History Of Education Research Articles

Preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory: Methodological and tech-nological aspects

Introduction. The article deals with the problem of preparing future teachers for delivering historical education and the formation of historical memory in primary schoolchildren. The purpose of the article is to clarify methodological and technological aspects of preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory. Materials and Methods. The study follows the value-semantic approach. The research methods employed include the survey, the unfinished sentence method, statistical methods and content analysis. Results. The authors summarized the existing theoretical research on this problem, identified the level of future teachers’ awareness about the history of our country, justified the need to apply a value-semantic approach to the process of preparing students for delivering historical education in primary school with the main focus on the formation of historical memory, and proposed ways of preparing students for delivering historical education. Conclusions. The authors conclude that the preparation of future teachers for historical education with the main focus on the formation of historical memory among students should be carried out on the basis of a value-semantic approach. The basis of readiness for the implementation of this process is high level of teachers’ awareness about the history of our country, as well as their understanding and practical application of the mechanism of historical education in conjunction with the formation of historical memory.

Generalizing the Equal Incircles Theorem: Insights from Sangaku Problems

Sangaku problems are traditional Japanese geometrical puzzles, often displayed in religious temples, that have intrigued mathematicians for centuries. This study aims to generalize the Equal Incircles Theorem, extending Angela Drei’s proof to N-circles, by applying the trigonometric method alongside foundational mathematical tools, including mathematical induction, Heron’s formula, and the telescoping product. A generalized equation for N circles based on the Equal Incircles Theorem is derived through explicit mathematical formulation and characterization. The findings deepen our understanding of geometric relationships, highlight the historical significance of Sangaku problems, and offer potential advancements for future engineering applications, mathematics education, and research in mathematical history.

Digital narratives and historical representation: A review - analyzing how digital mediums are revolutionizing the way history is taught and perceived

This study critically examines the transformative impact of digital narratives on historical representation, focusing on how digital mediums have revolutionized the way history is taught, perceived, and interacted with. Employing a systematic literature review and content analysis methodology, the research analyzes data from peer-reviewed articles, books, and digital platforms published between 2013 and 2023. The study's objectives include exploring the emergence and evolution of digital narratives in historical education, assessing their methodological approaches, and evaluating their educational, cultural, and technological impacts. Key findings reveal that digital narratives have significantly altered historical representation, introducing interactive storytelling techniques, democratizing historical knowledge, and integrating advanced technologies like AI and VR in historical education. These narratives have enhanced accessibility and engagement but also presented challenges such as the digital divide, the need for standardization, and potential biases in historical interpretation. The study concludes that the future landscape of historical representation in the digital age is poised to balance traditional and digital methodologies, emphasizing inclusivity and technological innovation. Recommendations are provided for educators, policy makers, and technologists to collaboratively create an accessible, accurate, and engaging digital historical landscape. Future research directions include investigating the long-term impacts of digital narratives on historical understanding, developing pedagogical strategies for digital history education, and exploring ethical considerations in digital historical representation. This study contributes to a deeper understanding of the dynamic role of digital narratives in shaping historical knowledge and education in the digital era.

INTERFACES BETWEEN THE LANCASTER METHOD AND DISTANCE LEARNING IN BRAZIL: HISTORY, CONCEPTS AND PERSPECTIVES

This paper covers the fields of Information and Communication Technology and History of Education, aiming to present the interfaces between the mutual/lancasterian method instituted in the Brazilian Imperial period, with the Distance Education (EaD) model adopted today in Brazil. The methodology, based on a qualitative approach, was structured based on a systematic review of the literature and legal documents that were fundamental to weave the interfaces and reveal the similarities and differences between the two education models. The analyses were structured in light of the Vygotskian historical-cultural conception and sought to present new subsidies for the deepening of the field of studies on technologies and the history of Brazilian education. Based on the systematization of the documents, it was possible to describe, highlight and justify, in a critical way, the evolution and arrival of the Lancasterian method in Brazil, its main characteristics and the reasons why the Crown instituted it as mandatory in its provinces. It was also found that the historical and sociological motivations that impacted the growth of distance education in the country. Based on the surveys carried out, similar points were found between the foundations of both teaching modalities and the justifications for their implementation.

History Teachers' Strategy in Integrating Historical Thinking Skills Through Academic Discussion Activities at SMA Negeri 1 Sangatta Utara

The changes that occur in history learning require critical thinking skill to support the teaching and learning process. The teacher needs to help students improve their historical thinking skill. This research aimed to a) find out and explain history teachers' understanding of historical thinking skill; b) explain the history teachers' strategy in integrating historical thinking skills through academic discussion activity; and c) know the factors that influence history teachers in integrating historical thinking skill through academic discussion activity. This research was qualitative research by using case study method. The research was conducted in SMA N 1 Sangatta Utara, with the research subjects were two history teachers and six students of XI class. Data collected by using observation, interview, and documentation techniques. Data analysis technique used Miles and Huberman model. The research result showed that a) the teachers understand historical thinking skill before conducting history learning by using academic discussion; b) the teachers' strategy in integrating historical thinking skill with academic discussipn was giving instruction gradually to students so that they can understand the use of historical thinking skill in history learning in academic discussion; and c) there are two factors that influence the teachers to integrate historical thinking skill and academic discussion namely a change in education system, and students condition which do not understand historical material and unable of students to develop critical thinking skills in history learning.

The effect of an educational program based on the strategy of generating ideas (Scamper) in the teaching of history on developing critical thinking skills among gifted students in the center of Erbil Governorate.

The research aims to identify the impact of an educational program based on the strategy of generating ideas (Scamper) in developing critical thinking skills among gifted students. The experimental approach and the two equal groups with pretest and posttest design have been adopted which requires the two groups, one experimental group and the other control group, and two zero hypotheses were formulated to achieve the research objectives. The research community consisted of students of the seventh grade of day schools in the center of Erbil Governorate for the academic year (2021-2022), where (Shinirwe Mixed Basic Education School for the Gifted Students) was chosen, and two classes were chosen randomly from four classes in the seventh grade to be: (a) The Experimental Group and (b) The Control Group, where it included (40) students, of whom (20) twenty students were distributed to the experimental group and (20) other twenty students were distributed to the control group. The experimental group studied according to the educational program based on the strategy of generating ideas (Scamper), while the control group studied according to the traditional (usual) method. To achieve the objectives of the research, the critical thinking standard of (Watson and Kleiser) was used where the number of its paragraphs in its final form has reached to (147) paragraphs distributed on critical thinking skills (hypothesis skill, interpretation skill, discussion skill, reasoning skill, conclusion skill). This is after verifying the validity and reliability using the Cronbach's alpha coefficient, where the reliability coefficient was (0.87) and the reliability coefficient by the two-half method, and after its modification, the value of the stability coefficient was (0.85). Among the most important results reached are the following: There is a statistically significant difference at the level of significance (a = 0.05) between the average grades of the experimental group and the control group in developing critical thinking skills, in favor of the experimental group. In light of the results reached, the two researchers recommended the necessity of adopting an educational program based on the (Scamper) strategy in teaching history, and a number of proposals were proposed.

THE EVOLUTION OF COMMUNICATION AND INFORMATION TECHNOLOGIES IN EDUCATION

This paper aims to describe, based on an analysis of what is contained in the literature, the introduction and evolution of information and communication technologies (ICT) in education, thus constructing a historical record of these technologies. The project is justified by the relevance of the topic and the importance that ICT represented during the pandemic period, practically saving education from two years of social isolation, leaving millions of students out of school, enabling, even with some difficulties encountered by teachers and students, the continuity of pedagogical activities, minimizing the educational losses of a period never seen before in the history of education. It is clear that these ICT should be incorporated into the pedagogical projects of the courses, since Ifes has an academic environment Moodle (Modular Dynamic Object-Oriented Learning Environment) available that enables pedagogical activities for teachers and students. Given the many new digital technologies that have emerged in recent times, it is possible to see that digital communication and information technologies have become a fertile field for technology companies, developers, and researchers in the area of ​​technology and education, since they have seen technologies as a tool capable of providing a transformation of teaching-learning methods and practices that are important for achieving pedagogical objectives, thus not diminishing the role of educators, nor even replacing them, but allowing some tasks and functions to be expanded and diversified. It is also worth noting that TDCI encompasses other sectors, becoming multidimensional with roots spread throughout society. The legislation that governs the introduction and use of technological equipment in the classroom has advanced and encouraged its use in everyday school activities.

Analisis Kritis Madrasah Nizamiyah, serta Pengaruhnya terhadap Perkembangan Pendidikan Islam dan Ortodoksi Sunni

Madrasah Nizhamiyah is an educational institution founded in 457-459 H/1065 AD (IV Century) by Nizham al-Mulk from the Seljuq Dynasty. Nizhamiyah Madrasah is the first madrasah to appear in the history of Islamic education in the form of primary to tertiary educational institutions managed by the government. Nizham al-Mulk's madrasah is called Nizhamiyah and is famous throughout the world, of which the most famous and most important madrasah is Nizhamiyah in Baghdad (apart from the Balkh, Naisabur, Jarat, Ashfahan, Basrah, Marw, Maulus madrasah, etc.). The Nizhamiyah Madrasah can be compared to today's faculties or universities, considering that the teachers were well-known great scholars. The method used in this research is a qualitative method with a library research type of research. In this discussion, the author focuses on deepening the concept of Madrasah Nizamiyah education under the auspices of the Saljuk Dynasty, as well as the concept of education which is widely referred to in the development of Islamic education in the future.

White Christian nationalism in Black education: Breaking bread at the kitchen table

This kitchen table dialogue brings together two scholars, one Black woman assistant professor and one white male doctoral student, unified in our research interests in the history of Black education and our faith as Christians. We gathered on the Zoom video conferencing platform to “break bread,” engaging in a cultural and spiritual tradition to share and commune with each other. The purpose of the kitchen table talk was to discuss the current state of white Christian nationalism (WCN) and how it has been foundational to the structure and establishment of U.S. schools. We explicitly explore its implications on Black education across time and offer critical theoretical perspectives and liberatory theological insights. We are hopeful that this discourse furthers critical conversations, teaching, and scholarship at the intersections of education, race, and religion that move U.S. education toward constructing educational structures that recognize the sacred nature of our work and care for the spirit and souls of all students.

College/University Instructional Physical Activity Program Support: History, Advocacy and Wellbeing Promotion Enhancement Through Inaugural National Summit

College/University Instructional Physical Activity Programs (IPAP) have a long history in higher education and can effectively promote wellbeing among a large number of students. Despite IPAP benefits, prevalence has declined over the last few decades. Quality assurance, support, advocacy, innovation, and assessment are needed to strengthen IPAP. However, organizational support and resources for IPAP are lacking; thus, an inaugural National IPAP Summit was hosted in the Fall of 2023 to bring together IPAP professionals. Education, networking, support, resources, and innovative ideas were offered at the summit. Participants had unanimous positive feedback and support of future endeavors for IPAP professionals. Professional organization endorsement is needed to continue to offer opportunities, education, and support for IPAP professionals to maximize the wellbeing promotion potential and sustainability of IPAP.

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.

A “Mastery Unapproached”

Abstract An almost ideal context for a case study on the development, use, and reception of multimodal material educational settings can be found in the works of Göttingen physicist Robert Wichard Pohl (1884–1976). From 1919 on, Pohl created an educational programme for introductory lectures on experimental physics, in which he demonstrated fundamental concepts and phenomena using simple yet meaningful experiments that were projected on the front wall of the lecture hall. With his teaching aids, technical infrastructure, and textbook, Pohl changed the teaching of physics at schools and universities in Germany and beyond. Pohl’s original devices are still part of the teaching collection used during introductory physics lectures. I will argue that teaching collections, as the material foundations for such “regimes of practices,” should be treated not as passive archives of objects but as dynamic, complex environments that allow new insights into the history of science teaching.

Models of Teaching, Magazines and Music Machines: Alternative approaches to electronic music education in Melbourne

This article presents a history of alternative electronic music education in Melbourne, Australia. It documents early examples of experimentation with non-traditional classes and programmes in tertiary institutions and subsequently the emergence, over several decades, of alternative teaching and learning in community centres, nightclubs, retail stores, message boards and magazines. The article uses Scheffler’s Models of Teaching to provide a framework to document the differing pedagogical approaches, and draws upon archival material, interviews, essays and first-hand experiences to explain how Melbourne’s rich history has informed and influenced today’s learning practices. It posits that the adaptable, dynamic and flexible practices found in Melbourne’s electronic music education were the result of influences from key educators, the needs of the communities that enabled them and the adaptation to cultural and technological changes.

A szlovákiai magyarság történetének reprezentációja a szlovákiai alapiskolai történelemtankönyvekben

Representation of the History of the Hungarian Minority in Slovakia in Slovak Primary School History Textbooks In the past two decades, Gyula Popély, Attila Simon, László Szarka, Árpád Popély, Gergely Sallai, József Gyönyör and Katalin Vadkerty have written numerous summaries on the history of Hungarians in Slovakia, but what is less known is what children learn about this period sitting in the classroom. What can Hungarian students in Slovakia learn about their history from the textbooks, so that they can develop and shape their image of Hungarianness and form an emotional attachment to their nation, which could greatly contribute to halting the assimilation process that is affecting Hungarians in Slovakia. Of course, in addition to the school, the values conveyed by the family and home environment, society and culture are also decisive (e.g. commemorating the anniversary of the Treaty of Trianon or the day of remembrance of the Hungarians expelled from southern Slovakia). Since the school is the main source of such impact, we chose to study how our own history is reflected in history textbooks, and so we based our research on history textbooks for primary schools in Slovakia. Unfortunately, however, we do not know what other important events and additions, apart from the information in the textbooks, are mentioned in the lessons by the teachers who teach history. To explore this further, a comprehensive questionnaire survey of history teachers in primary schools in Slovakia would be needed, so in our study we have made observations and drawn conclusions only on the basis of the history textbooks analysed.

Evaluation of Hafıza-i Saltanat theater play and activities in terms of history teaching

The aim of this study is to evaluate the Hafıza-i Saltanat theatre play and activities, which combines evidence-based learning and history-themed theatre, written based on archival documents, in terms of history teaching. In this study, firstly, Hafıza-i Saltanat theatre play and its activities were introduced. Then, the play was examined in the context of historical reality, 10th grade history course curriculum achievements and textbooks, and the activities of the play were examined with student opinions in the context of age, level, knowledge, skills and 10th grade history course curriculum achievements. Document analysis and holistic single case study design, which are qualitative research methods, were used in the study. While the text of the theatre play, video recording and activities were evaluated through document analysis, watching the play and implementing the activities were handled as a holistic single case. The study group consisted of a total of 19 volunteer students, 6 boys and 13 girls, studying at the 10th grade level of secondary education. The data collection tools of the study were the text of the Hafıza-i Saltanat theatre play, the video recording of the play, the activities of the play, the video recordings of the application and the researcher's observation notes. The data obtained from the data collection tools were analyzed by descriptive analysis method. As a result of the study, it was determined that the archival documents used in the play were taken from the Mühimme Books, where the records of the Divan-ı Hümayun were kept, and the issues that were not included in the documents were included in the fiction by considering the historical facts, and for this reason, the play was written and performed largely in parallel with the historical reality. At the same time, it has been determined that the play and its activities meet and gain the achievements of units 4, 5, 6 and 7 of the 10th Grade History Course Teaching Program. It has been concluded that the use of Hafıza-i Sultanate play and activities in history lessons is appropriate for the specified achievements and that it supports the evidence-based learning approach and provides students with the necessary knowledge and skills.

Epilogue

Abstract In this text, we discuss the challenges of researching historical methods of teaching science and we emphasize the importance of scientific materials held in academic collections as sources for understanding past teaching practices. As a case study, the text presents the scientific exchange between Germany and Russia in the nineteenth century, in which scientific instruments played a crucial role in communicating research practices across language boundaries. Because it is impossible to access scientific materials in their historical contexts and written sources rarely describe them, we advocate an interactive approach, convinced that engaging with scientific materials opens deeper insights into historical learning settings. With this approach, we take up the central role of materiality in knowledge creation, which has become established in recent decades and has driven a shift from text-based studies to material-based studies in the history of science. We propose to incorporate this change into the practice of teaching history of science.

History education as prevention: the topic of right-wing extremism in German educational media

The rise of right-wing populism and extremism has challenged Western societies in recent years and raised fears of the destruction of liberal democracy. Against this backdrop, it seems reasonable to encourage students in history lessons to study the rise of National Socialism in order to prevent similar developments today. However, researchers and educators have emphasised that ‘learning from history’ does not take place in a straightforward way; moreover, it is questionable whether contemporary right-wing extremism can be best understood by studying the Nazi era. In order to understand how history education could contribute to citizenship education in this respect, this article asks how the topic of contemporary right-wing extremism is approached in German educational media, and how it is linked to the Nazi era. Based on an analysis of the pedagogical approaches towards the topic in 28 history textbook series, it investigates how the pedagogical approaches, the narrative about right-wing extremism and the subject position of the reader/player are intertwined in two selected textbooks and in one serious game. In conclusion, the article reflects on whether the innovative educational design of the serious game could inspire history education to find new approaches to the topic and thereby to contribute to citizenship education.

Research on the Cultivation of Aesthetics among Art Students under the New Era Background

Through understanding the history and current situation of aesthetic education in China, this paper explains some misunderstandings in the aesthetics of contemporary university art students, such as the insufficiency of aesthetic value and ability, as well as the inadequacy of students’ creativity due to traditional art education. It is also pointed out that the cultivation of core literacy of art students is a multidimensional and comprehensive process, and these problems need to be solved by schools, teachers, and students, so as to strengthen the inner aesthetic education of students and improve their aesthetic awareness and ability. Aesthetic education is not only an important part of the art classroom but also a key part of fostering students’ all-round development and enhancing their humanistic literacy. It is necessary to cultivate students’ observation, imagination, image-thinking ability, and creativity, so that they can become artistic talents with independent thinking and innovation.

The Role of Archives and Archival Sources in History Teaching in Croatia, Exemplified by the Teaching of Contemporary Croatian History

Focusing on Croatia's primary and grammar school curricula and the content of history textbooks about contemporary Croatian history, this paper examines the integration of archival sources into history education, as well as the role of archives as heritage institutions in history teaching. The use of historical sources, one of the six main technical concepts in the teaching of history, is prescribed according to the curriculum for History for Primary Schools and Grammar Schools in the Republic of Croatia. Historical sources are analyzed both quantitatively and qualitatively, including visual and written sources. Primary or archival historical sources are singled out and described.

Research on the Integration of Lingnan Culture into “Four Histories” Education for Hong Kong Youth

This study focuses on Hong Kong youth, recognizing them as a vital subject within the context of “four histories” education. From the perspective of the integration of Lingnan culture, it explores the rich resources of Lingnan culture, innovates the narrative system, and explores the path of positive guidance in history education. Responding to the demands of the times, it seeks to alleviate the pressing concerns of Hong Kong society, help Hong Kong youth break down prejudices, gain a comprehensive understanding of China, grasp the development context of modern China, recognize historical trends, undertake national responsibilities, and take on the mission of the times.