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.

scholarly journals The sidewalk is a history book: Reflections on linking historical consciousness to uses of history

2021 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Kenneth Nordgren ◽  
Keyword(s):  
Formal Education ◽  
History Education ◽  
Public Life ◽  
Historical Thinking ◽  
Historical Consciousness ◽  
International Community ◽  
Song Lyrics ◽  
Historical Representations ◽  
History Book ◽  
Broad Understanding

The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.

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 The Case for Commemoration Controversies in Canadian History Education

2021 ◽  
Vol 44 (2) ◽  
pp. 434-465
Author(s):  
Lindsay Gibson
Keyword(s):  
Social Studies ◽  
Civic Education ◽  
Teaching And Learning ◽  
History Education ◽  
Historical Thinking ◽  
Historical Consciousness ◽  
Education History ◽  
Canadian History ◽  
Learning History ◽  
K 12

Commemorations are events or actions that honour and memorialize significant events, people, and groups from the past. In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world, including Canada. In this article I argue that commemoration controversies should be an essential part of teaching and learning history in K–12 schools because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula in Canada, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking. In the final section of the article I describe how six second-order historical thinking concepts can be used to invite students to think historically about commemorations. Keywords: historical commemorations, public history, history teaching and learning, citizenship education, history education, historical consciousness, historical thinking, social studies education

scholarly journals Analisis Pendekatan Saintifik sebagai Indikator Berpikir Ilmiah dalam Pembelajaran Sejarah

Diakronika ◽  
2021 ◽  
Vol 21 (1) ◽  
pp. 14-28
Author(s):  
Ofianto Ofianto ◽  
Tri Zahra Ningsih
Keyword(s):  
Historical Thinking ◽  
Historical Consciousness ◽  
Survey Method ◽  
Scientific Thinking ◽  
Partial Credit Model ◽  
Partial Credit ◽  
Historical Reasoning ◽  
History Learning ◽  
Scientific Approach ◽  
Historical Literacy

Abstract. This study aims to analyze the extent to which the concept of a scientific approach that is generally accepted for all subjects in the curriculum in Indonesia is be able to become a basis for scientific thinking in history learning. This research is descriptive quantitative research with a survey method that aims to obtain information about the scientific thinking abilities of students in schools. The research subjects consisted of 60 high school students in Indonesia. The data was collected through a written test in the form of a description. Data analysis techniques using Partial Credit Model (PCM) with the help of the Quest program. The findings of the study showed that students who were able to answer questions in category 3 were less than 50%. These data indicate that the scientific approach that applies in general to all subjects in the curriculum in Indonesia has not been able to become the basis for students' scientific thinking skills in history learning. Based on this, the authors recommend four skills in historical learning, namely historical literacy, historical thinking, historical consciousness, and historical reasoning to be the basis for scientific thinking in historical learning. Keywords: Scientific Approach, Scientific Thinking, Historical Literacy, Historical Thinking, Historical Consciousness, and Historical Reasoning Abstrak. Penelitian ini bertujuan untuk menganalisis sejauh mana konsep pendekatan ilmiah yang berlaku umum untuk semua mata pelajaran dalam kurikulum di Indonesia mampu menjadi landasan berpikir ilmiah dalam pembelajaran sejarah. Penelitian ini merupakan penelitian deskriptif kuantitatif dengan metode survey yang bertujuan untuk memperoleh informasi gambaran tentang kemapuan berpikir ilmiah siswa di sekolah. Subjek penelitian terdiri dari 60 siswa Sekolah Menengah Atas di Indonesia. Pengumpulan data dilakukan melalui tes tertulis dalam bentuk uraian. Teknik analisis data menggunakan Partial Credit Model (PCM) dengan bantuan program Quest. Temuan penelitian menunjukkan bahwa peserta didik yang mampu menjawab soal pada kategori 3 kurang dari 50%. Data tersebut mengindikasikan bahwa pendekatan ilmiah yang berlaku secara umum untuk semua mata pelajaran dalam kurikulum di Indonesia belum mampu menjadi landasan keterampilan berpikir ilmiah siswa dalam pembelajaran sejarah. Berdasarkan hal tersebut, penulis merekomendasikan empat keterampilan dalam pembelajaran sejarah yaitu historical literacy, historical thinking, historical consciousness, dan historical reasoning untuk menjadi landasan berpikir ilmiah dalam pembalajaran sejarah. Kata Kunci: Pendekatan Ilmiah, Berpikir Ilmiah, Historical Literacy, Historical Thinking, Historical Consciousness, dan Historical Reasoning.

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.

Advantages of Complementary Stereo Images as Viewed with the Low-Temperature Field-Emission SEM

1992 ◽  
Vol 50 (2) ◽  
pp. 1314-1315
Author(s):  
William P. Wergin ◽  
Eric F. Erbe
Keyword(s):  
Fold Increase ◽  
Horizontal Displacement ◽  
Three Dimensions ◽  
Stereo Image ◽  
Stereo Pair ◽  
Sem Micrograph ◽  
Left And Right ◽  
The Common ◽  
The Brain ◽  
Pair Analysis

The eye-brain complex allows those of us with normal vision to perceive and evaluate our surroundings in three-dimensions (3-D). The principle factor that makes this possible is parallax - the horizontal displacement of objects that results from the independent views that the left and right eyes detect and simultaneously transmit to the brain for superimposition. The common SEM micrograph is a 2-D representation of a 3-D specimen. Depriving the brain of the 3-D view can lead to erroneous conclusions about the relative sizes, positions and convergence of structures within a specimen. In addition, Walter has suggested that the stereo image contains information equivalent to a two-fold increase in magnification over that found in a 2-D image. Because of these factors, stereo pair analysis should be routinely employed when studying specimens.Imaging complementary faces of a fractured specimen is a second method by which the topography of a specimen can be more accurately evaluated.

Applying Possessive pronoun in Writing Sentences: Exploring Students’ Ability and Problems in a Mixed Method Study

2019 ◽  
Vol 1 (3) ◽  
pp. 79-83
Author(s):  
Eka Utami Putri ◽  
Syahdan Syahdan
Keyword(s):  
Mixed Method ◽  
Simple Random Sampling ◽  
Average Score ◽  
Mixed Method Study ◽  
Z Score ◽  
Possessive Pronoun ◽  
Efl Students ◽  
The Common ◽  
Common Problems ◽  
Essay Test

The purpose of this research was to find out the students' ability in applying Possessive pronoun in writing sentences and the problems encounter it.  This mixed method study employs an explanatory design to reveals it. 53 students out of 105 students from1st semester EFL students from one reputable University in Pekanbaru, Indonesia, were invited to this study. These 53 students were selected using simple random sampling and enrolled for an essay test and interview to see the students' ability and explaining the problems. The data analysis using SPSS showed that the average score of students was 52.98. Meanwhile for the median is 48, the mode is 20. The score of Standard Deviation is 27.93, Variance is 780.25, and Range is 84.  Z-Score was found 41.5%, which is means higher than average and 58.5% while, students' ability was indicated below the average. It showed that the students were low ability in applying possessive pronoun in writing sentences. The study also found the common problems, i.e., (1) students still mixed up between possessive pronoun and possessive adjectives. (2) students used the wrong pattern in using a possessive pronoun. (3) students did not understand clearly about a possessive pronoun, (4) experiencing difficulties in learning possessive pronoun. 

scholarly journals Common issues in the hetero-epitaxial seeding on SiC substrates in the sublimation growth of AlN crystals

2021 ◽  
Vol 127 (8) ◽  
Author(s):  
R. Radhakrishnan Sumathi
Keyword(s):  
Power Electronic ◽  
Etch Pit ◽  
Micro Hole ◽  
Wet Chemical ◽  
The Common ◽  
Common Problems ◽  
Hole Defects ◽  
Sublimation Growth ◽  
Impurity Elements ◽  
Very High

AbstractAluminium nitride (AlN) is a futuristic material for efficient next-generation high-power electronic and optoelectronic applications. Sublimation growth of AlN single crystals with hetero-epitaxial approach using silicon carbide substrates is one of the two prominent approaches emerged, since the pioneering crystal growth work from 1970s. Many groups working on this hetero-epitaxial seeding have abandoned AlN growth altogether due to lot of persistently encountered problems. In this article, we focus on most of the common problems encountered in this process such as macro- and micro-hole defects, cracks, 3D-nucleation, high dislocation density, and incorporation of unintentional impurity elements due to chemical decomposition of the substrate at very high temperatures. Possible ways to successfully solve some of these issues have been discussed. Other few remaining challenges, namely low-angle grain boundaries and deep UV optical absorption, are also presented in the later part of this work. Particular attention has been devoted in this work on the coloration of the crystals with respect to chemical composition. Wet chemical etching gives etch pit density (EPD) values in the order of 105 cm-2 for yellow-coloured samples, while greenish coloration deteriorates the structural properties with EPD values of at least one order more.

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