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This paper uses sensemaking theory and frame analysis to examine how a non-system actor's framing for advancing LGBT inclusion, what they called "code-switching," was taken up. Drawing on qualitative interview data generated as part of a larger mixed-methods study, this article examines the material and ideological affordances and constraints of elementary educators implementing the Inclusive Curriculum Law in Illinois (House Bill 246), a law promoting LGBT representation in history textbooks and curriculum. Findings highlight how the impetus to code-switch created a disconnect between policy and perceived practice, which in turn complicated organizational efforts to transform inclusive instruction. As our analyses illustrate, problem framing--refracted here through a non-system agent--not only shaped the direction of proposed solutions but also played a critical role in coordinating individual action and sensemaking.

This research is focused on assessing how the incorporation of Padlet technology affects the evaluation of historical thinking skills in high school history education. The research methodology involved a pretest-posttest approach with a randomly selected group of 70 students. The research tool employed questionnaires aligned with the study's objectives. Data analysis utilized comparative statistics, specifically the paired sample t-test. The outcomes of the study reveal a significant positive impact resulting from the integration of Padlet technology in assessing historical thinking skills. This is substantiated by the sign value being less than 0.05 for all aspects examined. Consequently, this research provides compelling evidence that this approach can serve as an effective alternative for improving the quality of history education at the high school level. The findings of this study have important implications for educators, learners, and other stakeholders. These results may be used by educators to create more successful teaching strategies that will improve their students' historical thinking and comprehension. As a personal learning tool, Padlet technology can help students comprehend the historical subjects they are studying better. For those involved, this study offers compelling proof that using Padlet technology in high school history curricula may improve its caliber.

In today's world, technology plays a significant role in shaping our daily interactions and how we connect with the world. The rapid advancements in technology have influenced many sectors, particularly education, where integrating technology is now seen as essential rather than just a luxury. As a result, the education field has adapted over time to keep up with innovations and their potential to improve the teaching and learning environment. The incorporation of technology into education has evolved from introducing computer systems in classrooms to the adoption of smartboards, tablets, and e-learning platforms. The rise of Virtual Reality (VR) technology has also opened up possibilities for hands-on learning experiences that allow students to explore and practice skills in ways that traditional teaching methods cannot. VR technology enables students to interact with content in a way that fosters a sense of presence and immersion, which can improve knowledge retention. In fields, like science, engineering, medicine, arts, and language learning, VR applications have shown promise in boosting student engagement and enhancing skills within a controlled learning environment. However, the widespread adoption of VR technology in education faces challenges. One significant obstacle is the cost of acquiring VR equipment and software which can strain budgets. Additionally, the availability of high-quality content for VR platforms poses a barrier for educators seeking to integrate VR into their teaching practices. This article delves into the use of Virtual Reality in education, and how VR can influence student learning outcomes in applications such as medicine, science, arts and language learning. Apart from the advantages of VR, the article also discusses the obstacles that are impeding the use of VR in education including concerns about costs, standardizing content and the necessity for training and support for educators. As VR technology advances and becomes widely available, it stands ready to revolutionize the landscape by offering learning opportunities that were previously beyond imagination. Through this technology, education can introduce a world of possibilities that nurture curiosity, creativity and a lifelong enthusiasm for learning.

Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PjBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli's test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.

The research reported on in this article was mainly undertaken to determine the obstacles to the enhancement of critical thinking in the learning of history at Form 3 level in secondary schools in the Masvingo urban area of Zimbabwe, in terms of the rationale of developing the learners' critical thinking. The promotion of critical thinking abilities is vital in education, since doing so helps to improve the learners' academic performance, as well as aiding in producing graduates with a multiplicity of skills that are required in the 21st century job market and in society as a whole. We used semi-structured interviews and lesson observations to reach conclusions on what recommendations to make in addressing the research problem. Several factors were identified as hindering the learners' acquisition of critical thinking, including the learners' and teachers' lack of self-efficacy, motivation and the poor learning environment. In addition to reflecting on the possibility of improving the learning and teaching of critical thinking, we recommend that the Ministry of Primary and Secondary Education, Zimbabwe's Schools Examination Council, teacher training colleges and teachers should all work together to develop the learners' critical thinking skills within the parameters of the Zimbabwean education system.

The research explores the potential of incorporating science, technology, engineering, and mathematics (STEM) education approach and critical thinking to enhance historical consciousness. The study employs an ex post facto quantitative method, specifically a correlational design to analyse the variables. The research population comprises 425 students from diverse backgrounds in Banten Province schools that have implemented the STEM approach. A sample size of 202 students is determined using a predefined error rate. Data collection involves tests and questionnaires assessing historical thinking skills, STEM approaches, and historical consciousness. Statistical analysis, including partial and simultaneous multiple correlation tests, reveals a significant and very strong positive relationship between STEM approach, historical thinking skills, and historical consciousness. This suggests that the interplay of these factors enhances history learning and encourages a deeper understanding of historical events, promoting critical thinking, and historical consciousness. The study emphasizes the importance of integrating STEM methodologies into history education to provide students with a holistic understanding of historical events and their societal implications. Such an approach bridges the gap between STEM and history, fostering interdisciplinary collaboration and promoting informed and empathetic citizens. Future research should explore diverse samples, employ qualitative methods, and investigate curriculum designs and teaching strategies that effectively integrate STEM and history education.

Place-based learning encourages students to explore their local communities, learn about history, and develop critical thinking skills. This article focuses on six middle school students who participated in a History Club and entered the National History Day competition and discovered how history and place liberates learning.

As video games have evolved, they have emerged as useful tools in areas such as education, tackling global issues through their storylines and mechanics. However, never in the history of video games, not even today, has there been parity in the proportion of women directly employed in the development of video games. This paper is part of a broader research project undertaken in the context of a doctoral thesis within the framework of the R+D+I project 'Building global citizenship with young people: researching transformative practices with participatory and inclusive methodologies'. It provides a historical perspective on video games and their place in culture and society, and attempts to outline a brief genealogy of the contributions of pioneering women in the video game industry. Recognising the work of women and addressing gender representation in video games is now a matter of great importance. Current trends in the video game industry reflect the impact of the pandemic on video game consumption habits, its expected continued growth in the future and its relationship with the development of virtual and augmented reality. Video games are therefore likely to remain an important part of culture and society in the future, with an ever-increasing role in education. It is therefore imperative to showcase the achievements of women in the video game industry, to highlight inequalities and to provide girls with genuine role models.

In this article, the authors focus on a one-week research project examining Frederick Douglass's civic actions to challenge racial discrimination African Americans faced before and after the U.S. Civil War. Our one-week research project was implemented at a free public charter school in amid-sized Southern city. Our project connects to the disciplinary literacy skills argued for in the indicators of the C3 Framework. The following research questions drove our study: (a) in what ways, if any, do students articulate the challenges African Americans faced in the slavery system?; (b) In what ways, if any, do students articulate the civic actions taken by Frederick Douglass to challenge racial discrimination in U.S. society? First, we define the concept of public issues and describe their importance in an abbreviated literature review. Next, our focus shifts to examining how disciplinary literacy skills advocated for in the C3 Framework helped to shape our project. Then, we briefly focus on the demographic information for the students that participated in our study along with giving the demographic information about the teacher that implemented this project. Next, methods utilized in our project will be given. Then, a description of the student data and analysis procedures is provided. Next, we talk about the findings from our study and give a discussion section to unpack our findings. Finally, we close the article with limitations from our study and recommendations for future research studies to build upon our project.

This research analyzes the contribution of learning the history of early independence in fostering a philosophical understanding of nationhood. The research questions are: 1) What kinds of philosophical understanding of nationhood are perceived as pro-Islamism and pro-secularism by high school students? 2) How is nationalist behavior expressed as an act of accepting secularism and opposing Islamic fundamentalism by high school students? Moreover, 3) How do factors contribute to high school students' actions and philosophical understanding of nationhood? This research was carried out using qualitative methods. This research involved 34 students enrolled in class XI 6. We researched at SMA 1 Semarang (a High School) in Indonesia. This research analyzed data from memos written by students, class activities, and conversations. Data was analyzed using qualitative content analysis. The findings showed that the nation's pro-Islamist philosophy is reflected in an attitude of fanaticism, difficulty accepting differences, and support for a closed system. A pro-secularism attitude is reflected in accepting differences, moderation, and prioritizing universal values. Accepting secularism and rejecting Islamic fundamentalism is perceived as an attitude of accepting historical agreements, moving away from fanaticism-based conflicts, and preparing for a more democratic future. The philosophical understanding of nationhood is formed by in-depth arguments on socio-political-religious phenomena, acceptance of historical agreements, and hopes for a peaceful future. The findings indicate that future research needs to investigate the teaching of national philosophy in Indonesian history material in different periods or events. They can also be carried out for teaching national philosophy in other places or countries.

In this paper, we propose novel transdisciplinary STEAM practices to enable students and teachers to model architecture using technology. Architectural modelling can foster students' mathematical knowledge and computational thinking while connecting them to other disciplines such as culture and history. Our study focuses on enabling architectural, cultural, and historical diversity in educational practices. Moreover, the study tries to foster participants' modelling skills and innovative technology use as augmented reality and 3D printing. Thus, this paper will describe three case studies from Austria, Libya, and Indonesia and how these STEAM practices were used in different ways to allow participants to express their diversities through modelling diverse architectural constructions cross-culturally. We followed a qualitative data analysis approach for the participants' interviews, questionnaires and artefacts including architectural modelling, disciplines connections and lesson plans. The data analysis resulted in emerging themes emphasizing STEAM practices' possibilities to connect architecture to culture and history and highlighting the participants' cultural diversities in each of the three case studies.

This study examines the role of secondary teacher candidates as student partners in research into undergraduate students' historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the disciplines methodology to solicit student voice in near-peer interviews, teacher candidates identified areas for curricular change in teaching contextualization in university history courses. The involvement of teacher candidates extended beyond the university classroom and informed their future work in secondary education. Decoding experiences in university courses provided teacher candidates with insights into supporting secondary pupils' abilities to contextualize historical sources. This research demonstrates the potential of teacher candidates as near-peer interviewers and curricular change agents in secondary and higher education. Collaborative partnerships between teacher candidates and faculty can lead to meaningful curricular changes and effective teaching practices in higher education and secondary education contexts.

This practitioner reflection piece discusses and evaluates the experiences of the authors overseeing undergraduate research internship projects in the discipline of history. It considers the opportunities such a scheme can afford the intern, and the potential for contribution to historical scholarship.

Student interest in studying history is in decline in Ghana, as it is in secondary schools in many other parts of the world. Can student interest be stimulated, and can they be better served, by a curriculum that includes a focus on community, belonging and co-creation? This article details a preliminary intervention of just such a learning unit in a high school in Central Region, Ghana. Using a framework aligned with the historically responsive literacy approach, this programme supported student-directed research into aspects of local and personal history. The evidence from this study suggests that student motivation did increase, justifying an expanded future study of greater length, with additional participants, and building on the lessons from this preliminary effort.

This study investigates the challenges of teaching history to primary school students and the endeavour to develop a board game, supported by educational apps and augmented reality, to enhance the learning experience. The initiative is in response to the New Zealand Ministry of Education's mandate that New Zealand's history must be taught in all Kura and schools' local curriculum from 2023. (Ministry of Education, 2023). The study was conducted in two phases. The first phase explored teachers' attitudes towards using technology as a teaching aid and the availability of digital devices for interactive teaching and learning. The results showed that many teachers are supportive of using board games and technology in their teaching. In the second phase, a board game was developed and trialed with a group of teachers and students as expert representatives for the target group. The results showed that the mixed reality board game has great potential and is well worth continued development. The study also suggests that emerging disruptive technologies such as mixed reality can create effective and engaging learning and teaching environments.

This article analyses the extent to which German history curricula address aspects of diversity. The curricula are analysed in terms of whether they include diagnostic phases to identify students' individual interests. It also examines whether the historical experiences of minorities and the agency of subaltern groups are addressed. The extent to which the curricula abandon a Eurocentric perspective and integrate global historical aspects will also be considered. Methodologically, the curricula of two main school types in all German states were analysed by means of a qualitative content analysis. The focus was on curricula for lower and upper secondary schools. The results show that diversity is usually addressed only from the perspective of established narratives. A national and Eurocentric history continues to dominate the curricula. Only a few curricula explicitly address the diagnosis of students' performance and ideas. Finally, the paper discusses the evolving nature of curricula, influenced by societal needs and growing sensitivity to social diversity. It highlights the need for future research on diversity in teacher education and the practicality of implementing complex concepts such as postcolonial thought in the classroom. More empirical research is needed on current curricula and the teaching of history in different regions and types of school.

The National Curriculum is a document written by the Department for Education and contains the statutory requirements all teachers in maintained schools in England must follow. This research study will examine the path primary teachers in England, those who teach 5 to 11 year olds, navigate to meet the requirements of the National Curriculum and encourage the skills of historical enquiry all whilst providing a creative and engaging environment for their young learners. To do this, semi-structured interviews with established primary school teachers, including some history subject leads, were employed to generate a rich description of the strategies they used to successfully navigate this tightrope. Findings show that the teachers involved in this study used a variety of creative strategies including drama, enrichment activities and examination of historical evidence to provide learning experiences of high epistemic quality. This will be used to provide a bank of ideas and strategies for primary ECTs entering the profession and enhance their professional development.

This paper explores ways to integrate social justice issues pertaining to decolonization and anti-racism into the world language classroom at all levels of instruction. It describes tasks designed to introduce language learners briefly to German colonialism, raise awareness of colonial legacies in contemporary German-speaking societies, and familiarize students with current decolonization initiatives. By engaging students with the complex diversity of German-speaking societies, the tasks provide examples for diversifying and decolonizing the language curriculum while fostering collaboration, critical thinking, and transcultural sensitivity. The examples highlight approaches to anti-racist pedagogies and ways of incorporating social justice practices across all levels of instruction and applicable to all languages.

The aim of this pilot study is to evaluate the relevance of the use of history in mathematics education. This paper presents an experiment carried out in France with sixth-grade students (n=108) in which an ancient number system is used, an approach that is commonly suggested in French sixth-grade textbooks but has previously been unassessed. Based on the data of a pretest and a post-test surrounding an activity on an ancient Chinese numeration system, a statistical analysis using Rasch modeling shows a specific added value of the history of mathematics for students with low abilities in mathematics. For these students, a significant increase in observed abilities of +0.67 logit in mean is measured with a large effect size (Cliff delta +0.52). This effect is then weighted by considering the regression to the mean (RTM) effect, leading to a value around +0.14 logit in mean and a negligible effect size (Cliff delta +0.10). So, this pilot study shows the important effect of RTM, which suggests a very strong rebalancing of students' results. In the last part of the paper, we discuss how RTM can nonetheless be positively interpreted in this specific context where students' disorientation is one of the purposes of history in mathematics education.

The purpose of this study is to determine the level of digital literacy related to history among students at Universitas Pendidikan Indonesia (UPI) and the State University of Malang (UM). The recent decline in historical literacy among Indonesians has piqued historians' interest. In this context, the gap between technological potential and literacy problems may be advantageous for initiatives to enhance Indonesian young historical literacy. This research uses a quantitative-descriptive approach. The respondents were first-year and second-year history students at UPI and UM. The data collection technique used was a historical literacy test that has Higher Order Thinking Skills (HOTS) levels 1-4. This study used descriptive data analysis and an independent sample t-test. The results of this study show that students from both universities have a low level of historical literacy, both in first-year and second-year students. This condition is a signal for teachers to start improving. Gadget technology is suggested as a solution to the problem because these students belong to Generation Z (a generation that is very aware of current events and technological advancements). The methodology of Scholarship of Teaching and Learning (SOTL) was selected because its principles are appropriate for fostering digital historical literacy. It is student-focused, context-based, collaborative, methodical and well-developed in the community.

Background: With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value-added studies in order to identify conditions for effective learning with such technologies. For the educational use of history-related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required. Objectives: Drawing on research on self-regulated learning, emotion regulation, and collaborative learning, the present value-added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history-related 360° videos. Methods: In a quasi-experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history-related 360° video. Results and Conclusions: Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history-related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education.

Historians often present their interpretation of the past in written accounts. In order to gain deeper knowledge of the discipline of history, students must learn how to read and write historical accounts. In this experimental pretest--posttest study, we investigated the impact of a domain-specific reading instruction followed by domain-specific writing-strategy instruction as well as a repeated domain-specific reading instruction on the quality of written texts and on procedural knowledge regarding reading, reasoning, and writing of 142 10th grade students. Results indicated that both instructions had a positive impact on the quality of written texts and on the amount of procedural knowledge (reading, reasoning, and writing). However, students who received a domain-specific writing instruction after the reading instruction wrote better texts compared to students who only received a domain-specific reading-to-write instruction. In addition, we found positive correlations between procedural knowledge and the quality of written texts in both conditions.

In 2005, Kitson and McCully introduced the 'risk-taking' continuum, representing the multiple ways in which teachers in post-conflict societies deal with the history of conflict in the classroom. 'Avoiders', at one extreme, refrain from teaching the violent past, while at the other extreme 'risk-takers' analyse multiple perspectives on what happened and why. Since their seminal study, scholars have increasingly studied the challenges and opportunities related to teaching the violent past. Yet, so far no study has empirically tested and applied the continuum. Drawing on a survey of 558 secondary school teachers in post-conflict Ambon, Indonesia, we analyse the proportion and characteristics of 'risk-takers' as compared to 'avoiders'. Our results show that 'risk-takers' represent a slim majority. While 'risk-taking' is associated with political interest and higher levels of education, teachers who suffered much harm during the conflict, whose students belong to a religious group other than theirs and/or those who think conflict causes have been addressed are less supportive of conflict history teaching.

Introduction: The purpose of the study was to identify effective teaching strategies to bridge the gap between theory-based and practical-based approaches to teaching a history curriculum. Methods: A qualitative exploratory case study was used. Twenty educators who taught history in K-12 classrooms participated in the study. Semi-structured interviews and document analysis served as data sources. Results: The findings indicated that History is better taught by actively engaging students. Innovative activities integrated with traditional methods to activate engagement and promote historical skills. Discussion: The key to making history come alive is using multiple teaching strategies. The strategies to bridge theory to practical application include engagement, innovative teaching, and authentic teaching. Limitations: It was difficult for some participants to commit to the scheduled interview. Conclusions: The content of the study may be used as a reference for practitioners to reflect on current teaching practices and developed strategies to implement in a history lesson or other content areas.

Abstract The present study investigated children's understanding that an object's history may increase its significance, an appreciation that underpins the concept of "historical authenticity" (i.e., the idea that an item's history determines its true identity, beyond its functional or material qualities, leading people to value real items over copies or fakes). We examined the development of historical significance through the lens of parent-child conversations, and children's performance on an authenticity assessment. The final sample was American, 79.2% monoracial White, and mid-high socio-economic status (SES) and included 48 parent-child pairs: 24 with younger children (R = 3.5 to 4.5 years) and 24 with older children (R = 5.5 to 6.5 years). Parent-child pairs discussed three books we created, with three storylines: a museum (culturally authentic) storyline, a clean-up (personally authentic) storyline, and a control storyline. Across measures, conversations suggested that authenticity may begin as a "placeholder concept" that is initially rooted in a broad appreciation for the significance of old objects and only later filled in with specifics. This placeholder initially directs children's learning about authenticity by linking, in an unspecified way, the value and significance of objects to their past. For example, we found that young children appropriately appealed to history (vs. perceptual or functional features of objects) in contexts regarding authentic objects but struggled in determining which objects were more significant on the post-test assessment, suggesting that they attend to object history but are not yet sure how histories matter for making authenticity judgments. We also found some evidence that directing children's attention toward conceptual information related to object history may in turn direct them away from material or perceptual considerations, as seen in trade-offs in parents' and children's conversations. Together, this exploratory report offers many new avenues for work on the development of authenticity concepts in childhood.

Ever since the 1970s, politicised debates have raged over the teaching of history, dubbed the 'history wars'. These debates continue to impact primary and secondary teachers' choices of history curriculum foci to this day. This research aimed to discover history teachers' understanding of how to develop diversity within their history curricula and to discuss the possible pitfalls of their decision making. We set out to answer the following questions: (1) How do history teachers and subject leads understand the concept of diversification within the history curriculum? (2) How are schools approaching the diversification of their history curriculum? We carried out this project collaboratively with 10 history teachers and subject leads from four primary and three secondary schools in Kent, South-East England. As a result, we have developed a model of 'school diversification' and make several recommendations to support the development and teaching of increasingly diverse history lessons, within the confines of the current National Curriculum. This project adds to the literature by privileging the voice of teachers within classrooms and including collaboration between teachers of all phases within history education in English schools to support the development of diversity within their practice.

Developing students' source-based argument writing skills is a vital educational goal for the 21st-century information society. Consequently, researchers and educators continually seek ways to understand and improve students' capacities for advancing arguments and synthesizing multiple documents, texts, or sources in a range of subject areas in secondary schools. This study examined differences between middle and high school students' argument essays (N = 207) in multiple dimensions of source-based argument writing in history, the dimensions writing in history, and the relations of identified dimensions to overall writing quality. Using multivariate analysis of covariance, middle and high school students' writing significantly varied in areas of writing related to language use, the presentation of ideas, and evidence use. Their writing varied less so for skills related to historical thinking, indicating a lack of development in these skills across secondary school. Findings from confirmatory factor analysis and structural equation modeling showed a bifactor model with a general factor and 4 specific factors--Presentation of Ideas, Evidence Use, Language Use, and Historical Thinking--best represented writing in this genre, with the general factor strongly predicting holistic writing scores. Implications for both research and educational practice are discussed, including the importance of attending to developmental variation in discrete writing skills.

In 2021, Illinois became the first state in the United States to require that K-12 students learn about Asian American history. Illinois achieved this when lawmakers passed House Bill 376 (H.B. 376), colloquially known as the Teaching Equitable Asian American Community History (TEAACH) Act. H.B. 376 received praise for being the first legislation of its kind, and its passage inspired similar bills in New Jersey, Connecticut, and Rhode Island. Given the bill's influence, it is imperative to consider its language and utility. This critical policy analysis specifically investigates lawmakers' employment of the term "Asian American." The analysis ultimately argues that H.B. 376 is a necessary first step in breaking centuries of silence and dislocation for Asian Americans; however, the bill advances a social definition--or sociopolitical understanding--of "Asian American" that is potentially harmful.

Drawing on the experiences of teaching Beloved in an elite, college preparatory context, the following research paper works towards alternative approaches to teaching trauma and difficult histories. After exploring some of the limitations and applications of the education as séance approach, this paper constructs a framework for teaching difficult histories modeled after Toni Morrison's description of The Clearing, a place of embodied, radical subjectivity, and personal transformation within a community of love and support.

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry.

History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict-affected societies. However, its success is dependent on teachers taking risks to challenge entrenched 'us versus them' views of history. How does a student teacher in Northern Ireland grapple with risk-taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity-based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies.

History teaching from early educational stages not only should assess the student's ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progress of students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventy-six elementary students aged 10-12 years old participated in the study. The results indicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students' knowledge and students' self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.

There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism. The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning.

The trend in history education is gradually emphasizing the development of historical thinking and collaborative problem-solving skills, which are expected to enhance the breadth and depth of learners' thinking. The integration of game-based learning with collaborative problem-solving activities designed for historical thinking is expected to help increase learners' motivation. Cognitive scaffolding can provide immediate guidance in educational games to facilitate proper understanding and discussion of historical knowledge among learners. In this study, we used the history educational game "Void Broken 2.0" embedded with cognitive scaffolding to guide students to use their historical thinking skills in collaborative problem-solving tasks, and analyzed the behavioral patterns of the learners in using cognitive scaffolding and discussing historical thinking. The participants in this study were 158 high school students divided into an experimental group (game-based learning) and a control group (reading-based learning). The results showed that the learning activities of both groups contributed to the learning effectiveness, and there was no significant difference between the groups. As the game progressed, students in the experimental group actively utilized the assistance of the cognitive scaffolding. The need for immediate access to the cognitive scaffold's prompts did not increase significantly as the game progressed, and students with high prior knowledge were willing to share their understanding and incorporate more diverse types of information into the discussion. Low prior knowledge students' need for immediate access to the cognitive scaffolding hints increased significantly as the game progressed, and they were more willing to work with their peers to find information related to chronological reasoning, engage in repetitive discussions, and explore possible clues.

Textbooks are among the most important means of education in terms of instilling leadership skills in students. The characters presented as models in the textbooks play an important part in building up such leadership skills with the help of quotes from such characters, texts written with reference to them, and the activities developed accordingly. Thanks to his leadership qualities, Mustafa Kemal Ataturk is one such character who continues to provide guidance even after a century. As a model for the students, he arguably plays a role in helping them develop leadership skills. Therefore, it is important to analyze his description in the textbook from a scientific perspective. Against this background, this study presents an analysis of the 8th grade textbook for "The History of Turkish Revolution and Kemalism" course used in the academic year 2021-2022, with reference to Ataturk's leadership traits and the types of leadership deemed important in the 21st century (strategic, authentic, charismatic, servant, transformative, transactional, etc.). The data gathered through document review was then subjected to descriptive analysis. The analysis led to the conclusion that the text represented Ataturk's leadership traits in tune with the types of leadership prevailing in the 21st century. It is also understood that Ataturk's strategic, visionary, transformative, charismatic, entrepreneurial, and creative leadership skills were more prominent in the text. [Paper presented at the Social Studies Education Symposium (Turkey, Jun 9-11, 2023).]

Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: (1) The differences in student learning outcomes using the VCT model and the CTL learning model; (2) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; (3) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and (4) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level ([alpha]) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: (1) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; (2) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; (3) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and (4) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.

This study aims to examine the effect of the Challenge based learning model on Critical thinking skills and learning outcomes in History learning. This research type is a quasi-experimental design with a Pretest-Posttest Non-Equivalent Control Group. The population were students of class X IPA 1, X IPA 2, X IPA 3, X IPA 4 and X IPA 5 at SMA Unggulan Haf-Sa Zainul Hasan BPPT Genggong. Determination of the research sample using simple random sampling to determine the control and experimental classes. Based on the results of homogeneity test of the five classes, the control class and the experimental class were determined, namely Class X MIPA 4 and Class X MIPA 3. In the experimental class, treatment was given using the Challenge based learning model and Control Class using problem-based learning. The research data used product assessment instruments and learning outcomes tests. The data analysis technique used ANCOVA. The results of ANCOVA analysis concluded that the Challenge Based Learning model had a significant effect on Critical thinking skills and student learning outcomes in History learning with a value (sig 0.00 <0.05) because Challenge Based Learning emphasized thinking skills to create new knowledge from learning experiences and Challenges Based learning which can instruct students' thinking skills. This study recommends the implementation of Challenge Based learning model as an alternative innovation in the history learning process.

We discuss an original study and two replications conducted over 18 years examining the impact of Teacher Study Group (TSG) in Vocabulary, a professional development (PD) approach for improving pedagogy and student learning. Study 1 focused on the design and development of the PD and included a small-scale randomized controlled trial to assess the efficacy of the TSG model with grade 1 teachers. Study 2 was a scale-up study conducted in grade 1. Study 3 examined the efficacy of the TSG when implemented with grade 8 teachers of American history. We highlight similarities and differences in methodology and results among the studies and conclude with a discussion of the pattern of findings followed by a reflection on issues emanating from this line of research.

The purpose of this study was to evaluate that project-based learning results in learners to be intrinsically motivated when learning History. Three methods were implemented in this study, namely role playing, poster-making and mixed projects (i.e., role playing and poster-making). To further enhance the understanding of intrinsic motivation, the three basic psychological needs, autonomy, relatedness and competence were implemented during all three methods of project-based learning. Adopted from the Self-Determination Theory's intrinsic motivation, a 5-point Likert scale questionnaire was developed and administered to sixty-eight Years 9 to 10 secondary school students from an international school at Sungai Buloh, Malaysia. Results from this study indicated that role playing was the preferred method of learning compared to the other two methods, and that project-based learning has been useful and effective in the acquisition of historical thinking skills. The findings also indicated the participants were receptive to implementation of project-based learning into their curriculum as a teaching tool for it proves to be beneficial in knowledge gain and memory retention, as well as intrinsically motivating them to perform better. The key finding of this study proves that project-based learning has contributed to students forming intrinsic motivation when it comes to learning History.

Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content-based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding relating to World War I (WWI). In an experiment involving 78 participants (mean age = 10.2 years, standard deviation = 0.29), pupils were placed into one of two conditions: in one, information about WWI was conveyed primarily through NNF texts, and in the other, through ETs. Participants completed written pre-, post- and delayed post-assessments to assess development and retention of conceptual understanding. It was found that participants in the NNF condition showed greater chronological and causal thinking skills. In addition, participants in the NNF condition retained significantly more conceptual understanding at delayed post-assessments than those in the ET condition. Overall, these findings suggest that narrative texts have the potential to be powerful learning tools. Implications for how texts are selected and utilised to support learning in the primary, history classroom are discussed.

A growing number of studies have explored the ways how teachers contingently respond to students' unexpected responses or a lack of student responses in second language classrooms. From a sociocultural perspective, teacher contingency involves a departure from the lesson plan in local response to the unexpected or unforeseeable actions in the classroom interactions (van Lier, 2001). This study adopts translanguaging as an analytical perspective in order to examine how a teacher employs various resources to contingently respond to students' initiatives and reformulate his utterances in order to prompt student participation. The data are based on a larger linguistic ethnographic project in a Hong Kong English-Medium-Instruction secondary history classroom. This paper reconceptualizes the notion of teacher contingency and argues that the process of how the teacher contingently responds to the unexpected outcomes that arise in real-time interactions is a process of translanguaging. Such a process requires the teacher in orchestrating the available linguistic and multimodal resources to construct pedagogical actions on the spot, instead of being planned in advance.

In this essay, place-based education is discussed within a social theoretical context. In particular, place-based education in social studies is advanced as a panacea for the depoliticization of the U.S. populace at "the end of history." The argument is twofold. First, it suggests politicizing potential in place-based social studies education as students explicitly contextualize their lives and experiences within history. Second, it suggests the radical potential for the social imaginary, as classroom spaces are reconstituted for knowledge production that defies positivist orthodoxy. Finally, the author's experiences as a place-based educator in Detroit are offered as inspiration and as a curriculum prototype for prospective place-based educators at large.

In a 21st century classroom, project-based learning (PBL) can be the key strategy in helping students become independent learners and thinkers. PBL provides a pedagogical approach that is appealing and can be used not only in the subject of history but also across different disciplines. This study examines the impact of project-based learning on students' understandings of Upper Secondary Brunei history lessons. Data was collected from a Year 10 Upper Secondary history classroom in one secondary school in Brunei through an action research method. The instruments used were lesson observations, semi-structured interviews and pre- and post-tests. The interview was conducted with eight students while classroom teaching of the subject teacher was observed. The pre- and post-tests were given to students before and after the intervention of PBL. The findings in this study showed that the students were still underperforming after the PBL intervention but had shown potential for further improvements with more exposure to project-based learning.

This study explored if the Advanced Placement (AP) World History: Modern Reading is effective teacher professional development (PD). The researcher used a mixed methods explanatory sequential design. A survey was completed by 83 AP World History: Modern high school teachers who had attended the AP World History: Modern on-site Reading. The researcher then conducted a focus group discussion with eight participants to study teacher perceptions of the Reading experience. Quantitative and qualitative results were integrated in order to gain a deeper understanding. The researcher found that attending the AP World History: Modern on-site Reading is beneficial teacher professional development. The structure of the in-person Reading allows for collaboration, engages participants and is relevant to the attendees' classroom practice.

The paper presents an evaluation of History and Korean Studies WIL internships at Monash University Library, focusing on past students' views of the program in relation to their future career, and past host-supervisors' perceptions of its benefits. Data collection for the qualitative research was conducted through semi-structured interviews with past students and host-supervisors. The results revealed that both past students and host-supervisors expected the internships to facilitate students to gain hands-on experiences and develop 'soft-skills.' There was a gap where past host-supervisors consistently mentioned teamwork in their expectations, yet none of the past students had teamwork as one of their expectations. Both past students and host-supervisors view the program as beneficial for students, therefore, they suggested that the programs continue to be offered. Upon being asked what the benefits of internships were for themselves however, the host-supervisors put forward benefits that were more related to the library.

The aim of this research is to evaluate the online history courses conducted in the emergency remote teaching process in Turkey from the perspective of high school students. The study group was composed of 193 high school students from different types of high schools in Aksaray province of Turkey. In the study, the case study method, one of the qualitative research methods, was used. The data were collected using a personal information form and a semi-structured interview form developed by the researchers. Within the framework of the research, the obtained data were analyzed via content analysis. The codes, themes, frequencies and direct quotations from the participant's views were expressed and evaluated. The results of the research showed that in the emergency remote teaching process, online history lessons were mainly carried out through the Educational Information Network (EBA) and ZOOM digital platforms, the microphones of the students were usually turned on and the cameras were kept closed during the online lessons, the teachers mostly used the conventional lecturing method, and utilized the teaching materials such as maps, various visuals and videos. It was also revealed that students were mostly assigned for answering questions, watching videos and preparing for the subjects, and students' success was mostly assessed and evaluated through exams, class participation and performance assignments.