scholarly journals Game-Based Learning and Assessment for History Education

2021 ◽  
Author(s):  
Woo Hyun Lee ◽  
Sang Yong Park ◽  
Won Hyung Lee
Keyword(s):  
Basic Education ◽  
History Education ◽  
Historical Thinking ◽  
Game Based Learning ◽  
Learning Achievement ◽  
History Learning ◽  
Thinking Ability

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

scholarly journals Game-Based Learning and Assessment for History Education

2021 ◽  
Author(s):  
Woo Hyun Lee ◽  
Sang Yong Park ◽  
Won Hyung Lee
Keyword(s):  
Basic Education ◽  
History Education ◽  
Historical Thinking ◽  
Game Based Learning ◽  
Learning Achievement ◽  
History Learning ◽  
Thinking Ability

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

scholarly journals PENGARUH METODE PEMBELAJARAN COPERATIVE SCRIPT DAN KEMAMPUAN BERPIKIR HISTORIS TERHADAP HASIL BELAJAR SEJARAH SMA NEGERI 2 KOTO XI TARUSAN KABUPATEN PESISIR SELATAN PROVINSI SUMATERA BARAT

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Ibnu Habib Alwahid ◽  
Sarkadi Sarkadi ◽  
Umasih Umasih
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Historical Thinking ◽  
Choice Test ◽  
Learning Method ◽  
Learning Methods ◽  
Learning History ◽  
History Learning ◽  
Thinking Ability ◽  
History Of

AbstractThis study aims to find and obtain empirical data the influence of cooperative script learning methods and the ability to think historically on the outcomes of SMA Negeri 2 Koto XI Tarusan Pesisir Selatan Regency in the Lesson Year 2017/2018. This research took place from February 2018 to March 2018. The method used in this research is the experimental method with design treatment by level 2x2. In this study the instruments used are for the ability of historical thinking and learning outcomes are bebrbentuk multiple choice test. The results of this study indicate that: 1) the result of learning history of students who follow cooperative script learning method is higher than students who follow the conventional learning method, 2) terrdapat interaction effect between learning methods with the ability to think historically on student learning outcomes, 3) students who are given cooperative script learning method with higher historical thinking ability than students given conventional learning method with high historical thinking ability. 4) the result of student history learning given cooperative script learning method with having low historical thinking ability lower than students are given conventional learning methods with low historical thinking ability.Keywords: Historical learning result, cooperative script learning method, historical thinking abilityAbstrak Penelitian ini bertujuan untuk mengetahui dan mendapatan data yang empiris pengaruh metode pembelajaran cooperative script dan kemampuan berpikir historis terhadap hasil belajar SMA Negeri 2 Koto XI Tarusan Kabupaten Pesisir Selatan Pada Tahun Pelajaran 2017/2018. Penelitian ini berlangsung dari bulan februari 2018 sampai Maret 2018. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain treatment by level 2x2. Dalam penelitian ini instrumen yang digunakan adalah untuk kemampuan berpikir historis dan hasil belajar adalah bebrbentuk tes pilihan ganda. Hasil penelitian ini menunjukkan bahwa: 1) hasil belajar sejarah siswa yang mengikuti metode pembelajaran cooperative script lebih tinggi dari siswa yang mengikuti metode pembelajaran konvensional, 2) terrdapat pengaruh interaksi antara metode pembelajaran  dengan kemampuan berpikir historis terhadap hasil belajar siswa, 3) hasil belajar sejarah siswa yang diberikan metode pembelajaran cooperative script dengan memiliki kemampuan berpikir historis tinggi lebih tinggi dari siswa yang diberikan metode pembelajaran konvensional dengan memiliki kemampuan berpikir historis tinggi.4) hasil belajar sejarah siswa yang diberikan metode pembelajaran cooperative script dengan memiliki kemampuan berpikir historis rendah lebih rendah dari siswa yang diberikan metode pembelajaran konvensional dengan memiliki kemampuan berpikir historis rendah. Kata Kunci : Hasil belajar sejarah, Metode pembelajaran cooperative script, Kemampuan berpikir historis

scholarly journals Profiles of teaching and learning moments in the history classroom

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Mariana Lagarto
Keyword(s):  
Teaching And Learning ◽  
History Education ◽  
Classroom Interaction ◽  
Historical Thinking ◽  
Study Data ◽  
Temporal Orientation ◽  
Main Study ◽  
Good Practices ◽  
History Learning ◽  
Development Of Competencies

This paper reports on the main results of research carried out in Portuguese history classrooms (Grades 7–9, age 12–14), with the aim of providing further understanding of how historical thinking is being developed and assessed by teachers. Although history education research in Portugal appears to have fostered some fruitful experiences in this area, this study is intended to identify practices of teaching and learning. This work also tries to highlight good practices with relevance to the development of historical thinking. In the main study, data were collected through direct observation of classroom interaction (followed by interviews with teachers) and paper-andpencil tasks (performed by students) focusing on change in history learning and metacognition. Inductive analysis and triangulation of the data helped to understand possible relationships between questioning in the classroom and thinking in history, and to highlight some features of how students' historical thinking is being developed, namely what kind of temporal orientation they construct. Teachers revealed different kinds of teaching practices during a lesson, producing different kinds of learning experiences: a model of the development of competencies in history emerged from the data, and also a set of profiles of teaching and learning moments. Although seven profiles emerged, this paper will focus on Profile 7, as it could be the most inspiring for history education.

scholarly journals Historical consciousness, knowledge, and competencies of historical thinking: An integrated model of historical thinking and curricular implications

2021 ◽  
Vol 8 (1) ◽  
pp. 97-119
Author(s):  
Andreas Körber ◽  
Keyword(s):  
History Education ◽  
Historical Thinking ◽  
Integrated Model ◽  
Historical Consciousness ◽  
Three Dimensions ◽  
Cultural Boundaries ◽  
History Learning ◽  
The Common ◽  
Common Problems

Comparative and reflection on history education across national and cultural boundaries has shown that regardless of different traditions of history education, legislative interventions and research, some questions are common to research, debate and development, albeit there are both differences and commonalities in concepts and terminology. One of the common problems is the weighting of the components “knowledge”, “historical consciousness”, and “skills” or “competencies” both as aims of history education and in their curricular interrelation with regard to progression. On the backdrop of a long standing debate around German “chronological” teaching of history, making use of some recent comparative reflections, the article discusses principles for designing non-chronological curricula focusing on sequential elaboration in all three dimensions of history learning.

LITERATUR REVIEW EVALUASI PEMBELAJARAN IPS

2021 ◽  
Author(s):  
Nurlita Juliana
Keyword(s):  
Historical Thinking ◽  
Cognitive Dimension ◽  
History Learning

Karya ilmiah yang di reviewAnis, M. Z. A., Putro, H. P. N., Susanto, H., & Hastuti, K. P. (2020). Historical Thinking Model in Achieving Cognitive Dimension of Indonesian History Learning. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(7), 7894-7906.

What a Tangible Digital Installation for Museums Can Offer to Autistic Children and Their Teachers

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45 ◽  
Author(s):  
Emanuela Marchetti ◽  
Andrea Valente
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Interaction ◽  
Role Play ◽  
Autism Spectrum ◽  
Game Based Learning ◽  
Conceptual Thinking ◽  
History Learning ◽  
Positive Experiences ◽  
Spectrum Disorders ◽  
Danish School

This study is a cooperation between the authors and a teacher who works with pupils affected by autism spectrum disorders (9-12 years old) in a primary Danish school. The aim was assess the benefits of game-based learning with respect to teachers' main challenges: facilitating the discussion of curricular subjects and enabling learning through conceptual thinking and social interaction. An existing digital and tangible installation called MicroCulture, originally created by the authors to bridge history learning across museums and schools was re-contextualised and placed at the school's disposal, in a three weeks study involving 15 pupils. Data was gathered unobtrusively, with qualitative methods. Through mediated play and teacher's facilitation, children occasionally engaged in interactions leading to conceptual thinking, cooperation, and forms of role play. The authors present both problems and positive experiences the pupils and teachers had in playing at MicroCulture; the findings allowed us to outline guidelines for developing similar installations.

scholarly journals Of dragons and dinosaurs: How children’s toys and games create ideas of the past, of history and of fiction

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Christoph Kühberger
Keyword(s):  
Historical Fiction ◽  
History Education ◽  
Historical Thinking ◽  
Evidence Base ◽  
Ethnographic Research ◽  
The Past ◽  
Historical Culture ◽  
Fictional Representations

This article outlines a trend in popular historical culture which has seen the increasing replacement of a concept of history that rests on some form of evidence base by visions of fictional pasts, or – to put it more precisely – by an ambiguous blend of the past and fictional pasts. Drawing on ethnographic research focused on the contents of Austrian children’s rooms, this paper explores traceable manifestations of history and historical fiction, particularly toy dragons and dinosaurs, in their properties as objects and as focuses of their owners’ interpretations as ascertained in interviews. The research finds little clear demarcation in the minds of the children interviewed (all between 8 and 12 years old) between imaginings and cognitive attempts to reconstruct the past. The article examines the influence of these factual–fictional representations on historical thinking from a history education perspective.

Laporan Literature Review IMBAR DESI MY

2021 ◽  
Author(s):  
Imbar Desi Mutri Yanti
Keyword(s):  
Literature Review ◽  
Historical Thinking ◽  
Cognitive Dimension ◽  
History Learning

Laporan literature review dari jurnal yang berjudul "Historical Thinking Model in Achieving Cognitive Dimension of Indonesian History Learning" yang berisi ringkasan, relevansi model evaluasi dan simpulan.

LITERATUR REVIEW EVALUASI PEMBELAJARAN

2021 ◽  
Author(s):  
Thesya Noor Apriani
Keyword(s):  
Historical Thinking ◽  
Cognitive Dimension ◽  
History Learning

Karya ilmiah yang di reviewAnis, M. Z. A., Putro, H. P. N., Susanto, H., & Hastuti, K. P. (2020). Historical Thinking Model in Achieving Cognitive Dimension of Indonesian History Learning. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(7), 7894-7906.

scholarly journals The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App

2020 ◽  
Vol 10 (10) ◽  
pp. 287 ◽  
Author(s):  
Lúcia Pombo ◽  
Margarida M. Marques
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Basic Education ◽  
Traditional Classroom ◽  
Illustrative Case ◽  
Game Based Learning ◽  
Educational Value ◽  
Teachers And Students ◽  
Mobile Ar ◽  
High Educational

New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach’s educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users’ opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10–15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.

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