Teaching Of History In Schools Research Articles

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

“I ask different questions to my students now”: An inquiry into the role of textbooks for the teaching of historical thinking in Basque secondary schools

Starting from an analysis of the Basque competence-based secondary school history textbook EKI and the perceptions of teachers using it, these pages aim at investigating how history teachers relate to the textbooks they use in the classroom and the role these teaching materials play in the promotion of deeper historical understanding of their students. The Baque case offers a good opportunity to see how competence-based teaching materials are used to teach historical competences and how they may have affected the teaching of history in Basque secondary schools. Two main research questions are addressed: how this competence-based textbook integrates historical thinking skills and how it affects teachers´ understanding of history and teaching practice. The results suggest that theoretical reflections on historical thinking and epistemic questions have not permeated school teaching practices yet; however, the textbook does introduce students into historical thinking concepts and has produced changes in teachers’ practices. Besides, this research has detected the interest of further investigating how we deal with historical thinking in the everyday practice of increasingly diverse classrooms.

POSSIBILITIES AND ROLE OF HISTORICAL LITERATURE IN INCREASE COGNITIVE ACTIVITY OF STUDENTS DURING TEACHING HISTORY OF AZERBAIJAN

First of all, the article talks about the role and possibilities of modern literature on the history of Azerbaijan in the development of students' cognitive activity in the teaching of Azerbaijani history in higher schools. Scientific studies and experience show that increasing cognitive activity is of great importance in the teaching of Azerbaijani history lessons. During the research, it is known that there is no specific literature prepared for the analysis of the problem of increasing cognitive activity in the teaching of Azerbaijani history in Higher Schools. However, even if it is not specific, this issue is brought to the fore and highlighted in all the literatures, teaching aids and textbooks that we have analyzed.

Resisting racial police warfare through radical history

This piece foregrounds the critical role of historical knowledge in animating and determining contemporary strategies to resist institutional racism and militarised policing. Modern (neo)liberal myths about the post-racial and non-martial character of policing in Britain rely heavily on historical erasure. This is evidenced by recent policy‐based drives to enforce ‘impartiality’ and ‘inclusion’ when teaching history in schools. A resulting politics of forgetting renders invisible the routinised and normalised status of racially determined forms of militarised policing, thus enabling contemporary expression of racial police warfare to be downplayed as exceptional, marginal and aberrational. Southall Resists 40 (SR40), a community-led project in Southall, West London, challenged such forgetting by publicly narrating Southall’s history of racism and resistance in a way that showed how it speaks to the now. The historical work of SR40 unsettles hegemonic myths about the police as an ‘impartial service’.

Assessing historical thinking skills in high school history education: a Padlet-based approach

Assessing historical thinking skills in high school history education: a Padlet-based approach

The experience of teaching national history and the foundations of constitutional knowledge in the late 1930s early 1940s (using the example of railway schools in the Kursk region)

The relevance of the topic under discussion is determined by the significant social importance of school history education. Over thirty years of Russian society's and state's life in conditions of ideological and political diversity, as well as the complete erosion of the Western-scale liberal values, has led to most Russians realizing the need to adhere to traditional moral principles based on ideas of patriotism and humanism. The domestic education system is the main vehicle for this. Therefore, the controversial experience of teaching history in schools arouses professional interest among researchers and practicing teachers.The purpose of the study is to reveal the peculiarities of teaching history in the pre–war years on the basis of archival documents and published materials on the example of departmental educational institutions of railway transport.Objectives: to characterize the contradictions of the process of introducing historical and social sciences disciplines into school education; to reflect the role of historical knowledge in the patriotic education of the younger generation.Methodology. The research was based on the principles of objectivity and historicism. To solve the tasks set by the author, the methods of historical-genetic, historical-systemic, historical-comparative, typological, retrospective were used.Results. The study of the experience of teaching the historical and social sciences cycle of academic disciplines in the pre-war years on the example of departmental educational institutions of railway transport made it possible to objectively assess the impact of humanitarian training of students on the formation of their civic position and the education of patriotic feelings, which had a decisive impact on the behavior of graduates of railway schools during the period of military trials and subsequent restoration of the national economy.Conclusions. The experience of teaching history and the foundations of constitutional knowledge accumulated in the pre-war period is worthy of application in the context of modern reform of historical education. Recognition of the leading role of national history in shaping the worldview of the younger generation requires a systematic approach in teaching and educating young people based on love and respect for their Homeland.

The Affective Dimensions of Historical Empathy: Opportunities, Problems, and Challenges

Emotions and feelings play an important role within history education. Yet, the affective dimensions (feelings, emotions, connections) of learning about the past are understudied within research on historical empathy—defined here as a cognitive-affective process of attempting to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within their historical contexts. Drawing from interviews with secondary school history teachers in Canada, this article offers insight into teachers’ perspectives on constructive ways that they approach the affective dimensions within history classrooms, as well as problems and challenges that arise when they intentionally elicit emotions or encounter them unexpectedly. In doing so, the article aims to further conceptualize the affective dimensions of historical empathy and expand understandings of emotions in history and social studies education, while positioning these discussions in relation to history education in Canada.

BERT-based transfer learning in tacit knowledge externalization: A study case of history teachers

There has been significant progress in the field of transfer learning. However, there are still issues with inconsistent results in professional domain applications, with low-resource learning being a considerable problem. This paper proposes a language processing model for historical education built using BERT's pre-training techniques. Two experiments were conducted to obtain comparative results and choose the appropriate model method for explicating implicit expertise in secondary school history teaching. It compares traditional methods, represented by naive Bayes, to popular continuation pre-processing techniques such as domain adaptive learning and task adaptive learning to improve the effectiveness of transfer learning. Finally, this study builds targeted models based on real application needs and selects professional rules consistent with the scene application. The use of continued pre-training helps to enhance the accuracy of the professional domain model.

High School History Teachers' Perceptions of the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts

Every history teacher has the ability or competence as a teacher. The government created a skills testing program called the Teacher Competency Test (UKG). This research aims to determine the perceptions of high school history teachers regarding the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts, Pekanbaru City. This study uses a qualitative method. Data was collected through observation, interviews and documentation. The subjects of this research were 6 teachers in the field of History at the high school level in Binawidya and Tuah Madani Districts, Pekanbaru City who had passed the UKG. Data analysis techniques use data reduction, data presentation, data verification and drawing conclusions. The results of research on High School History Teachers' Perceptions of the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts are that teachers think they have various kinds of obstacles during UKG, such as problems with questions that are considered difficult, inadequate facilities and infrastructure for remote areas and a lack of socialization regarding the Competency Test program. This teacher means that in 2024 the government will have overcome this problem by forming a Regional/Ministry/Other Institution Competency Test team. These teams have members who have played a role according to their use, such as a Helpdesk which helps provide solutions to problems experienced during the Competency Test. The purpose of holding this UKG is to map teacher abilities and to meet the requirements for appointment to functional positions through transfer from other positions, promotion and re-appointment to functional positions. With the evaluation results obtained by teachers in the form of certificates and letters of recommendation, which are important and useful for their functional position.

Conceptual Framework for the Implementation of History Education in Primary Schools and the Preparation of the Primary School Teacher

Conceptual Framework for the Implementation of History Education in Primary Schools and the Preparation of the Primary School Teacher

Reform Pedagogy Meets History Education in the Writings of Four Norwegian Gymnasium Teachers (1917–1954)

This article explores relationships between ideas of reform pedagogy and conceptions of history education in the writings of four Norwegian upper secondary school history teachers who worked at the same rural gymnasium, Eidsvoll landsgymnas (ELG), between 1936 and 1939. While expressing support for certain principles of reform pedagogy, their ideas of purposes, content, and methods of history education varied considerably. This article demonstrates diversity within Norwegian reform pedagogy. Although these teachers could agree in criticism of the “old school” and in support of more student-centred and active education, their conceptions of history, as well as their goals for societal development, differed greatly. While one of the teachers saw strengthening national identity as the main goal of history education, others emphasised history education’s role in education for democracy.

Exploring the Ex-Hoogere Kweekschool Purworejo as a Historical Learning Resource for High School Students in Purworejo Regency

This study investigates the educational potential of the Ex Hoogere Kweekschool (HKS) Purworejo heritage site as an interactive and contextual resource for high school history education in Purworejo Regency. Employing a qualitative approach with descriptive analysis, the research integrates observation, interviews, and document review methods. Observations evaluate the site's use in educational settings, while interviews with teachers, students, and site managers offer insights into its application in history lessons. Document reviews provide a historical context and outline prior educational uses of the site. Findings reveal that the Ex HKS Purworejo, built in 1915 by architect BOW J.Th. van Hoytema, significantly enhances students' learning experiences. The site's architecture and historical significance facilitate contextual history education, enabling students to engage directly with the historical environment. Despite its potential to accommodate up to 75 students and teachers and its preservation of 17 buildings in the Indies architectural style along with other authentic elements like ancient garden lamps, the site's use in history education at SMA Negeri 7 Purworejo and throughout the district remains suboptimal. The study emphasizes the importance of incorporating authentic historical resources like Ex HKS Purworejo into the history curriculum. This approach is vital for educators and policymakers in Purworejo Regency to develop strategies that optimize the use of cultural heritage sites in education. Enhancing the use of Ex HKS Purworejo and similar sites can enrich learning materials and offer students dynamic, meaningful learning experiences, fostering a deeper appreciation for their local cultural heritage.

Examining the Applicability of Constructivist Theory in History Teaching in Bulo Parents Secondary School, Bulo Sub County of Butambala District, Uganda

This study examined the application of construction theory in history learning at Bulo Parents Secondary School. The study found that the procedure was time-consuming and needed to be replaced with others. The study recommends that history teachers must work hard to elicit students' past knowledge because new knowledge is built on pre-existing knowledge. Teachers should use pre-tests, informal interviews, and small group warm-ups that require prior knowledge to achieve this. History professors should challenge students' thinking with difficult issues and exercises to create cognitive dissonance. As learners solve difficult tasks and change schemas, they build knowledge. Teachers should empower students to evaluate and modify knowledge. This requires presentations, small group or class discussions, and tests to compare pre-existing schema to the fresh circumstance. Teachers should provide students a chance to demonstrate their learning through presentations, reflection articles, or step-by-step tutorials. Student instructors must be introduced to constructivism and its use in the classroom. The constructivist approach must be used to create and implement educational plans. In-service programmes should include conferences, workshops, and seminars to train instructors in the constructivist approach. Keywords: Application, Construction theory, History teaching, Students, Teachers.

Construction of collective memory through official history education in North Cyprus (1971-2003)

Fundamental to recalling memories and remembering is to look at the past and the future concurrently. Remembering is crucial to have a temporal association so that present changes and developments can be elaborated in understanding the construction of memory. Historical trauma is a psychological and emotional collective and subjective injury which are transmitted from adults to children in a cycle process, and it continues over a life span of individuals and across generations. Soft memories are created and shared as a social process. These are narratives, historical texts and similar, less tangible forms of memory. History education has a profound influence on social discourse and the way soft memories are perceived, and since formal schooling is at the centre of shaping a generation and textbooks are the main medium of knowledge transmission, the official narrative shapes it and is often presented selectively. This research explores how the official regulation of history education is used to align official state discourse with social memory. This research employs secondary data and document analysis by examining the compulsory textbook (1979) used since 1971 in history education. It explores history education’s impact on individual narratives of remembrance and collective memory. It examines the long-term effects of what has been taught in secondary school history education on adulthood perceptions of past historical occurrences. Findings confirm that a consistent, official historical discourse supported by exposure to “hard” and “soft” memories enables the maintenance of collective memory as represented in the official discourse among society members. It also concluded that when difficult history is transmitted to the younger generation as part of education, they may experience trauma and similar negative associated feelings; furthermore, they do not necessarily unconditionally embrace the official history but question it in their adulthood.

Unearthing Heritage: Empowering High School History Teachers to Illuminate Local Narratives

Purpose of the study: This research aims to discuss the role of history teachers in local history learning at State 3 Palu high school, the development of local history learning at State 3 Palu high school, and the role of history teachers in local history learning. Methodology:This research is descriptive qualitative research. The sample in this research was high school history teachers with a sampling technique using purposive sampling. Data collection techniques use interviews, observation and documentation. The analysis was carried out using interactive model data analysis. Main Findings: The research results show that in the history learning process, history teachers have carried out their role well. History teachers try to build students' historical awareness by teaching local history of Central Sulawesi and visiting historical sites in the environment around students. Local history is integrated into history subjects so that in implementing learning, history teachers adjust learning plans to the basic competencies specified in curriculum. Adding historical material with local history, especially by utilizing historical sources that are close to the students' environment. History teachers are one of the important elements who must play an active role in developing local history learning. Novelty/Originality of this study: This research provides valuable insight into the role of history teachers in the context of local history learning, with a focus on integration, local resources, and the development of students' historical awareness.

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

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

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

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

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

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

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

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

In Case You Haven't Heard…

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