Are Historical Thinking Skills Important to History Teachers? Some Findings from a Qualitative Interview Study in Austria

Bernhard, Roland

doi:10.18546/herj.14.2.03

Cited by 6 publications

(6 citation statements)

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“…In carrying out learning the teachers, however, still, emphasize memorization. In the implementation of history learning, many teachers still use the ability of students to memorize (Bernhard, 2017). This research has not shown how interviews conducted and what reasons stated by history teachers' candidate did not carry out historical thinking as well as what factors that cause teacher candidates did not carry out historical thinking.…”

Section: Introductionmentioning

confidence: 81%

“…In carrying out the construction, a historian required to have an abstract imagination's ability. The abstract in question is to use theory in compiling historical sources into a narrative communicated to the public (Bernhard, 2017). This capability is, of course, necessary to be able to understand the historical methodology in depth.…”

Section: Historical Thinking Abilitymentioning

confidence: 99%

“…Even student characters are not visible. Bernhard (2017) conducted a study in Norway by interviewing on how teachers' views explored the historical thinking ability in implementing learning. Bernhard's findings showed that when in the interview teachers stated that historical thinking is important, but in practice, it is rarely used.…”

Section: Introductionmentioning

confidence: 99%

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Phenomenography Analysis of Students’ Historical Thinking Ability in Studying Social History

Mulyana

Kurniawati

2020

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The Marton Phenomenography Analysis model is interesting to apply because it has a significant characteristic of learning that is based on two academic learning patterns, namely "surface" and "in-depth" learning approaches. This study aimed to investigate students’ historical thinking ability using the Marton Phenomenography Analysis. Qualitative method was utilized with a phenomenography approach. The phenomenography approach was aimed to identify students’ historical thinking ability as they experience, conceptualize, perceive, and understand various historical phenomena of social movements. The subjects were students who took part in Social History. Data were collected from examination, observation, interviews and document study. The results showed that students who have "surface" and "in-depth" learning patterns have different thinking patterns, perspectives, and perceptions. There is a significant difference as much as 12.11% in the historical thinking ability between both groups. The "in-depth" group has an advantage over the "surface" group in terms of understanding changes, comparing historical narratives, interpreting history, understanding historical interpretation, as well as constructing history. Both the "in-depth" and "surface" groups have a good ability in the aspect of knowledge on facts and how to search for historical sources. Finally, both groups have less ability to develop different thinking patterns, create questions from historical stories, and evaluate historical sources.

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Section: Introductionmentioning

confidence: 81%

Section: Historical Thinking Abilitymentioning

confidence: 99%

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Phenomenography Analysis of Students’ Historical Thinking Ability in Studying Social History

Mulyana

Kurniawati

2020

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“…After a long time in which history didactics paid little attention to teachers (Hasberg, 2010), it is now widely accepted that they are central subjects who have great freedom in the design of their lessons (Münch, 2017b), and therefore that they are responsible for the structuring of history lessons (Schulz-Hageleit, 2014), and have a significant influence on learners' conceptions of history (Evans, 1990). As a result, the beliefs (Bernhard, 2019a;Nitsche, 2019), historical-didactic knowledge, teacher training and practical school experiences of history teachers have been researched in numerous projects in recent years (Maggioni et al, 2004;Popp et al, 2013;Waldis et al, 2014;Fenn, 2015;Schröer, 2015;Thünemann, 2016;Bernhard, 2017;Heuer et al, 2017;Litten, 2017;Ecker, 2018;Lüke et al, 2018;Nitsche, 2017;Resch and Seidenfuß, 2018;Heuer, 2019).…”

Section: The Concept Of Historical Culture In History Curriculamentioning

confidence: 99%

Austrian teachers’ understanding and teaching of historical culture: challenges for the implementation of curriculum reforms in Austria

Brait

2022

History Education Research Journal

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In Austria, there have been repeated reforms of history curricula in recent years. In particular, these reforms have had the goal of implementing competence orientation. However, numerous research studies have shown that history teachers find it difficult to implement the new standards and that they only partially incorporate the central theoretical principles of the curricula into their teaching practice. In addition, the new specifications have not been fully incorporated into textbooks. This article focuses specifically on the inclusion of historical representations in the classroom, and on the opinions of history teachers in relation to this. Since Austrian curricula are committed to a critical approach towards historical culture, in addition to a source-based approach, the inclusion of historical representations is necessary in order to meet state requirements. However, based on 85 qualitative interviews with Austrian history teachers, it is evident that these teachers are only partially familiar with the theories of history didactics. Many history teachers are not informed about the technical terms used in the curricula, and when manifestations of historical culture are considered in history lessons, they are rarely critically examined.

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“…Sungguhpun begitu, tidak dapat disangkal bahawa kelemahan murid dalam pengetahuan sejarah adalah disebabkan oleh amalan kaedah pengajaran yang berpusatkan guru dan penghafalan maklumat sejarah (Cuban, 2016;Gleeson & D'Souza, 2016;Grant, Lee & Swan, 2017;Parkes & Donnelly, 2014; Van Hover & Yeager, 2004;Veuren, 1995). Hal ini demikian kerana murid-murid menghafal semua maklumat yang telah mengehadkan proses pemahaman ilmu sejarah dan menimbulkan kebosanan belajar mata pelajaran Sejarah (Fitzgerald, 2009;Foster & Crawford, 2006;Kobrin, 1996;Ramoroka & Engelbrecht;Sharp & Ammert, 2017) dan murid-murid juga tidak dapat membezakan antara fakta dan tafsiran sejarah (Barton & Levistik, 2003;Bernhard, 2017;Garske, 2017;Heller & Stancy, 2013;VanSledright, 2011). Tambahan pula, kaedah pengajaran yang berorientasikan amalan chalk and talk di dalam kelas juga telah menyebabkan proses pengajaran dan pembelajaran Sejarah menjadi tidak berkesan, bersifat sehala, tidak menarik dan membosankan (Mohd Samsudin & Shahizan Shaharuddin, 2012;Sharifah Aini Jaafar & Arba'iyah Mohd Noor, 2016;Subadrah Nair & Malar Muthiah, 2005;Omardin Haji Ashaari & Yunus Muhamad, 1996).…”

Section: Pernyataan Masalahunclassified

Multiple Document Based Lessons dan Kekekalan Pengetahuan Sejarah

Kaviza

2021

MJSSH

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Kajian eksperimen dengan reka bentuk faktorial 3 X 3 ini bertujuan mengkaji kesan pembelajaran sejarah melalui Multiple Document Based Lessons terhadap kekekalan pengetahuan sejarah dalam kalangan murid. Seramai 102 orang murid Tingkatan Satu melalui teknik persampelan berkelompok terlibat dalam kajian ini. Instrumen kajian ini merupakan ujian pencapaian pengetahuan sejarah yang telah dibina oleh pengkaji yang telah disahkan oleh pakar-pakar penilai serta mempunyai nilai kebolehpercayaan yang baik. Data kuantitatif dalam kajian ini telah dianalisis secara statistic deskriptif dan statistic inferensi iaitu melalui ujian SPANOVA dengan menggunakan perisian IBM SPSS versi 24. Dapatan kajian ini telah menunjukkan bahawa pembelajaran sejarah melalui Multiple Document based Lessons adalah lebih berkesan berbanding dengan Document based Lessons dan kaedah pengajaran konvensional terhadap kekekalan pengetahuan sejarah dalam kalangan murid. Implikasi kajian ini telah menyediakan sumber maklumat kepada para guru sejarah bahawa pembelajaran sejarah melalui Multiple Document Based Lessons telah dibuktikan adalah lebih berpotensi dilaksanakan dalam pendidikan Sejarah selaras dengan inovasi dalam kaedah pengajaran sejarah sedia ada.

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Are Historical Thinking Skills Important to History Teachers? Some Findings from a Qualitative Interview Study in Austria

Cited by 6 publications

References 0 publications

Phenomenography Analysis of Students’ Historical Thinking Ability in Studying Social History

Phenomenography Analysis of Students’ Historical Thinking Ability in Studying Social History

Austrian teachers’ understanding and teaching of historical culture: challenges for the implementation of curriculum reforms in Austria

Multiple Document Based Lessons dan Kekekalan Pengetahuan Sejarah

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