scholarly journals Ensino de História e Patrimônio Cultural

2013 ◽  
Vol 2 (1) ◽  
pp. 34
Author(s):  
Édina Francini Simão Hack ◽  
Édina Francini Simão Hack
Keyword(s):  
Cultural Heritage ◽  
Formation Process ◽  
Teaching And Learning ◽  
Field Research ◽  
Local Culture ◽  
History Teaching ◽  
Learning History ◽  
Cultural Assets ◽  
Teaching History ◽  
Cultural Sites

Compartilhar a experiência vivenciada com os alunos do curso de Pedagogia através da investigação de bens culturais locais que buscou promover a reflexão sobre outras possibilidades de ensinar e aprender História é um dos objetivos do artigo. A metodologia utilizada quanto aos objetivos foi pesquisa exploratória e quanto aos procedimentos, pesquisa bibliográfica e pesquisa de campo. É preciso superar um modelo de ensino de História que não instiga o aluno a compreender-se enquanto sujeito da história. Ensinar História através do Patrimônio Cultural contribui para o processo de formação dos conceitos de identidade e lugar, bem como para a preservação da memória e valorização da cultura local, imprescindíveis para o exercício da cidadania. Palavras-Chave: Ensino de História - Patrimônio Cultural - Bens Culturais - MemóriaHistory Teaching and Cultural HeritageASTRACTSharing the experience performed with the students of Education course through the research of cultural sites that sought to promote reflection on other ways of teaching and learning history is one of the objectives of this article. The methodology of the aims was exploratory and the procedures were literature and field research. One must overcome a model of teaching history that does not draw students to understand themselves as subjects of history. Teaching History through cultural heritage contributes to the formation process of the concepts of identity and place, as well as to preserve the memory and appreciation of local culture, indispensable for the exercise of citizenship.Key Words: Teaching History - Cultural Heritage – Cultural Assets - MemoryEnseño de História y Patrimonio CulturalResumenCompartir la experiencia vivida con los alumnos del curso de Pedagogia através de la investigación de bienes culturales locales que busca promover la reflección sobre otras posibilidades de enseñar y aprender história, es uno de los objetivos del articulo. La metodologia utilizada cuanto a los objetivos fue pesquisa exploratória y cuanto a los procedimientos, pesquisa bibliográfica e pesquisa de campo. Es necesario superar um modelo de enseño de história que no instiga el alumno a comprender encuanto al sujeto de la história. Enseñar História através del Patrimonio Cultural contribuye para el proceso de formacion de los conceptos de identidad y lugar, bien como la preservación de  la memória y valorización de la cultura local, impresindible para  el ejercicio de la ciudadania. Palabras-Llaves: Enseño de história - Patrimonio Cultural - Bienes Culturales - Memórias  

BUDAYA LOKAL DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN KESADARAN SEJARAH DI DAERAH BIMA

2018 ◽  
Author(s):  
faidin faidin Baharuddin
Keyword(s):  
Lesson Plan ◽  
Local Culture ◽  
Dominant Culture ◽  
Learning History ◽  
Culture Area ◽  
Teaching History ◽  
The World ◽  
Result Show ◽  
The Government ◽  
Book Publishers

This Writing is important because the dominant culture currently is globalization which has given the worse impact for the local culture. People are already hegemonized by materialistic lifestyle cause of globalization, however the complex problems necessarily require reasoning power, pure thinking to get out of the decline in the world today especially in education. The biggest challenge is against a habit that does not reflect a native of east culture. Now, learning history which full from meaning where still used a textbook which provided, rarely local culture area is lifted, because the textbooks created by the book publishers even though there are books written by the government but still a bit that explains the local culture in each of the area. In the year of 2016, now, there is improvement for all of the subjects should be contained a local issue because it is still new, of course that the application has been processed whether from lesson plan although Syllabus, from some of these problems, the purpose of this writing would like to express the important of local culture in creating a sense of students history in Bimanesse at Senior High School. While the discussion in this writing. First, about the local culture. Second, local culture of bimanesse. Third, the teaching of history. Fourth is a sense of history. The writer use some literature that support in this writing such as books, journals, and others. The result show that the local culture is to be applied in teaching history in increasing a sense of students history.

scholarly journals Rancang Bangun Game Dreamcatcher : War Of Surabaya Dengan Permodelan Scrum

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Boby Ferdianza
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Educational Game ◽  
Learning History ◽  
The Past ◽  
Teaching History ◽  
New Learning ◽  
History Of ◽  
Main Factors ◽  
Games Teaching

History belongs to a compulsory element in the teaching and learning at school. It can help students to know and more appreciate the past events. The number of history materials taught at school sometimes causes difficulty for students to learn. The lack of facilities and learning media which can attract student’s interest becomes the main factors of student’s difficulty in learning Social Science. Learning medium is very vital to determine what materials students can learn. One of solutions to solve difficulty in learning history is by creating new learning medium in the form of educational game as it can arouse student’s ability in thinking. One of the games teaching history particularly the history of Surabaya is Dreamcatcher: War of Surabaya. This game was designed based on historical events in Surabaya composed in an attractive story. It is completed with quiz to improve student’s memory. Game “Dreamcatcher: War of Surabaya” can be played with android platform and it is considered successful in teaching the history of Surabaya as it could improve students’ abilities on Surabaya history by 113.7% based on the results of pre-and post-tests.

A História das Equações Algébricas no Livro Didático da Educação Básica: Identificando as Abordagens

2018 ◽  
Vol 19 (4) ◽  
pp. 392
Author(s):  
Francisco Wagner Soares Oliveira ◽  
Ana Carolina Costa Pereira ◽  
Suziê Maria De Albuquerque
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Field Research ◽  
Algebraic Equations ◽  
Historical Knowledge ◽  
History Teaching ◽  
Mathematics History ◽  
Teachers And Students ◽  
Teaching Situations ◽  
Do So

O presente artigo vem efetivar parte das  pretensões em contribuir com o processo de ensino e aprendizagem da Matemática, em especial, ao se trabalhar com o estudo das Equações Algébricas na Educação Básica, tendo como base para a construção de situações de ensino, por parte dos professores, as contribuições da História da Matemática presentes nos livros didáticos. O principal objetivo foi buscar identificar se/e como os tópicos da História da Matemática relativos ao estudo das expressões algébricas são abordados no livro didático da Educação Básica. Para tanto, realiza-se além de uma pesquisa bibliográfica em trabalhos que versam sobre esta área de estudo, uma investigação complementar com a contribuição de uma pesquisa de campo exploratória para a coleta de dados empíricos para o trabalho, a qual foi desenvolvida mediante a análise de livros da Educação Básica. Como achados é possível destacar a verificação da presença de conhecimentos advindos da História da Matemática no livro didático ao se trabalhar com o estudo das Equações Algébricas, sendo que esta incorporação, segundo os pressupostos de Jankvist (2009) ocorre por meio de uma abordagem puramente de iluminação. Assim se conclui  que da forma como é disposto o conhecimento histórico, não se pode assegurar que esta abordagem, por si só, seja suficiente para professores e alunos extraírem da História da Matemática contribuições para o ensino. Palavras-chave: Equações Algébricas. História da Matemática. Ensino de Matemática. AbstractThe present article  carries out  part of its pretensions to contribute to the process of teaching and learning of mathematics, especially when working with the study of Algebraic Equations in basic education, based on the construction of teaching situations by teachers, the contributions of the mathematics history present in the textbooks. The main objective was to identify if / and how the topics of mathematics historyrelated to the study of algebraic expressions are addressed in the basic education textbook. In order to do so, a bibliographical research was also performed in papers that deal with this area of study, a complementary investigation with the contribution of an exploratory field research for the collection of empirical data for the work, which was developed through the analysis of  basic education books. As findings, it is possible to highlight the verification of the presence of knowledge coming from the  mathematics history in the textbook when working with the study of Algebraic Equations, and that incorporation according to the assumptions of Jankvist (2009) occurs through a purely lighting approach. Thus, it is concluded that in the way historical knowledge is arranged, it is not possible to assure that this approach alone is sufficient for teachers and students to extract contributions to mathematics history teaching. Keywords: Algebraic Equations. Mathematics History. Mathematics Teaching.

scholarly journals Pendampingan Membatik Shibori pada Anak Kelas 5 di Sekolah Indonesia Bangkok (SIB) Thailand

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Belinda Dewi Regina
Keyword(s):  
Cultural Heritage ◽  
Elementary School Students ◽  
School Children ◽  
Teaching And Learning ◽  
Field Research ◽  
Learning Activities ◽  
School Students ◽  
Foreign Companies ◽  
Grade 5 ◽  
The Subject

Abstrak: Batik merupakan warisan budaya yang menjadi ciri khas masyarakat Indonesia sehingga wajib dilestarikan. Wujud pelestariannya bisa dilakukan dengan cara mengenalkan batik melalui pemakaian seragam batik di sekolah. Hal ini diterapkan juga di Sekolah Indonesia Bangkok (SIB). Siswa-siswinya dikenalkan batik dengan cara mewajibkan berseragam batik. Terdapat 76 anak sekolah di sana, mereka adalah anak-anak dari WNI yang bekerja di perusahaan asing. Mayoritas dari mereka adalah anak diplomat serta staf KBRI. Kegiatan belajar mengajar di SIB hampir sama dengan Indonesia, yang membedakan hanya jumlah muridnya, serta mata pelajaran seni yang diajarkan hanya menyanyi dan menggambar. Oleh karena itu perlu adanya pendampingan membatik Shibori. Penelitian ini bertujuan untuk memberikan pendampingan dalam membatik Shibori bermotif gajah dikombinasikan dengan motif Indonesia yaitu parang. Penelitian ini berjenis kualitatif, dengan penelitian lapangan di SIB. Subjek penelitian ini siswa kelas 5 SD. Metode yang digunakan yaitu observasi, wawancara dan dokumentasi. Hasil penelitian ini berupa pendampingan membatik Shibori yang terdiri dari 4 langkah yaitu persiapan, sosalisasi, pelaksanaan kegiatan membatik Shibori dan evaluasi. Proses persiapan pembelajaran membatik meliputi observasi, wawancara. Proses sosialisasi pengenalan membatik Shibori. Proses pelaksanaan kegiatan membatik shibori terdiri dari pembuatan pola, pemberian ikatan, pemberian warna, dan finishing. Selanjutnya evaluasi meliputi observasi dan wawancara dari siswa-siswi SIB.Kata Kunci: Pendampingan, Membatik Shibori, Sekolah DasarAbstract: Batik is a cultural heritage that is characteristic of Indonesian society so it must be preserved. The form of its preservation can be done by introducing batik through the use of batik uniforms at school. This applies also at the Indonesian School of Bangkok (SIB). The students were introduced to batik by requiring batik uniforms. There are 76 school children there, they are children of Indonesian citizens who work in foreign companies. The majority of them are diplomatic children and Indonesian Embassy staff. Teaching and learning activities at SIB are almost the same as Indonesia, which distinguishes only the number of students, as well as art subjects taught only singing and drawing. Therefore it is necessary to provide assistance to make Shibori batik. This study aims to provide assistance in batik making elephant-patterned Shibori combined with Indonesian motifs, namely machetes. This research is a qualitative type, with field research at SIB. The subject of this research is grade 5 elementary school students. The method used is observation, interview and documentation. The results of this study in the form of mentoring batik Shibori consisting of 4 steps, namely preparation, socialization, implementation of Shibori batik activities and evaluation. The process of preparation for batik learning includes observation, interviews. Shibori's batik introduction process. The process of carrying out Shibori batik activities consists of making patterns, giving ties, giving colors, and finishing. Next evaluation includes observations and interviews from SIB students.Keywords: Monitoring, Shibori Batik, Primary School

scholarly journals ENSINANDO E APRENDENDO HISTÓRIA: UMA EXPERIÊNCIA COM A HISTÓRIA PÚBLICA NO MUNICÍPIO DE SÃO GONÇALO. TEACHING AND LEARNING HISTORY: AN EXPERIENCE WITH THE PUBLIC HISTORY IN THE MUNICIPALITY OF SÃO GONÇALO.

RevistAleph ◽  
2018 ◽  
Author(s):  
Hosana Do Nascimento Ramôa
Keyword(s):  
Art History ◽  
Public History ◽  
Teaching And Learning ◽  
Theoretical Concept ◽  
History Teaching ◽  
The Public ◽  
Learning History ◽  
The Relationship ◽  
The City ◽  
The Town

O presente artigo pretende abordar a experiência em acompanhar um professor de história da cidade de São Gonçalo, idealizador de diversos cursos no campo da História da Arte no município, cujo projeto “Historiando as artes” será o foco de nossa investigação. Temos por objetivo, pois, analisar as práticas envolvidas no Ensino de História e na atuação docente que possibilitam a produção de presença, conceito teórico relacionado à materialidade dos corpos, dos objetos e do mundo. Mediante esse entendimento, traçaremos uma narrativa das aulas, que foram ministradas a uma turma bastante heterogênea, partindo do entrecruzamento entre História Pública e Ensino de História para pensar as possibilidades e potencialidades da relação entre essas duas áreas.The present article aims to approach the experience of accompanying a history teacher located in the city of São Gonçalo, idealizer of many courses in the area of Art History in the town, whose project “Historizing arts” will be the focus of our investigation. Our objective is, thus, to analyze the practices involved in the history teaching and in teacher performance, which allow the presence production, theoretical concept related to the materiality of bodies, objects and the world. Through this understanding, we will draw a narrative of the classes, taught to a very heterogeneous group, considering the intersection between Public History and History Teaching to think about the possibilities and potentialities of the relationship between these two fields.

scholarly journals Using the Vietnam Fine Arts Museum in Teaching History at High Schools

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Hoang Thanh Tu ◽  
Chu Ngoc Quynh
Keyword(s):  
High School ◽  
Nineteenth Century ◽  
High Schools ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Fine Arts ◽  
Learning History ◽  
Vietnamese History ◽  
Teaching History ◽  
Initial Results

Museum is not only a place to collect history evidences of a nation, but it is also considered as a useful learning environment for students. The objects, pictures… exhibited in museum are vivid evidences for students to study, explore history. Each museum has a different exhibition and its own advantages in teaching and learning history. The Vietnam Fine Arts Museum is a museum to display, introduce typical fine arts, paintings of our nation. Basing on the analysis of the roles of The Vietnam Fine Arts Museum, a survey of using it in teaching history at high schools, this writing proposes some ideas for using this museum in teaching Vietnamese History from its origins to the mid-nineteenth century and the initial results of pedagogical experiment at Trung Gia High School (Soc Son, Ha Noi).

scholarly journals The relationship between narrative construction and identity in History Education: implications for teaching and learning

2016 ◽  
pp. 161-170 ◽  
Author(s):  
Terrie Epstein
Keyword(s):  
Teaching And Learning ◽  
Religious Orientation ◽  
Sense Of Self ◽  
The United States ◽  
Historical Narratives ◽  
History Teaching ◽  
Racial Identities ◽  
Learning History ◽  
The Relationship ◽  
Racial Ethnic

Abstract The purpose of the research is less about producing little historians and more about taking into account students' cultures or identities in the teaching and learning of historical narratives. In my work, I have examined the national historical narratives that children and adolescents in the United States have constructed in order to assess the effects of young people's racial/ethnic identities on their understandings of the past. I have found that young people's racial identities had a significant impact on their interpretations of the U. S. history and that their teachers' instruction had some but not much impact on their views. Researchers within and beyond the U. S. have found similar results, attesting to the significance of "identity" (a person's sense of self and the communities s/he affiliates with, including nationality, gender, ethnicity, religious orientation, etc.) in the construction and/or critique of historical narratives. In the following pages, I review and synthesize the studies that I and others have conducted on the effects of identity on history teaching and learning, and conclude with a discussion of the implications for teaching and learning history in diverse democratic societies.

scholarly journals PELAKSANAAN PEMBELAJARAN SEJARAH MELALUI PENDEKATAN SCIENTIFIK PADA SISWA SMA NEGERI 1 PELAIHARI

Jurnal Socius ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Dyan Eka Citrafitriani
Keyword(s):  
Learning Process ◽  
Implementation Process ◽  
Historical Event ◽  
History Teaching ◽  
Implementation Phase ◽  
Learning History ◽  
Teaching History ◽  
Evaluation Phase ◽  
Scientific Approach ◽  
The Right

Learning history is a part of history education. Learning history again reviving the debate students of the teaching of history. The debate was about what you want to achieve from teaching history to what can be achieved from the learning process of history. The results of the study in SMA Negeri 1 Pelaihari shows that most students learn history just a rote without understanding the substance or meaning of a historical event. Therefore, to enhance students' understanding history teaching needs to have the right approach in the implementation of the learning process and Scientific approach to the curriculum in 2013 is considered very appropriate to be applied in the process of teaching history. The purpose of this study was to describe how the implementation process of teaching history with Scientific approach in SMA Negeri 1 Pelaihari. This research is a qualitative descriptive. The subjects were students of class X SMA Negeri 1 Pelaihari the academic year 2014/2015. The data collected in this study is the result data validation learning device, the observation (the activities of teachers and students), interviews, and field notes. The results of the implementation of the teaching of history with the approach of Scientific at SMA Negeri 1 Pelaihari shows that the application of the approach scientific in the process of teaching history in SMA Negeri 1 Pelaihari already well underway ranging from: (1) The Planning Phase, manufacture Learning Implementation Plan (RPP) has been appropriate and includes stages in scientific approach, (2) Implementation Phase, in prosses history teaching centered on students and teachers only facilitate learners to find out from a variety of learning resources and learning more scientific approach, competency-based and integrated. (3) Evaluation Phase, the teacher has to evaluate learning outcomes in the form sheet includes observation (nontest) and written test assessment through observation or direct observation of the activities of the students, this evaluation includes cognitive, affective and psychomotor.Keywords: Teaching History, Scientific Approach Pembelajaran sejarah adalah bagian dari pendidikan sejarah. Pembelajaran sejarah kembali memunculkan perdebatan para pemerhati masalah pembelajaran sejarah. Perdebatan itu tentang apa yang ingin dicapai dari  pembelajaran  sejarah  dengan  apa  yang  dapat  dicapai  dari  proses pembelajaran sejarah. Hasil penelitian di SMA Negeri 1 Pelaihari menunjukkan bahwa sebagian besar siswa mempelajari sejarah hanya berupa hapalan tanpa memahami substansi atau makna dari suatu peristiwa sejarah. Oleh karena itu untuk meningkatkan pemahaman siswa dalam pembelajaran sejarah perlu dipilih pendekatan yang tepat dalam pelaksanaan proses pembelajaran dan pendekatan Saintifik dalam kurikulum 2013 ini dipandang sangat tepat untuk diterapkan dalam proses pembelajaran sejarah.Tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana proses pelaksanaan pembelajaran sejarah dengan pendekatan Saintifik pada siswa SMA Negeri 1 Pelaihari. Jenis penelitian ini adalah kualitatif deskriptif. Subjek penelitian ini adalah siswa kelas X SMA Negeri 1 Pelaihari tahun pelajaran 2014/2015. Data yang dikumpulkan dalam penelitian ini adalah data hasil validasi perangkat pembelajaran, hasil observasi (aktivitas guru dan siswa), hasil wawancara, dan catatan lapangan. Hasil penelitian dari Pelaksanaan pembelajaran sejarah dengan pendekatan Saintifik pada siswa SMA Negeri 1 Pelaihari memperlihatkan bahwa penerapan pendekatan saintifik dalam proses pembelajaran sejarah di SMA Negeri 1 Pelaihari sudah berjalan dengan baik mulai dari: (1) Tahap Perencanaan, pembuatan Rencana Pelaksanaan Pembelajaran (RPP) sudah sesuai dan mencakup tahapan-tahapan dalam pendekatan Saintifik, (2) Tahap Pelaksanaan, dalam prosses pembelajaran  sejarah berpusat pada siswa dan guru hanya memfasilitasi peserta didik untuk mencari tahu dari berbagai sumber belajar dan pembelajaran lebih menggunakan pendekatan ilmiah, berbasis kompetensi dan terpadu. (3) Tahap Evaluasi, guru telah melakukan evaluasi meliputi hasil belajar berupa lembar pengamatan (nontest) dan penilaian tes tertulis melalui observasi atau pengamatan langsung terhadap kegiatan-kegiatan siswa, evaluasi ini meliputi aspek kognitif, afektif dan psikomotor.Kata Kunci: Pembelajaran Sejarah, Pendekatan Saintifik

scholarly journals Teaching history: A discussion of contemporary challenges

2008 ◽  
Vol 3 ◽  
Author(s):  
Rosa Bruno-Jofré ◽  
Martin Schiralli
Keyword(s):  
Social Studies ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Historical Thinking ◽  
Transformative Education ◽  
History Teachers ◽  
Learning History ◽  
Teaching History ◽  
The Subject ◽  
Faculties Of Education

The authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey’s educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.

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