Teaching History in the Fifty States: Researching Precollegiate History Education

2003 ◽  
Vol 17 (3) ◽  
pp. 63-63
Author(s):  
S. E. Drake
Keyword(s):  
History Education ◽  
Teaching History

Teaching history in Japan and England: exchanging ideas and comparing knowledge

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Fearns-Davies ◽  
Tsutomu Kubota ◽  
Fumina Tachibana ◽  
Yuko Kato ◽  
Ian Davies
Keyword(s):  
International Collaboration ◽  
Citizenship Education ◽  
Global Citizenship ◽  
History Education ◽  
Contextual Knowledge ◽  
History Teachers ◽  
Content Type ◽  
Global Citizenship Education ◽  
Teaching History ◽  
Teachers And Students

PurposeThis paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.Design/methodology/approachThe teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.FindingsThe collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).Originality/valueThis work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.

History—Consuming Pasts

1994 ◽  
Vol 4 (4) ◽  
pp. 257-275 ◽  
Author(s):  
Stefan Tanaka
Keyword(s):  
History Education ◽  
Historical Narrative ◽  
Nation State ◽  
Considerable Variability ◽  
Narrative History ◽  
The Past ◽  
Teaching History ◽  
Interpretive Strategies

Abstract I use the idea of consumption to discuss questions of agency and purpose in history. History, as a consumer of pasts, is itself an agent in the interpretive strategies employed in the construction of a historical narrative. History also consumes people as it attempts to impose its homogenizing narrative. In these senses, there is purpose: to give order and meaning to—thus prioritizing—certain pasts over others and to define commonality—especially of the nation or nation-state—and thus marginality. This view brings out the historicity of history: that there is always contestation in representations of the past, and that there is considerable variability in how individuals make such history meaningful to themselves. The latter brings out another notion of consumption—that individuals consume history. Which parts of history people imbibe, however, depend on connections with their experience, their own pasts and histories. In terms of pedagogy, we must be aware that objectivistic history often meets resistance, invites parody, or fosters disbelief. If one goal of teaching history is to foster belief in the nation-state, then a monological narrative might not be the best way to accomplish that goal. (History; Education; Nation)

scholarly journals SCIENTIFIC AND METHODOLOGICAL SUPPORT OF SCHOOL EDUCATION IN HISTORY IN UKRAINE (THE END OF XX – THE BEGINNING OF XXI CENTURY): HISTORIOGRAPHY OF EDUCATIONAL EDITIONS

2020 ◽  
pp. 7-15
Author(s):  
Yuliia Antybura
Keyword(s):  
History Education ◽  
Scientific Research ◽  
School Education ◽  
Approaches To Teaching ◽  
Teaching History ◽  
Teaching Aids ◽  
Scholarly Publications ◽  
School History ◽  
Scientific Papers ◽  
Pedagogical Research

The article considers the historiography of the problem of scientific and methodological support of school education in history in Ukraine. The results of the analysis of the complex of studies and scholarly publications review on the topic are presented in this paper. The general scientific research methods are defined: they are analysis, synthesis, systematization, analogy, classification, which were used to analyze the views of domestic and foreign scientists on the problems of school history education, its scientific and methodological support, updating the content and approaches to teaching history at school. The author defines the concept “scientific and methodological support” through such components as curricula, teaching aids and textbooks, methodology of teaching a subject, legislative and regulatory framework. It is noted that the problems of scientific and methodological support of school historical science were studied by both academic historians and teachers-practitioners. Nowadays, the studies devoted to the content and methods of teaching history are becoming increasingly important. Scientific papers on the topic are divided into several groups. The first group includes general pedagogical research concerning the goals and objectives of secondary education in Ukraine. Such works include teaching aids and textbooks on general pedagogy, history of pedagogy, pedagogical anthologies. The second group includes serious monographs describing the content of history education, updating programs and textbooks. The particular emphasis is placed on works covering the period from Ukraine’s independence, at the beginning of the XXI century. The third group consists of works on the methodology of teaching history in schools. Such works are focused on the practical aspects of teaching history, the structure and content of history lessons, and the like. The fourth group of scientific research consists of those papers, which are devoted to the discussions about the purpose and content of historical education. These are materials of thematic conferences and round tables. The author determined the prospects for further scientific research. Based on the analysis and synthesis of the available scientific papers, it is possible not only to give a detailed description of school history courses, textbooks, approaches to teaching history at school, but also to identify the positive and negative aspects of the content of school history education in Ukraine, to identify problems and ways to overcome them.

scholarly journals PERBAIKAN KESALAHAN KONSEP PEMBELAJARAN SEJARAH MELALUI METODE PEMECAHAN MASALAH DAN DISKUSI

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Suwito Eko Pramono
Keyword(s):  
Problem Solving ◽  
Preliminary Data ◽  
History Education ◽  
National Education ◽  
Teaching History ◽  
Strategic Value ◽  
History Learning ◽  
Student Capability

<p>History learning as an implementation of history education has a strategic value in achieving the objective of national education. Unfortunately, history learning has not played its role optimally. History learning has not been implemented yet based on the appropriate concepts of history education. Could the method of problem solving and discussion improve history learning so that it can be suitable with the concept of history education? The research employed three cycles. The collection of preliminary data used observation and test. The evaluation was conducted in the end of each cycle to trace the improvement of student capability in understanding the concept of history education as well as capability of solving current’s problem. The conclusion of the research showed that the method of problem solving and discussion are effective enough to correct the misconception of history education and they are also suitable for improving student capability to solve current’s problems.</p> <p>Keywords: misconception, teaching history, problem solving, discussion.</p> <p> </p> <p>Pembelajaran sejarah sebagai pelaksanaan pendidikan sejarah memiliki arti strategis dalam mencapai tujuan pendidikan nasional. Sayangnya, pembelajaran sejarah belum dapat memainkan perannya secara optimal. Pembelajaran sejarah belum dilaksanakan berdasarkan konsep-konsep pendidikan sejarah yang tepat. Dapatkah metode pemecahan masalah dan diskusi dapat memperbaiki pembelajaran sejarah yang sesuai dengan konsep pendidikan sejarah? Penelitian ini menggunakan tiga siklus. Pengumpulan data awal menggunakan observasi dan tes. Untuk melacak peningkatan kemampuan siswa dalam memahami konsep pendidikan sejarah dan memecahkan masalah yang terjadi pada saat ini, dilakukan evaluasi pada setiap akhir siklus. Sebagai kesimpulan penelitian menunjukkan bahwa metode pemecahan masalah dan diskusi cukup efektif untuk memperbaiki kesalahan konsep pendidikan sejarah dan kedua metode itu cocok untuk meningkatkan kemampuan siswa untuk memecahkan masalah yang terjadi pada saat ini.</p> <p>Kata kunci: kesalahpahaman, pengajaran sejarah, pemecahan masalah, diskusi.</p> <p> </p>

scholarly journals A study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims

2019 ◽  
Vol 9 (4) ◽  
pp. 11-29 ◽  
Author(s):  
Karna Kjeldsen
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
History Education ◽  
European Countries ◽  
Basic Principles ◽  
Teaching History ◽  
Critical Theories ◽  
Critical Skills ◽  
Long Time ◽  
Cultural Plurality

Different approaches to religion education have been in place for a long time or developed more recently to meet growing religious and cultural plurality in European countries and schools. In this article, I summarise and discuss basic principles for a study-of-religion(s) approach to religion education, adding arguments and perspectives from critical theories about education in general. I shall also argue that national curricula for, respectively, religion education in Sweden and History in Denmark indicate that analytical-critical skills can be a central part of religion education in elementary and lower secondary public schools. The structure of the article is based on a modified version of the ‘map of history’ developed by the scholar of education and history education Rosie Turner-Bisset who has formulated principles for teaching History in primary schools. The model will be used as a framework, for systematising and discussing key principles of a study-of-religions approach to religion education with reference to three categories: 1) attitudes, 2) skills and concepts, and 3) knowledge.

scholarly journals ACTUALIZATION OF THE VALUE POTENTIAL OF HISTORY EDUCATION AS A FACTOR IN THE SOCIO-CULTURAL DEVELOPMENT OF THE STUDENT'S PERSONALITY

PRIMO ASPECTU ◽  
2020 ◽  
pp. 83-88
Author(s):  
Elena Yu. BOLOTOVA ◽  
Anna V. KHOROSHENKOVA
Keyword(s):  
History Education ◽  
Cultural Development ◽  
Civic Identity ◽  
Teaching History ◽  
Cultural Paradigm ◽  
Historical Education ◽  
Personal Education

The article, which continues the series of authors' publications devoted to the topical problems of history education, examines the problem of actualizing the value potential of history education. The authors see the humanitarian and cultural paradigm as the leading methodological means of this process as the unity of the content, procedural and effective aspects of teaching history. The most important personal result of historical education within the framework of the paradigm under consideration is the formation of civic identity. The analysis of the components of this personal education is carried out.

scholarly journals The Purposes of History Education in the Context of “Flourishing Life”, “Powerful Knowledge” and Political Reconciliation

2021 ◽  
Vol 3 (1) ◽  
pp. 11-19
Author(s):  
Danilo Kovac
Keyword(s):  
Personal Autonomy ◽  
History Education ◽  
Political Reconciliation ◽  
Academic Knowledge ◽  
Teaching History ◽  
Content Selection ◽  
Post Conflict ◽  
Purpose Of Education ◽  
Powerful Knowledge ◽  
Individual Success

Stretching beyond its theoretical field, the debates about the purposes of history education are of great importance to curriculum writers and classroom practitioners. The content selection from a broad field of history is connected to what educators deem an overarching purpose of education. With this in mind, this paper aims to examine the purposes of teaching history against the background of the two general theories of education, namely – the theories of a flourishing life and powerful knowledge. While the theory of a flourishing life encourages the development of personal autonomy, allowing individuals to make successful choices, the theory of powerful knowledge examines the importance of traditional academic knowledge for individual success. The paper will also use the context of post-conflict societies, to reflect on the question of possible purposes of history education.

“Longing for the Past“

2012 ◽  
Vol 4 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Terry Haydn
Keyword(s):  
Young People ◽  
History Education ◽  
Education Professionals ◽  
Traditional Form ◽  
Historical Perspectives ◽  
The Past ◽  
Teaching History ◽  
Intellectual Autonomy ◽  
School History ◽  
The Uk

Scrutiny of the statements of UK politicians about the nature and purposes of teaching history in schools shows a strong desire to return to the “traditional“ form of history education which was dominant in the UK until the 1970s, with its strong emphasis on a positive and heroic rendering of the national past and movement away from the idea of history education to develop intellectual autonomy and provide historical perspectives on contemporary issues and problems. The concluding section of the paper considers the implications of this attempt to “turn back the clock“ and argues that it is intensifying the polarization between policymakers and history education professionals, perhaps ultimately leading to a form of school history which many young people consider to be irrelevant and implausible.

scholarly journals Maritime Content in Indonesian History Education: The Development and Alternative Solution

2017 ◽  
Vol 1 (2) ◽  
pp. 112-117
Author(s):  
Wasino Wasino
Keyword(s):  
History Education ◽  
Maritime History ◽  
New Order ◽  
Alternative Curriculum ◽  
History Teaching ◽  
Teaching History ◽  
Political Perspective ◽  
Long Time ◽  
The Moment ◽  
The Mind

For a long time ago, Indonesia was identified as maritime country. The collective memory remembered from several islands in Indonesia shows that Indonesia is a large maritime space. The original name of the country was Nusantara, (called archipelago in English). From historical data in some location, there are some evidences about the glorious of the maritime kingdom in the continent. However, maritime perspective is not to be ‘important issue” in the mind of Indonesian people nowadays. History education makes an important rule at the moment. Indonesian independence needs history education based on political perspective, especially to enhance nationalism. The orientation is continued until the New Order, and it is especially focused on the rule of Indonesia military. Reformation since 1998 should make democratization in Indonesian history teaching, but the reality, the tradition of writer in history education, was still stagnant. The content of maritime history in Indonesian History Education still become a big problem. This paper aims to analyze the development of the maritime content in Indonesian History education at school and to give the new alternative in teaching history based on maritime content. The alternative curriculum based on local competitiveness in maritime history related with regional and global region, is the best solution for it.

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