Divergierende Geschichtsbilder? Das (Spät-)Mittelalter im Dialog zwischen Universität und Geschichtsunterricht

2017 ◽  
Vol 22 (1) ◽  
Author(s):  
Meike Hensel-Grobe
Keyword(s):  
Historical Thinking ◽  
German History ◽  
Medieval History ◽  
History Teachers ◽  
Difficult Time ◽  
Metacognitive Reflection ◽  
German School ◽  
University Lecturers ◽  
Historical Methods ◽  
School Curricula

AbstractTeaching medieval history in school is difficult. Time is short and establishing significance is a complex challenge when an era is concerned that is often dismissed as ‘Dark Ages’. This article examines the potential of medieval topics for developing historical thinking in the classroom. First, the concept of historical thinking is described and applied to medieval themes. German history curricula are competence-based. Historical learning is defined as a process of historical orientation based on other competencies (e.g. of inquiring, of applying historical methods). Second, German school curricula in history are analysed to point out common medieval topics, their aims and significance. Conceptual change (or elaboration) theories help to define the process of historical thinking about medieval societies. Third, three examples are discussed that might help students to question their prejudices against medieval societies and develop their historical skills and metacognitive reflection. These examples show how important the dialogue between history teachers and university lecturers in medieval history and history didactics is to enhance historical thinking in the classroom.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113-122
Author(s):  
Khairunnajwa binti Samsudin ◽  
Mohd Mahzan bin Awang ◽  
Anuar bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

Supporting the development of primary in-service teacher educators

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 428-437
Author(s):  
Laura Grassick
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Primary Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
State School ◽  
English Language Teachers ◽  
University Lecturers ◽  
School Curricula

Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.

Curricularer Anspruch und unterrichtliche Wirklichkeit: Die Verortung lateinischer Texte des Mittelalters in Lehrplänen und Lehrwerken sowie Möglichkeiten im Schulunterricht

2017 ◽  
Vol 22 (1) ◽  
Author(s):  
Mario-Marcel Wasserfuhr
Keyword(s):  
Comparative Analysis ◽  
Interdisciplinary Approach ◽  
University Education ◽  
Literary Genre ◽  
Latin Literature ◽  
Medieval Latin ◽  
German School ◽  
School Books ◽  
School Curricula

AbstractThe following article examines the position of medieval Latin literature within German school curricula and school books. It stresses the importance of reading and studying medieval Latin texts as a way to a more complete as well as interdisciplinary school and university education. In this respect, two possible topics for school lessons are discussed: first, medieval Latin letters as an example of continuity and reception of a literary genre; second, the comparative analysis of medieval European cartography and corresponding texts as an interdisciplinary approach to the study of medieval worldviews.

scholarly journals How do traumatic Shoah-witness testimonies fit into German History Education?

2018 ◽  
Vol 8 (1) ◽  
pp. 273-285 ◽  
Author(s):  
Katalin Eszter Morgan
Keyword(s):  
Teaching Methods ◽  
National Socialism ◽  
History Education ◽  
Learning Objectives ◽  
German History ◽  
Historical Evidence ◽  
History Teachers ◽  
Traumatic Memories ◽  
The Holocaust ◽  
Challenges And Opportunities

This essay traces ways in which traumatic Shoah witness testimonies fit into German history curricula conceptually by highlighting the competencies with which pupils are meant to grasp the topic of National Socialism and the Holocaust. Such curricula are diverse and they keep the learning objectives and teaching methods pertaining to emotions, imagination and ethical dimensions - as relevant to the topic - abstractly vague. This poses certain challenges and opportunities for history teachers and pupils.  One such opportunity is the incorporation of virtual video-graphed Shoah witness testimonies that by their nature are emotional as they narrate traumatic memories. The opportunity in such narrations lies in assigning the function of tertiary witnessing to pupils and this process is briefly described. The challenges of using such oral histories can be understood as those that clash with the non-discursively organised knowledge in pursuit of truth (verifiable facts) by means of what is traditionally considered historical evidence.

Schulische Entrepreneurship Education – quo vadis Deutschland? Plädoyer für einen Perspektivenwechsel

2021 ◽  
Vol 69 (1) ◽  
pp. 37-58
Author(s):  
Lambert T. Koch ◽  
Ulrich Braukmann ◽  
Dominik Bartsch
Keyword(s):  
Education System ◽  
School System ◽  
Entrepreneurship Education ◽  
Social Needs ◽  
Economic Conditions ◽  
German School ◽  
Youth Entrepreneurship ◽  
Quo Vadis ◽  
Theoretical Considerations ◽  
School Curricula

Immer wieder wurde in Deutschland in den vergangenen Jahren die Integration einer Entrepreneurship Education in das Schulsystem gefordert. Zugleich jedoch verlaufen dahingehende Diskussionen höchst kontrovers. Ideologische Grabenkämpfe und Emotionalisierungen verhindern bislang eine breite und systematische Umsetzung entsprechender Forderungen. Hiervon ausgehend widmet sich der Beitrag Möglichkeiten und Grenzen, die Implementation und Dissemination einer Youth Entrepreneurship Education in schulischen Curricula in Deutschland künftig erfolgreicher zu gestalten. Die erarbeiteten Ansätze werden hierbei nicht nur hinsichtlich verschiedener Anforderungen des Bildungssystems erörtert. Eine Einordnung erfolgt auch unter Einbezug gesellschaftlicher Bedarfe und wirtschaftlicher Rahmenbedingungen in ihrem Wandel. In recent years the integration of entrepreneurship education into the school system has been repeatedly called for in Germany. At the same time, however, such discussions are highly controversial. Thus a broad and systematic implementation of such demands has been prevented by ideological debates and emotionalization so far. Accordingly this article discusses the possibilities and limitations of implementing and disseminating youth entrepreneurship education in future German school curricula more successfully. The developed theoretical considerations are discussed with regard to terms of various requirements of the education system. The classification also considers changing social needs and economic conditions.

scholarly journals Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

2021 ◽  
Author(s):  
Aditya Widiadi
Keyword(s):  
Critical Pedagogy ◽  
Secondary Students ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Historical Event ◽  
Control Group ◽  
Multiple Sources ◽  
Historical Sources ◽  
History Teachers ◽  
History Curriculum

<p><b>This thesis examines how secondary students in Indonesia develop historical thinking skills through analysing documents and interpreting textbooks on a key historical event in Indonesia’s independence: the battle of Surabaya. Developing historical thinking skills poses a particular challenge in an Indonesian setting. Although history education has been largely aimed at fostering a spirit of nationalism and patriotism among younger people, the recent history curriculum (2013) requires teachers to foster historical thinking skills with their students. This poses a significant challenge for teachers who typically rely on lectures and textbooks with an official government perspective. Even those teachers who are motivated, have difficulties in accessing primary sources needed to stimulate students’ historical thinking. </b></p><p>There is a gap in the literature on historical thinking in Indonesia, and this research project contributes to how these challenges can be addressed. To examine how learning history through analysing documents and interpreting textbooks contribute to students’ historical thinking skills, this study was informed by the theoretical perspectives of critical pedagogy, cognitivism, threshold concepts, and connectivism. To collect and analyse the data, this study used a mixed methods intervention design. Participants in this study involved three history teachers from three different schools and 11th grade students (n = 191, age 16-19) that were divided into control and experimental groups. By using six data collection instruments, both quantitative and qualitative, this study conducted two phases of learning interventions. </p><p>Findings of this study show that analysing documents and interpreting textbooks (ADIT learning model) contributes to the development of students’ historical thinking skills. This was demonstrated by the experimental group who progressed better than those of the control group. However, both groups of students were challenged, especially when dealing with multiple sources and establishing their interpretative position. The findings of this study also show that the advancement of students’ historical thinking skills was closely related to students’ complex epistemic beliefs about history. Learning through analysing documents and interpreting textbooks, as well as using web-based historical sources, has proven to foster students’ historical thinking skills.</p>

Sign in / Sign up

Export Citation Format

Share Document