7. ‘To The Past’: Why We Need to Teach and Study History

Osborne, Ken

doi:10.3138/9781442657212-009

Cited by 18 publications

(7 citation statements)

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“…Toplumların bir tarih anlatısına sahip olması ve bunu gelecek kuşaklara aktarması önemlidir. Bu nedenle tarih öğretimi, geçmişten bugüne değin alternatif anlayışlarla desteklenerek toplumsal bir ihtiyaç olarak görülüp önemsenen alanlardan biri olarak değerlendirilmiştir (Carr, 2015;Güven, 2014;Osborne, 2006;Wineburg, 2018). Toplumsal tarih bilinci oluşturmak adına özellikle eğitimin kamusallaştığı 19. yüzyıldan itibaren ciddi bir çaba ortaya konulmuştur.…”

Section: Discussion Conclusion and Recommendationsunclassified

“…Societies need a narrative of their history to pass on to future generations. Consequently, history education has evolved with alternative interpretations from past to present and is regarded as a societal necessity and of significant importance (Carr, 2015;Güven, 2014;Osborne, 2006;Wineburg, 2018). There has been a concerted effort to raise consciousness of social history, particularly since the 19 th century, when education became more publicly accessible.…”

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confidence: 99%

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Evaluation of Olgun Children’s Journal (1935) within the Scope of Adding Nation and History Awareness to Children

AYANTAŞ,

DÖNMEZ

2024

AÜEBFD

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This study sought to evaluate Olgun Children’s Journal (1935) within the scope of the efforts of adding nation and history awareness to children by using document examination which is among qualitative research methods. Olgun Children’s Journal which was issued for the first time on 16 February 1935 was a children’s journal which ended its publication life with its 13th and final issue on 25 May 1935. Specific sections of the journal in every issue were Let’s Learn the Statesmen of the Nation, One Mustafa for a Thousand Enemies, Cinema with Art, In the Animal Land, The Scholar Investigating, Adventures of Yumurcak, Our Articles and Riddles-Puzzles. At the end of the study, we observed that the journal personally reflected the understanding and conditions of the era (1930s) and was on the prowl of imbuing children with the opinions of national unity and solidarity in line with the perspective and understanding of the era. The study found that the journal included sub texts related to the Surname Act (1934) in society and efforts of simplification of language, mentioned the Dardanelles War and the War of Independence, stressed the virtues of the Turkish Nation and significance of Atatürk as a leader and tried to raise nation and history awareness in children by this way. The journal accepted children as adults, stressed that children had an ability of achieving even the most difficult tasks and tried to raise consciousness reflecting the historical context in the Turkish children. In addition, the journal designed specific sections for children to have fun and enjoy themselves.

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Section: Discussion Conclusion and Recommendationsunclassified

mentioning

confidence: 99%

Evaluation of Olgun Children’s Journal (1935) within the Scope of Adding Nation and History Awareness to Children

AYANTAŞ,

DÖNMEZ

2024

AÜEBFD

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“…Lee (1983), for example, described a line between what he called substantive and procedural knowledge. An approach emphasizing only procedural knowledge, or the conceptual scaffolds of the historical discipline, can run the risk of being knowledge poor (Osborne, 2006). Conversely, according to other historians of education, when lacking an opportunity to use conceptual tools, students are left to passively absorb the stories in their textbooks as though they represented irrefutable knowledge (Lévesque, 2011;den Heyer, 2004).…”

Section: Traces Of the Pastmentioning

confidence: 99%

Traces of the Past: Raising the Allumettières (Matchworkers) in Sites of Collective Remembering

McCallum,

McLean

2016

JCACS

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Engaging with historical events, people and places encourages students to envision history as a dynamic process where individual, group, and national identities are reproduced. These types of educational interventions can foster recognition that history—both past events and our records about them—result from a process of authorship. The recent surge of interest amongst history educators and within recent publications of provincial curricula that focus on historical thinking concepts—historical significance, primary source evidence, continuity and change, cause and consequence, historical perspectives, and the ethical dimension of historical interpretations—encourages educators to consider ways to integrate these concepts within their teaching practice. Our case study of the narrative account of the allumettières (matchworkers) of Hull, Quebec is an example of one type of classroom inquiry into local places of remembering that could be taken up in the context of recent developments in, and aspirations for, the history curriculum. Our project invites readers to engage in the historical process of understanding the past within contemporary classrooms by drawing upon a range of interdisciplinary approaches including web-based exhibits and artefacts, visits to historic sites, published accounts and dramatic representations to meet these curriculum expectations.

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“…Por su parte, Ken Osborne (2006) identificó tres formas que la educación histórica adoptó a través del tiempo: la primera se centró en la transmisión de la narrativa sobre la construcción de la nación; la segunda, más cercana al enfoque de las ciencias sociales, se enfocó al análisis de problemas contemporáneos; y la tercera tomó a la educación histórica "como el proceso por el cual los estudiantes llegan a comprender la historia como una manera de investigar desde la disciplina y, por lo tanto, aprenden a pensar históricamente" (OSBORNE, 2006, p. 107).…”

Section: Clío Va a La Escuelaunclassified

Educación histórica, una propuesta para el desarrollo del pensamiento histórico en el Plan de estudios 2012 para la formación de maestros de educación básica

Sidd

Belinda

2015

TempArg

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Este artículo presenta el sustento teórico, las competencias profesionales y los cursos que integran la propuesta formativa en el área de historia de los nuevos Planes y Programas de Estudios de 2012 de las Licenciaturas en Educación Primaria y Preescolar que se aplican en las escuelas normales. Partimos de una discusión historiográfica contemporánea para definir teóricamente la historia a la que nos referimos en este trabajo y retomamos el término educación histórica - empleado sobre todo en el ámbito anglosajón -, pues asumimos una mirada interdisciplinaria que recupera los vínculos entre la historia y otras disciplinas científicas, como la psicología y la pedagogía de la historia, que le permiten a Clío iluminar su camino a la escuela. Palabras clave: Educación histórica; Historia; Formación de profesores; Pedagogía de la historia; Planes y programas de estudio.

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7. ‘To The Past’: Why We Need to Teach and Study History

Cited by 18 publications

References 0 publications

Evaluation of Olgun Children’s Journal (1935) within the Scope of Adding Nation and History Awareness to Children

Evaluation of Olgun Children’s Journal (1935) within the Scope of Adding Nation and History Awareness to Children

Traces of the Past: Raising the Allumettières (Matchworkers) in Sites of Collective Remembering

Educación histórica, una propuesta para el desarrollo del pensamiento histórico en el Plan de estudios 2012 para la formación de maestros de educación básica

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