scholarly journals Didactic Perspectives on the Interpretation of Historical Sources in Schools

2021 ◽  
Vol 13 (2) ◽  
pp. 433-443
Author(s):  
Roger Jesús Echevarría Gonzales Gonzales ◽  
Dra. Doris Fuster-Guillén ◽  
Yessenia Karina Rosell Garay ◽  
Hugo Walter Maldonado Leyva ◽  
Carlos Augusto Luy-Montejo
Keyword(s):  
Historical Thinking ◽  
Sources Of Information ◽  
Historical Sources ◽  
Comprehensive Overview ◽  
History Teaching ◽  
Bibliographic Analysis ◽  
Main Research ◽  
Research Problems ◽  
Historical Education ◽  
The Subject

The purpose of this article is to offer a clear and concise overview of the didactic perspectives on the interpretation of historical sources that have been developed in recent years. To this end, we have considered it appropriate to dedicate a few paragraphs to the problems of current historical education and to the proposals that seek to remedy this situation. Likewise, we have specified the scope of historical thinking in history teaching and presented the main research associated with it. The exposition of these details has served as a preamble to the central development of the topic. In the main section, we have presented the treatment of historical sources as a methodological process, intimately related to their interpretation, which accounts for the skills and abilities that the student must develop for the satisfaction of historical research problems. As conclusions we emphasize the importance of the use of historical sources in the disciplinary and methodological understanding of the subject by the students. Finally, regarding the methodology used for the elaboration of this work, we have resorted to the bibliographic analysis of various sources of information, including theses, research articles and books, in order to provide a comprehensive overview of the topic we have proposed to investigate.

scholarly journals Avaliação no ensino de História: uma experiência no Colégio de Aplicação/UFSC

2021 ◽  
Vol 5 (9) ◽  
pp. 121
Author(s):  
Diego Lunardelli ◽  
Marco Antônio Pinheiro Machado
Keyword(s):  
Summative Assessment ◽  
Formative Assessments ◽  
School Evaluation ◽  
Laboratory School ◽  
Historical Sources ◽  
Self Assessment ◽  
Santa Catarina ◽  
History Teaching ◽  
The Subject ◽  
Teaching Learning

O artigo apresenta uma análise sobre as possibilidades de entender a avaliação como parte central do processo de ensino/aprendizagem em História. Essa reflexão surge como produto da atividade de regência de classe pertinente à disciplina de Estágio Supervisionado em História II, na Universidade Federal de Santa Catarina. Portanto, há nesta discussão elementos empíricos (resultados das avaliações formativas, avaliação somativa e autoavaliação da turma), que, em diálogo com referenciais teóricos, permitiram-nos tecer considerações que apontam para resultados propositivos quanto ao uso sistemático de avaliações, por meio de atividades com fontes históricas. Dessa maneira, esse trabalho estabelece uma comparação entre avaliações objetivas e formativas, demonstrando que a utilização de avaliações formativas com fontes históricas pode contribuir para um melhor processo de ensino/aprendizagem.Palavras-Chave: Estágio Supervisionado de História; Colégio de Aplicação; Avaliação; Ensino de História. AbstractThe article presents an analysis of the possibilities of understanding evaluation as a central part of the teaching/learning process in History. This reflection arises as a product of the class activity pertinent to the subject of Supervised Internship in History II, at the Federal University of Santa Catarina. Therefore, there are empirical elements in this discussion (results of formative assessments, summative assessment and self-assessment of the class), which, in dialogue with theoretical references, allowed us to make considerations that point to propositional results regarding the systematic use of assessments, through activities with historical sources. Thus, this paper establishes a comparison between objective and formative assessments, demonstrating that the use of formative assessments with historical sources can contribute to a better teaching/learning process.Keywords: Supervised History Internship; Laboratory School; Evaluation; History teaching.

scholarly journals E. E. ZAMYSLOVSKY AND ST. PETERSBURG’S HISTORICAL SCHOOL

2016 ◽  
pp. 40-45
Author(s):  
E. F. Zdanovich
Keyword(s):  
Historical Source ◽  
Historical Sources ◽  
Research Directions ◽  
Main Research ◽  
Historical School ◽  
Research And Teaching ◽  
Profound Knowledge ◽  
History Of ◽  
The Subject ◽  
Xviith Century

The article analyzes the creative biography of E. E. Zamyslovsky, his main research directions (the history of Russia of the XVIIth century and historical geography) are defined. The article features interesting and insufficiently explored directions of his scientific research and teaching. The article introduces us to E. E. Zamyslovsky’s methods and techniques of work with a historical source. In particular, the emphasis is put on profound knowledge of the historical sources on the subject of the research a historian should possess. Special attention is given to identifying of E. E. Zamyslovsky’s place in the range of the largest Russian historians, the representatives of St. Petersburg’s historical school.

scholarly journals La historia como materia formativa. Reflexiones epistemológicas e historiográficas

2017 ◽  
Vol 27 ◽  
pp. 265
Author(s):  
Cosme Jesús Gómez Carrasco ◽  
Raimundo A. Rodríguez Pérez
Keyword(s):  
Democratic Education ◽  
Historical Thinking ◽  
Historical Research ◽  
History Teaching ◽  
Early Stages ◽  
Historical Education

Resumen: La tradicional separación entre investigación histórica y enseñanza de la historia implica que los avances de ambas disciplinas no tengan verdadero calado. La historia como formadora de élites y creadora de identidades ha dado paso a una enseñanza cívica y democrática, que en España aún se encuentra en sus primeros estadios. El objetivo de este trabajo es analizar la evolución de la historiografía para encontrar puntos en común con su vertiente didáctica. Conseguir que los estudiantes y la sociedad vean la historia como ciencia, requiere superar el positivismo y la historia factual.Palabras clave: Historiografía, Epistemología, Pensamiento Histórico, Educación histórica.Abstract: The traditional separation between historical research and history teaching implies that the advances of both disciplines have no real meaning. History as an educator of elites and creator of identities has given way to a civic and democratic education, which in Spain is still in its early stages. This paper sets out to analyse the evolution of historiography to find points in common with its didactic aspect. Getting students and society to view history as science requires overcoming positivism and factual history.Key words: Historiography, Epistemology, Historical thinking, Historical education.

scholarly journals Teaching historical thinking and reasoning: Teacher beliefs

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Súsanna Margrét Gestsdóttir ◽  
Jannet van Drie ◽  
Carla van Boxtel
Keyword(s):  
Teacher Beliefs ◽  
Research Question ◽  
Historical Thinking ◽  
History Teachers ◽  
History Teaching ◽  
Main Research ◽  
Teaching History ◽  
History Play ◽  
Insight Into

This study aims to give an insight into the beliefs that shape history teachers’ orientations towards their subject and how they approach it. We take a closer look at the beliefs of a group of teachers to see if there is a connection between those beliefs and whether and how they teach historical thinking and reasoning (HTR). HTR has been considered an important component in history teaching in many countries for some decades. Different factors may influence whether teachers are willing or able to teach it. Our main research question is: Which beliefs about goals and strategies of teaching history play a role in teachers’ inclinations towards teaching historical thinking and reasoning?

scholarly journals Political Memoirs, Myth, Policy, and the Wars of Yugoslav Secession

2009 ◽  
Vol 15 ◽  
Author(s):  
Cameron Whitehead
Keyword(s):  
Recent Work ◽  
Critical Analysis ◽  
Policy Formation ◽  
The Political ◽  
Sources Of Information ◽  
Historical Sources ◽  
Academic Interest ◽  
The Subject ◽  
The Military

An outpouring of academic interest in the collapse of Yugoslavia and the subsequent wars of secession has developed key areas of critical analysis to approach the subject. While much of this recent work has emphasized the importance of persistent myths about the region and its people, little work has conclusively demonstrated the correlation between these misconceptions and policy formation. The use of popular, political memoirs as historical sources has been lightly treated in recent historiography, suggesting a reluctance to critically engage with the genre or accept these texts as valid sources of information. This case study argues that the political memoirs surrounding the collapse of Yugoslavia and the subsequent wars of secession complicate the assumed relationship between widespread myths of the region and the formation of policy at the military and diplomatic level.

scholarly journals La enseñanza de la historia en el currículum chileno de educación básica como reflejo del contexto político actual

2016 ◽  
Vol 10 (2) ◽  
pp. 9-22
Author(s):  
Isidora Sáez-Rosenkranz
Keyword(s):  
Social Process ◽  
Historical Thinking ◽  
The Political ◽  
Historical Sources ◽  
Cultural Products ◽  
History Teaching ◽  
Political Situation ◽  
Historical Method ◽  
Raymond Williams ◽  
Do So

The aim of this article is to explain the characteristics on current History teaching proposed into the curriculum of primary education in Chile under the present social process. We employ Raymond Williams cultural materialism and specifically his categories on cultural products to apprehend the curriculum and link it to the context where it is pro duced. To do so, we use the historical method, and considering pedagogical and didactical elements. The documental corpus analyzed is conformed by the official documents guiding education but also other historical sources coming from the current political situation. The results on this analysis show that there is a curricular dichotomy between traditional history teaching based on events of national history and learning by rote and, current didactical proposals, which tend to develop historical thinking. This situation reflects the political tension on social demands and the institutional longstanding objectives for education.

scholarly journals MODEL OF HISTORY TEACHING BASED ON THE USE OF PRIMARY HISTORICAL SOURCES

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Nur Fatah Abidin
Keyword(s):  
Cognitive Processes ◽  
Primary Source ◽  
Historical Thinking ◽  
Historical Narrative ◽  
Historical Sources ◽  
History Teaching ◽  
Elaboration Theory ◽  
History Class ◽  
Learning Instruction ◽  
Three Stages

Analyzing primary historical sources become the biggest challenge for students in history class. This research aims to develop EAR learning instruction based on the elaboration of historical thinking and three cognitive processes of knowledge construction. The Elaboration Theory was adopted to calibrate those concepts into systematic learning instruction for analyzing the primary source in history class. The elaboration generates EAR learning instruction consisted of three stages namely Engagement, Anatomization, and Reconstruction. These stages represent systematic steps to sourcing, analyzing, and reconstructing historical narrative based on the analysis of the primary source. EAR learning instruction can provide implementable steps to examine primary historical sources in history class and support the improvement of students’ historical thinking by giving a simple path to analyze the primary historical sources. EAR is expected diminishing students’ barriers in facing complexity in analyzing the primary source in history class.

Psychological nature of intelligence officer

2020 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
P. Yu. Naumov ◽  
F. V. Povshednaya
Keyword(s):  
Social Groups ◽  
Pedagogical Practice ◽  
Value System ◽  
Level Of Education ◽  
Main Research ◽  
Social Trends ◽  
Deductive Method ◽  
Mechanisms Of Formation ◽  
The Subject ◽  
Method Analysis

Introduction. Based on modern social trends, the demand becomes not only for professionally trained people, but also for the level of their general culture, value system and, ultimately, intelligence. At the same time, there is no place for intellectuals and educating intellectuals in program documents on educational activities, although this task is very logical for the pedagogical practice of a developed society. This work presents the experience of the author's analysis of the psychological nature of the intelligence of an officer. Consistently considering the essence and structure of such a complex phenomenon, the structure and the real functioning of the values that allow characterizing the subject as an intellectual are ascertained.Materials and methods. As the main research methodology, the authors use sociological (I.S. Kon), culturological adapted to solve the problems of this work (M.S. Kagan), historiographic (A.V. Popov), systemic (I.V. Blauberg, V.A. Lektersky, V.N. Sadovsky, S.L. Rubinstein, M.S. Kagan, N.V. Kuzmina) and functional approaches (P.K. Anokhin, M.S. Kagan, N. Wiener). The main research methods were: hypothetical-deductive method; analysis, synthesis, comparison, analogy and abstraction; systemic method and modeling.Results. The result of the study is that the authors identified and justified the structural psychological qualities of intelligence as the subjective characteristics of an officer and examined the basic mechanisms of formation of intellectual values.Discussion and Conclusions. The required criteria for being intelligent as a  subject characteristics of an officer is the level of education (self education)of an officer, his manners, the scope of his values , existential assessment –correlating every fact he faces with general life-span problems of objective reality, having respect for values of others and being ready for talk to employees and  superiors as well as the representatives of other social groups, other cultures, nationalities, confessions and professions which requires dialog in search of optimal forms and options of interaction. The cornerstone principle for intelligence of the officer are, therefore, his education and upbringing, ideological conviction in his own values and readiness for self-sacrifice for their sake.

LITERARY ROMANTICISM AS A THEORETICAL ISSUE

2020 ◽  
pp. 19-27
Author(s):  
Vera V. Serdechnaia ◽  
Keyword(s):  
20Th Century ◽  
Conceptual Analysis ◽  
18Th Century ◽  
Theoretical Concept ◽  
Historical Research ◽  
Theoretical Issue ◽  
Main Research ◽  
Literary Process ◽  
History Of ◽  
The Subject

The article is devoted to the analysis of the concept of literary romanticism. The research aims at a refinement of the “romanticism” concept in relation to the history of the literary process. The main research methods include conceptual analysis, textual analysis, comparative historical research. The author analyzes the semantic genesis of the term “romanticism”, various interpretations of the concept, compares the definitions of different periods and cultures. The main results of the study are as follows. The history of the term “romanticism” shows a change in a number of definitions for the same concept in relation to the same literary phenomena. By the end of the 20th century, realizing the existence of significant contradictions in the content of the term “romanticism”, researchers often come to abandon it. At the same time, the steady use of the term “romanticism” testifies to the subject-conceptual component that exists in it, which does not lose its relevance, but just needs a theoretical refinement. Conclusion: one have to revise an approach to romanticism as a theoretical concept, based on the change in the concept of an individual in Europe at the end of the 18th century. It is the newly discovered freedom of an individual predetermines the rethinking for the image of the author as a creator and determines the artistic features of literary romanticism.

THE METADIALOGUE CONCEPT IN ITS LINGUISTIC ASPECT

2019 ◽  
Vol 29 (5) ◽  
pp. 721-726
Author(s):  
Yu.V. Kupriyanova ◽  
I.M. Vasilyanova
Keyword(s):  
Subject Matter ◽  
Dynamic Structure ◽  
Point Of View ◽  
Semantic Relations ◽  
Human Cognition ◽  
Main Research ◽  
Key Points ◽  
Research Findings ◽  
The Subject ◽  
Linguistic Aspect

The article summarizes the key points in the development of the metadialogue phenomenon from a linguistic point of view. Some stages of the development of this concept and the difficulties associated with its structuring are covered. The main research findings of modern foreign and domestic experts on its study are considered. Some characteristics of the subject of the research from the standpoint of various pragmatic installations are given. On the basis of the dynamic structure of the metadialogue development, certain principles of semantic relations connected with the dialectical nature of human cognition are presented. Excursion into the history and evolution of the concept is presented. Several types of formulation of the subject matter are given. In accordance with the goal of speech exposure, internal problems of the development of metadialogue are highlighted and the critical points related to solving these problems are described. The rules of metadialogue flow are explained at the level of steps, the success/failure of which directly affects the final result of communication. The prospects of development of the concept research in accordance with various types of discourse are indicated.

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