Geography. A qualitative research methodology was employed to examine relevant literature. Based on this analysis, several measures have been proposed to enhance digital competence for students, including: 1) establishing learning objectives that promote digital competence; 2) selecting instructional content that provides opportunities for developing digital skills; and 3) utilizing teaching methods and techniques that foster digital competence through the teaching process in History and Geography. This document serves as a valuable reference for researchers and elementary educators in the context of digital transformation in education.

The Summoning of the Muses: Transporting a History Class into the Studio

Teaching art history in a Department of Visual Communication (VC) can be challenging for any instructor. VC students tend to be very practically oriented, so engaging them in theoretical subjects requires that the instructor demonstrate the relevance of those subjects to their actual practice. An experimental second-year course titled “Mythological Narratives in Art and Design” introduced a practical approach to theory that made the subjects more appealing to VC students. It utilized the technical knowledge they had acquired in previous studio classes to interpret the theoretical subjects with a view toward creating their own artistic expressions. The course methodology relied on John Dewey’s theory of meaningful learning and Jürgen Habermas’s tri-dimensional conception of knowledge. In accord with Dewey’s usage of prior experience in the process of learning and Habermas’s technical, practical, and critical dimensions of knowledge, the students’ professional skills, acquired in four semesters of workshops and studio classes, were harnessed to approach the classical narratives and artworks. The students channeled their technical knowledge into practice, basing their final artistic project on their theoretical research and completing it using their professional skills. The current paper argues that this practical approach to the teaching of art history in schools of design is more effective, as it engages students’ attention, keeps them creative throughout the learning process, and makes the studies of humanities relevant and meaningful to their practice.

The Utilization of Historical Sources In History Learning: The Press During The Indonesian National Movement (1907-1912)

The utilization of historical sources, particularly newspapers from Indonesia's National Awakening period (1907–1912), holds significant value in history education. Newspapers such as Medan Prijaji, Bintang Hindia, and Sinar Djawa played a pivotal role in fostering national awareness and advocating for independence during colonial rule. These sources serve not only as historical records but also as tools for understanding the development of nationalist ideologies, public mobilization, and the socio-political dynamics of the time. Incorporating these sources into history education allows students to critically analyze primary documents, evaluate the authenticity of historical narratives, and connect past events with contemporary issues. The process of applying historical methods—heuristics, source criticism, interpretation, and historiography—enhances students' analytical skills and deepens their appreciation for the nation's struggles. However, challenges such as limited access to archival materials and the lack of teacher training hinder the effective use of these resources. Digitalization of archives and professional development for educators are key solutions to overcoming these barriers. Overall, the integration of historical newspapers from the National Awakening period enriches history education by fostering critical thinking, connecting students with their heritage, and promoting a deeper understanding of Indonesia’s historical trajectory and its relevance to the present.

The Memory-Method-Perspective Model: Three Dimensions to Thinking Historically

Historical thinking is an integrative and reflexive process, yet existing pedagogical frameworks often isolate its components, leading to conceptual fragmentation. This study introduces the Memory-Method-Perspective (MMP) model as a synthesis-oriented alternative to Seixas’ influential six-part model. Anchored in the philosophies of Collingwood and contemporary cognitive theories, the MMP model reframes historical thinking into three interactive dimensions: Memory, encompassing substantive and procedural knowledge; Method, which ensures analytical precision and contextual interpretation; and Perspective, fostering ethical and critical reflexivity. The model’s triadic structure provides a unified lens through which historical inquiry transcends procedural rigidity to engage with the past as a dynamic interplay of thought, action, and moral reflection. By emphasizing integration and ethical responsibility, the MMP model not only addresses the fragmentation in contemporary historical education but also equips educators and students with tools to combat misinformation and cultivate nuanced historical consciousness. This work invites further dialogue on the philosophical and practical implications of holistic frameworks in history education.

History education in Portugal (a 25-year overview)

This article aims to root history education in Portugal, which is interlinked with Isabel Barca’s efforts to enhance the discussion about the relationship between history, history epistemology and situated cognition. By the late 1990s, history education had begun to be taught at the University of Minho under the influence of the Anglo-Saxon paradigm, mainly Lee, Ashby and Shemilt’s ideas. Important milestones were, in the 2000s, the creation/coordination by Isabel Barca of: (1) an academic master’s degree related to history teaching; (2) the HiCon projects (2003–11), focused on deepening knowledge about Portuguese teachers’ and students’ historical thinking and historical consciousness; and (3) the Jornadas Internacionais em Educação Histórica (International Journeys of History Education), conceived to share results with national and international researchers, and that contributed to building bridges with other academies, namely in Brazil. History education has influenced Portuguese history curricula since 2001 (apart from the years 2011–2015, when there was a right-wing shift), and has inspired the competencies in history oriented to develop students’ historical thinking. As the new curricula and paradigms in history teaching were challenging to school teachers, Barca has inspired the Portuguese History Teachers Association to promote several scientific events and continuing professional development since the 2000s. This was how her workshop classroom model based on history education (the ‘aula-oficina’) became known among teachers, and contributed to practice changes in schools. Through the years, Portuguese history educationalists have continued to deepen knowledge in this area, and to share the results in national and international academic communities, and also with school teachers.