Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons

Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This study aims to explore the use of multiperspectivity in teachers’ lesson designs for 10th grade students based upon a text that includes multiple perspectives (HP) (N=8) compared to a text that hardly includes multiperspectivity (LP) (N=10). The lesson designs were analyzed on multiperspectivity regarding aims, instruction, materials and learning activities, and also on actors, elements of scale, dimensions, historians interpretations and students’ perspectives. We found that different dimensions (for example, political, economic) were more often incorporated in the lesson designs based upon text HP, but that students’ perspectives were more often included in the designs based upon text LP. Only one fifth of the lesson designs reflected a high overall level of multiperspectivity. Nevertheless, text HP generated more multiperspectivity with respect to aims and instruction, dimensions, scale and historiography than text LP. Interviews with the teachers showed that the interpretation of the exam program – either a focus on learning historical reasoning or acquiring a chronological overview of knowledge – seemed decisive in the design of the lessons. This study calls for careful incorporating multiperspectivity in textbook by authors, and in their lessons by teachers who seek to do justice to multiple perspectives.

Analisis Pendekatan Saintifik sebagai Indikator Berpikir Ilmiah dalam Pembelajaran Sejarah

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.

A Brief Analysis of The State of Entertainment Theory

This chapter offers some historical and conceptual orientation to readers of the Oxford Handbook of Entertainment Theory. Departing from a brief review of ancient roots and twentieth-century pioneer works, we elaborate on the state and challenges of contemporary entertainment theory and research. This includes the need to develop a more explicit understanding of interrelationships among similar terms and concepts (e.g., “presence” and “transportation”), the need to reflect more explicitly on epistemological foundations of entertainment theories (e.g., neobehaviorism), and the need to reach back to past, even historical reasoning in communication that may be just as informative as the consideration of recent theoretical innovations from neighboring fields such as social psychology. Finally, we offer some reflections on programmatic perspectives for future entertainment theory, which should try to harmonize views from the social sciences and critical thinking, span cultural differences in entertainment processes, and keep track of the rapid technological progress of entertainment media.

Defining linguistic reasoning

Until recently, throughout the world, linguistic theory was virtually absent in secondary education, mostly limited to grammar teaching still based on 19th century linguistic theory. There is a growing call, however, for enriching grammar teaching with modern linguistic insights, integrating higher order critical thinking skills, like reasoning. This study tries to lay the groundwork for a model of linguistic reasoning in particular. Based on a well-established model for historical reasoning (Van Boxtel & Van Drie, 2018), a linguistic model is developed in two steps. First, the components of the historical model are theoretically analysed and transposed to the linguistic domain, and second, the model is applied in qualitative analysis of linguistic experts’ reasoning. It is found that the model fits linguistic reasoning fairy well: all central components can be observed, and are evenly distributed over different experts. It is concluded that the linguistic reasoning model can be used in the development of a new grammar pedagogy.

The History of the Early Modern Period Turkish Armenians in Soviet Historiography

The study of the Early modern period Western Armenian or Turkish-Armenian history did not interest the Soviet-Armenian historiography much. It was primarily subordi-nated to the Eastern Armenian historical priorities, and occupied a marginal place in the Soviet-Armenian historiographical system. The absence of study on the Turkish-Armenian history in the Soviet-Armenian historiographical system was not an acci-dental omission, but the result of the political attitudes of the Soviet historiographical thought, which [the attitudes], since the Stalin era, had not always derived from the Western Armenian historical reasoning.

Claiming History in Religious Conflicts

In what way did or does the past lend credence to religion and how did or does the formation of and departure from tradition affect claims to religious truth? How does historical reasoning contribute towards the unravelling of religious conflicts and what role does history play in concrete peace building processes? The contributions to this volume tackle these questions. Collectively, they take a decidedly multidisciplinary and diachronic perspective, throwing light upon an important subject with significant contemporary reverberations.