scholarly journals Concept Teaching in a History Course: An Analysis of Secondary Education History Curriculum and Course Books in Turkey

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Mehmet Suat Bal ◽  
◽  
Necati Bozkurt
Keyword(s):  
Secondary Education ◽  
Education History ◽  
History Curriculum ◽  
Concept Teaching

scholarly journals Education Expression of Multiperspective Approach on History Curriculum of Basic and Secondary Education

Pedagogika ◽  
2015 ◽  
Vol 119 (3) ◽  
pp. 97-115
Author(s):  
Algis Bitautas
Keyword(s):  
Secondary Education ◽  
Teaching And Learning ◽  
Perspective View ◽  
History Curriculum ◽  
Content Change ◽  
Curriculum Structure

In the article education expression of multiperspective approach on history curriculum of basic and secondary education is thoroughly analyzed (1990–2011 y.). According to the work of contemporary foreign specialists of history didactics, the author presents the history conception of multi – perspective view in teaching and learning. The author carried out the analysis of curriculum seeking to distinguish the essential content change of curriculum structure and the teaching and learning of history in the period of twenty years of independence.

scholarly journals Narrativas nacionales y pensamiento histórico en los libros de texto de Educación Secundaria de España y Francia. Análisis a partir del tratamiento de los contenidos de la Edad ModernaNational narratives and historical thinking in secondary education textbooks in Spain and France. An analysis based on contents related to the Early Modern period

2017 ◽  
pp. 206
Author(s):  
Cosme J. Gómez Carrasco ◽  
Sebastián Molina Puche
Keyword(s):  
Secondary Education ◽  
Early Modern ◽  
Cognitive Skills ◽  
Early Modern Period ◽  
Historical Thinking ◽  
History Textbooks ◽  
Education History ◽  
Historical Sources ◽  
Modern Period ◽  
The One

El objetivo principal de este trabajo es indagar en las narrativas históricas y en lascompetencias desarrolladas en los libros de texto de Historia en Educación Secundaria, comparando los contenidos y el pensamiento histórico propuesto por los manuales escolares franceses y españoles sobre la Edad Moderna. Se ha realizado un estudio exploratorio con un tema transversal: las unidades didácticas de la Edad Moderna en 2º de ESO en España y 4º de Collège en Francia. Este estudio ha analizado de una forma comparativa tanto los contenidos sustantivos que presentan los manuales (qué conocimientos históricos se proponen en estos materiales educativos), como los contenidos estratégicos (cómo se presentan esos conocimientos y qué tipo de habilidades cognitivas se le exige al alumnado). Los datos muestran resultados dispares. Por un lado la nación (su origen y consolidación) sigue siendo el principal sujeto histórico en los manuales. Pero existe una gran diferencia en las competencias históricas propuestas al alumnado en España (con un aprendizaje más memorístico) y en Francia (con un análisis más profundo de las fuentes históricas).PALABRAS CLAVE: enseñanza de la historia, narrativa nacional, libros de texto,pensamiento histórico, competencias educativas.ABSTRACTThe main objective of this paper is to look into the historical narratives and the competencies developed in secondary education history textbooks by comparing thecontents and historical thinking on the Early Modern period proposed by French and Spanish textbooks. We carried out an exploratory study with a cross-cutting topic: the teaching units on the Early Modern period in the 2nd year of ESO in Spain and 4th year of Collège in France. This study comparatively analyzed both the substantive contents presented in textbooks (the historical knowledge presented in these educational materials), and the strategic contents (the way this knowledge is presented, and the kind of cognitive skills required by students). The data shows mixed results. On the one hand the concept of nation (its origin and consolidation) remains the main historical subject in textbooks. But there is a major difference in terms of the historical skills proposed for students in Spain (rote learning) and France (a deeper analysis of historical sources).KEY WORDS: history education, national narrative, textbooks, historical thinking,educational skills.

scholarly journals Methodological resource for the development of the aesthetic competence of the future teachers specialised in the Humanities

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 7-13
Author(s):  
Olha Halitsan ◽  
Tetyana Koycheva ◽  
Tetiana Osypova
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Education Institution ◽  
State Institution ◽  
Educational Environment ◽  
Education History ◽  
Future Teachers ◽  
Language And Literature ◽  
The Future ◽  
The Aesthetic

The methodological resource aimed at aesthetisation of the educational environment of a higher pedagogical education institution under conditions of reforming the Ukraine’s education system is highlighted in the study. The purpose of the study is to present the content of special methodological work on the development of the aesthetic competence of the future teachers specialised in the Humanities. The research methods are as follows: theoretical – analysis of scientific sources on the problem related to the development of the aesthetic competence of the future specialists in the field of education – in order to specify the phenomenon “aesthetic competence of the teacher specialised in the Humanities” and to determine the characteristics of its development; practical – analysis of pedagogical experience – in order to highlight the effective forms of work with students within the educational environment of higher education institutions which contribute to the development of the aesthetic competence on certain grounds. The aesthetic competence of the teacher specialised in the Humanities is interpreted as an integrative personal and professional characteristic of a teacher specialised in the Humanities based on his / her abilities to build professional pedagogical activities according to the laws of aesthetics (to understand markers of the tragic and comic, beautiful and ugly, lofted and low); it consists of a dynamic complex of specialized knowledge and skills (abilities to solve professional tasks based on aesthetic ideals, cultural and humanistic values); it is actualised through the identifiers of aesthetic and humanitarian training: aesthetic taste, aesthetic consciousness, aesthetic culture. The article describes the content of the experimental work with the students majoring in these specialties: 014 Secondary education (the Ukrainian language and literature) (10 bachelor students), 014 Secondary education (Language and literature (English)) (10 bachelor students), 014 Secondary education (History) (10 bachelor students) at the State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”. The specificities of the work of the pedagogical circle within which the elective special course “Aesthetic competence of the future teachers specialised in the Humanities” (3 ECTS credits) was taught have been presented. Some ways enabling the modification of the content of the educational disciplines “Pedagogy”, “Psychology”, “Cultural Studies”, “The History of Ukrainian Culture” have been presented. Keywords: competence, aesthetisation, aesthetic competence, future teachers of the Humanities, institution of higher education, educational environment of a higher education institution, methodological work.

scholarly journals History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Raymond N. Fru ◽  
Makatleho Liphoto
Keyword(s):  
Secondary Education ◽  
Classroom Practice ◽  
History Education ◽  
Successful Outcome ◽  
Education History ◽  
Structured Interviews ◽  
History Teachers ◽  
Positive Feeling ◽  
Study Approach ◽  
Mixed Feelings

There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship between school history and citizenship through an exploration of the perceptions of history teachers in Lesotho about the promotion of citizenship values through history education. The rationale for the investigation stems from the inclusion of citizenship values as part of the aims of the Lesotho General Certificate of Secondary Education (LGCSE) history syllabus. The study operated within the interpretive paradigm and a qualitative case study approach of four purposively selected high schools and eight teachers in Maseru, Lesotho. The data collected from semi-structured interviews revealed that the teachers possess very vague and varying understandings of citizenship. This vagueness ultimately translates into the classroom practice in the form of a lack of harmonious implementation of the LGSCE history syllabus’ prescriptions on citizenship values. The teachers however, have a mostly positive feeling about the importance of imparting citizenship values to learners, especially in the unique context of Lesotho through history education. This article recommends that the Ministry of Education and Training (MoET) initiates a robust curriculum reflection process, together with relevant stakeholders that will inform policy on the effective implementation of the citizenship clauses of the LGSCE history syllabus.

scholarly journals Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

2021 ◽  
Vol 12 ◽  
Author(s):  
Cosme J. Gómez Carrasco ◽  
Jairo Rodríguez-Medina ◽  
Pedro Miralles-Martínez ◽  
Ramón López-Facal
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Internal Consistency ◽  
Teaching Practice ◽  
Education History ◽  
Perceived Learning ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
Confirmatory Factor ◽  
Motivation And Learning

This paper presents the results of research on the initial teacher training in Spain. The aim is to verify whether the development of a training program for teachers based on methodological and epistemological aspects has a positive repercussion on the learning of secondary school pupils. We evaluated to what degree this training was reflected in secondary education pupils (n = 467, Mage = 14.74, SD = 1.97) taught by the participating trainee teachers during their period of teaching practice. A pretest and a postest were employed to obtain data on the methodology and the motivation and perceived learning on the part of the pupils. A confirmatory factor analysis was carried out to verify the validity and internal consistency of the tools and, later, the longitudinal invariance in each of the dimensions analyzed. The results confirm the internal consistency and validity of the tools employed and the improvement in the pupils' evaluation regarding methodology, motivation, and learning.

scholarly journals A Expansão do ensino secundário na Bahia 1942-1961

2020 ◽  
Vol 29 (59) ◽  
pp. 310-327
Author(s):  
Sara Martha Dick
Keyword(s):  
High School ◽  
Secondary Education ◽  
National Survey ◽  
History Of Education ◽  
Public Library ◽  
Education History ◽  
The Public ◽  
Palabras Clave ◽  
History Of ◽  
Education In Brazil

RESUMO   Este artigo busca discutir a expansão do ensino secundário na Bahia, durante o período compreendido entre os anos de 1942 até 1961.  É parte dos resultados de uma pesquisa nacional, Ensino secundário no Brasil em perspectiva histórica e comparada (1942-1961). Coordenação de Eurize C. Pessanha e Financiada pelo CNPQ. Com seu início no ano de 1836  o Ensino Secundário baiano contava com o Liceu Provincial na Capital , que 1895 passou a chamar-se Ginásio da Bahia e com a  Reforma Capanema de 1942 Colégio da Bahia, permanecendo como um único estabelecimento em Salvador até 1947.Objetivamos demonstrar que o início de expansão ocorre a partir do governo de Otávio Mangabeira eleito democraticamente. Utilizamos das fontes do Arquivo Público da Bahia - APBA e Instituto Geográfico e Histórico da Bahia–IGHBa e Biblioteca Pública da Bahia – BPBa e Arquivo Municipal de Salvador , além disso, consulta dos  Jornais : A Tarde e Diário de Notícias. As fontes foram analisadas, chegando a conclusão de que o período mais democrático contribuiu para a expansão.   Palavras chave :  Ensino Secundário, História da Educação, Bahia   THE EXPANSION OF SECONDARY EDUCATION IN BAHIA 1942-1961   ABSTRAT This article seeks to discuss the expansion of secondary education in Bahia, during the period from 1942 to 1961. It is part of the results of a national survey, Secondary education in Brazil in a historical and comparative perspective (1942-1961). Coordination by Eurize C. Pessanha and Funded by CNPQ. With its beginning in the year of 1836 the Secondary Education of Bahia had the Provincial High School in the Capital, which in 1895 was renamed Ginásio da Bahia and the Capanema Reformation of 1942 Colégio da Bahia, remaining as a single establishment in Salvador until 1947. We aim to demonstrate that the beginning of expansion occurs from the democratically elected government of Otávio Mangabeira. We used the sources of the Public Archive of Bahia - APBA and the Geographic and Historical Institute of Bahia - IGHBa and Public Library of Bahia - BPBa and the Municipal Archive of Salvador, in addition, consultation of the Newspapers: A Tarde and Diário de Notícias. The sources were analyzed, concluding that the most democratic period contributed to the expansion.   Keywords: Secondary Education, History of Education, Bahia. LA EXPANSIÓN DE LA EDUCACIÓN SECUNDARIA EN BAHIA 1942-1961 RESUMEN Este artículo busca discutir la expansión de la educación secundaria en Bahía, durante el período de 1942 a 1961. Es parte de los resultados de una encuesta nacional, Educación secundaria en Brasil en una perspectiva histórica y comparativa (1942-1961). Coordinación por Eurize C. Pessanha y Financiado por CNPQ. Con su inicio en 1836, la Educación Secundaria de Bahía tenía la Escuela Secundaria Provincial en la Capital, que en 1895 pasó a llamarse Ginásio da Bahia y la Reforma Capanema de 1942 Colégio da Bahia, permaneciendo como un solo establecimiento en Salvador hasta 1947. Nuestro objetivo es demostrar que el comienzo de la expansión se produce desde el gobierno democráticamente elegido de Otávio Mangabeira. Utilizamos las fuentes del Archivo Público de Bahía - APBA y el Instituto Geográfico e Histórico de Bahía - IGHBa y la Biblioteca Pública de Bahía - BPBa y el Archivo Municipal de Salvador, además de la consulta de los Periódicos: A Tarde y Diário de Notícias. Se analizaron las fuentes y se concluyó que el período más democrático contribuyó a la expansión. Palabras clave: Educación Secundaria, Historia de la Educación, Bahía.  

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