Search

History teaching and learning can be improved through pedagogically innovative practices. In the face of technological advancement, this study examined the effectiveness of mobile blended learning on the academic performance of senior high school history students. The study adopted a quasi-experimental research approach using a pretest-posttest nonequivalent groups design. The study employed a teacher-made test to gather data from two intact senior high school final-year history classes in Central Region, Ghana. The two classes were grouped into control and experimental groups. The control group participants were taught using conventional instruction, while the experimental group participants were taught using mobile blended learning through WhatsApp Messenger and adapted YouTube videos. The study revealed that mobile blended learning had a significant effect on the academic performance of history students. The findings also demonstrated a gender gap in the academic performance of history students when taught through mobile blended learning, with female students outperforming their male counterparts. The study contributes new insights for pedagogical innovation in history teaching and learning in the under-researched context of Ghana. It further makes links between mobile blended learning and historical knowledge in Ghanaian schools and offers views on equitable access to and use of technologies in schools. The study implies that there should be a comprehensive and thoughtful approach to history teaching and learning, incorporating mobile blended learning, addressing gender disparities regarding mobile blended learning use, and ensuring equitable access and learning outcomes. [ABSTRACT FROM AUTHOR]

The article discusses the importance of teaching history from an intercultural perspective to cultivate global citizenship. It emphasizes the need for education to develop globally-minded individuals who are aware of diversity, historical roots of discrimination, and engage in actions to empower the less privileged. By transforming the teaching of history, school history can influence conversations, interpretations, and dominant narratives to promote inclusivity and respect for diversity. The authors argue that historical literacy, understanding, and consciousness are essential for developing historical empathy, which is a prerequisite for global citizenship. [Extracted from the article]

This study examines the perspectives of in-service teachers in Spain on the integration of women's history in the formal education curriculum. The data were collected from a general invitation extended to primary and secondary education history teachers. However, the respondents to the questionnaire were 88 teachers who self-identified as feminists. The participants were invited to complete a free word association exercise regarding the possibility of integrating women's history in their classes. The lexical content of their narratives was analysed using the Reinert method. The results demonstrate that teachers express criticism of the existing history curriculum, citing the absence of content about women in textbooks and advocating for their inclusion in history classes. The respondents recognized the challenges of acknowledging the role of women in different epochs and the need to create female historical references and break with traditional gender stereotypes. It can be concluded that there is a presence of critical awareness and a favourable attitude towards the introduction of content linked to women's history, and that teachers tend to agree with the arguments presented in the scientific literature of recent decades. [ABSTRACT FROM AUTHOR]

ABSTRACT When a multiethnic state, such as the former Yugoslavia, dissolves in a violent ethnic‐based conflict, new generations grow up on one‐sided historical narratives. While there is plenty of evidence of how appropriating such narratives delegitimises outgroups, studies on how young people coordinate diverse group narratives are lacking. To address this issue, we explored promotive strategies young majority group members use in building a more inclusive historical understanding of two conflicting (majority and minority) narratives. The sample consisted of ten pairs of ethnic Serb high school seniors with a task to jointly build one common narrative of two one‐sided narratives adapted from post‐conflict textbooks of majority (Serb) and minority (Bosniak) ethnic groups. We used step‐by‐step dialogical analysis of semantic promoters in participants' interactions to capture how ingroup and outgroup perspectives are collaboratively positioned. Our results suggest that participants use various cognitive, affective, identity and value‐based strategies to coordinate conflicting perspectives. The identified promotive strategies can help in developing evidence‐based educational materials and teaching environments, especially in post‐conflict and divided societies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractThe purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history. [ABSTRACT FROM AUTHOR]

The article considers the complex intertwining of school teaching of history, politics of memory and moral education. Reconstructs the developments of the topos of historia magistra vitae, which was rejected by historiography between the nineteenth and twentieth centuries and then made a comeback at the end of the century, when there was a rediscovery by historians of the moral dimension of their work. The idea that history taught in school has moral education goals has also had courses and recursions. The article shows how the growing weight of the Shoah in Italian schools is a vehicle for a moral education centered on good feelings and the rejection of hatred, with declensions that are partly similar and partly different from those in other Western countries. [ABSTRACT FROM AUTHOR]

The article analyses the strengths and drawbacks of the work of history teachers in Italian secondary schools in the framework of the Italian laws and debate of the last 25 years, which oscillate between very different, sometimes irreconcilable positions. The reflection intends to suggest some solutions to relaunch the centrality of the discipline in school education. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Interdisciplinary Educational Research / Disiplinlerarası Eğitim Araştırmaları Dergisi is the property of Interdisciplinary Education & Research Association / Disiplinlerarasi Egitim ve Arastirma Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to investigate the impact of digital games on students' academic achievement and creative thinking in teaching historical subjects in social studies classes. The data for the research were collected using a mixed-methods model. The study group consists of 7th-grade students from two separate classes studying in a school affiliated with the Ministry of National Education within the boundaries of Erzurum province during the 2022-2023 academic year. Class A represents the experimental group, while Class B represents the control group. A total of 62 students participated in the research, with 31 in the experimental group and 31 in the control group. The quantitative data of the research were collected through Torrance Creative Thinking Test Verbal A-B Forms, an academic achievement test developed by the researcher, and a teacher observation form. The qualitative data were gathered using a semi-structured interview form developed by the researcher. The quantitative data analysis of the research was conducted using the SPSS 21.0 package program. A normality test was performed to determine whether the data followed a normal distribution. Parametric tests such as "Paired Samples t-test, Independent Samples t-test, and ANOVA" were used for the analysis of data showing normal distribution, whereas non-parametric tests like "Mann Whitney U Test and Wilcoxon Signed-Rank Test" were utilized for data that did not exhibit normal distribution. The qualitative data of the research were collected through the "Interview Form" and analyzed using content analysis with the MAQODA 20 analysis program. As a result of the research, it was concluded that digital games increased students' academic achievement and encouraged creative thinking. Additionally, according to student opinions, digital games influenced digital principles, creative thinking activities, and types of games. Students faced challenges in creating video games, particularly with video and writing applications during the process of digital game creation. In the research, considering that some students are more engaged in the fun and creative activities of lessons conducted through digital games, efforts should be directed towards enhancing student creativity and fostering a greater focus on learning. Given the recent development of digital games in various aspects of life, there is a need for further research in the field of digital game applications for educational purposes.

AbstractHistory teaching in secondary school is intended to be a source of knowledge, hastening the nation-building process and enhancing the critical thinking and analytical skills of youth. It can serve as a tool for promoting peace and social cohesion within a nation. However, in Ethiopia, it has become a source of controversy, suspicion, hostility, and disharmony. This study investigates why history teaching in Ethiopia has not achieved its intended results, specifically its failure to prepare secondary school students to be critical thinkers and interpret the significance of the past. The study utilizes descriptive and historical research designs to explore this issue. Data were collected from primary and secondary sources, and the researchers employed the document analysis method to analyze them thematically and chronologically. The finding reveals that two main sets of ‘conundrums’, both external and internal, have prevented history from playing its desired role. These factors are interdependent: the internal issues stem from the external ones, and the external ones create fertile ground for the internal ones. Externally, factors such as foreign influences, foreign authors, and teachers played a role. Internally, factors like curriculum-based factors, disciplinary issues, ethnocentrism, the existence of competing narratives, and the state ideology of various regimes have impacted the direction of history teaching. Therefore, the combined influence of these internal and external dynamics has generally hindered the secondary school history teaching of the country from fulfilling its intended roles.

This article refers to the application of artificial intelligence to design digital learning resources in teaching history in high schools. Through theoretical research methods, the article has synthesized information from domestic and foreign books, newspapers, and reference materials on artificial intelligence, digital learning materials, and flipped classrooms to determine the relationship and importance of applying artificial intelligence to design digital learning resources in teaching history in high schools. From there, the article proposes measures and procedures for applying artificial intelligence to design e-Learning lessons, cartoons, and historical comics, contributing to improving students’ self-study efficiency in the out-of-class learning stage of the flipped classroom model, implementing the policy of fundamental and comprehensive innovation of the current Vietnamese education system.

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ayer: Revista de Historia Contemporánea is the property of Asociacion de Historia Contemporanea and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A growing body of research has underscored the importance of inquiry-based methods in history teaching, yet the organisational and cultural contexts within which teachers work and how these impact teachers' practices have received little attention. This article employs the job demands-resources theory to examine factors that inform the classroom methods of secondary history teachers in Ghana. A qualitative approach involving in-depth interviews and lesson observations was used to explore this issue. Results show that teachers in Ghana report high levels of workload that are disproportionate to the resources available in their schools of practice. This resulted in pressure and anxiety to achieve curriculum coverage in response to testing and accountability regimes. The article concludes that tensions between job demands and resources form a disincentive against the implementation of inquiry-based pedagogies in Ghanaian schools. The article draws implications for curriculum design and stakeholder engagement. [ABSTRACT FROM AUTHOR]

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: This paper considers how archival research pedagogies help students explore the history of arguments for reproductive justice and connect them with recurring rhetorics and exigencies. I assign students to research in curated collections of primary sources and digital archives and to create a digital archive that documents past and current rhetoric. The archive applies scholarship on how rhetoric circulates as it looks at topics across temporal and textual boundaries. Students draw connections between the rhetoric of freedom and the imposition of forced-birth, censorship, and anti-trans laws through their exploration of primary sources from several pivotal historical moments in the history of reproductive justice.

The ways in which the recent past of political violence is presented to the students is one of the fundamental tasks of contemporary education. However, it is often constricted by the rational and cognitive objectives of the duty of memory. In response to this, in this paper I propose an ethnographic gaze, attentive and sensitive to the textures of its daily performance, in order to contribute in a more solid and realistic way to the pedagogy of the duty of remembrance. This look has allowed me, in an investigation carried out in La Plata (Buenos Aires, Argentina) in 2018, to account for the intertwining of the work around the recent past with the school culture and the disciplinary code of history, with the relationships that the subjects have with each other and, through the links they build between different temporalities, with multiple attitudes and values. [ABSTRACT FROM AUTHOR]

AbstractIn the context of calls to decolonise education in European contexts, this paper draws on coloniality-based critiques of Eurocentric modernity to take up the links between democracy, slavery, and colonialism in education. Starting from the position that modernity requires epistemological support to sustain racism and white supremacy in European democracies, we read coloniality-based critiques of democracy with empirical literature about the teaching of slavery. We consider possibilities for revised critical engagements with democracy and with the history of European colonialism and slavery. The paper builds on and contributes to recent decolonial critiques of democracy in education by explicitly engaging a tension raised around the possibility of disentangling democracy from its colonial roots. [ABSTRACT FROM AUTHOR]